-r

_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

:i 03 The Malthusian Population Theory 7

04 The Neo-Malthusian Population Theory """:"""""""" l0

"T
il 05

06
Theory
The Demographic Transition

The Marxist Population Theory

13

16

iI
I

07 Sources of Population Statistics .'... I8

08 The Population Composition of the Caribbean 21

-t 09
10
Caribbean Population Growth Rate -

Population Fyramid
Lt+
2()

_l: 11 Population Control PolicY

t2 Development ....
31

35
\
I
I MODULE 02 - SOCIAL ORDER, SOCIAL CONTROL AND DEVIANCE

LESSON #
;

I t3 What is Social Order 38

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

19 Social Distribution of Crime 56

59
''1
20 The Issue of Deviance/Crime -. i r .. '

J -fut .".:
MODULE 03 _ SOCIAL DEVELOPMENT AND POVERTY

LESSON #

21 Concept and Development 63

22 Theories of Development and Underdevelopment 66

23 The ModemizationTheory 6q

24 The World System Theory ...' 73

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

31 Approaches used to Develop Poverty Alleviation Policies el

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

2. Crude Death Rate

-
I ffideaths per 1000 of population in a givenyear'
CDR: # of deathg * 1000
Totd PoPulation
I
-
3. Fecunditv
Th"Tth-'tiologieal abilrt--v of a r,voman or nun to produce a live child'

I 4 Fertili8 an individual. couple, a group

This refers to the actual reproductive pertbrmance of
I or a PoPulation

5. Gener+l Fertilitv Rate .

r . i* .,:_.^-.,oo. rnr a
I This refers to tneffiIEof live births in a^ given year for every 1000 women
the age group 15 - 44yrs is used'
ln the
age group 15 - 49yrs- [n some cormtries
*
GFR: # of l2irths 1000
I f. poPulation l5-49

6. Aee FertilifY RaJq

- SPecificthe in a gil.en year per 1000 rvomen in
I Tfi, ,"fe.t to
specific age grouP.
number of live births
a

ASFR: # of births * 1000

If # of women in a sPeci{ic age group

l(' Z.N4lgral hlcreas

This is an increase in the population u'here total
given courtry for a particular year' Natural decrease
births exceeds total deaths m a
is the opPosite.

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 9. Infant iVlortalitY Rafe

This refers to thei--U*, of deaths to infants
less than one -vear of age per 1000

I live births in a given Year. *

IMR = # of deatirs to infants < ll'r 1000
Total live births

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<

I 1. Popqlatisn Growth Rate J

This refers to the rate at which the population changes due to the number of births. I
deaths and migration, in a given year.

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

Candidates will be required to:

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

Lesson #01 targets objectives #01 and 02 of Module 1.

RECOMMENPED READINGS

1. Sociology For Caribbean Stuclents Vol.2, by Mustapha (2006) P.7- 15.

2. Sociology, A Global Introduction by Macionis/ Plumm er (2002)P. 594 -- 601.

3. Modules In Social Studies With SBA by Ramsawak/[Jmraw P. 188 -- 192.

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
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 RESEARCH ACTIVITIES

Candidates will be required to :

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

S6urce: rvu,n,.prb.tlIg (MID 2001)

Death Rate of Infant Total

Life I
I'op'
COI]NTRIES Pop Birth I
I
I I
E,xpecta I'er
Mid
I

I Per Per Natural morta fertility

I I
I

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

09 0.6 7.1 2.1 l4 80 77

USA 284. 15
5 '76 81 08
0.3 5.5 1.4
31 .0 11 08
CANADA 24 ', a. 7A t_\ 624
I^I\/ATr-A 2.6 20 05 1.5
1.6 70 75 1(r20
09 0.5 14.2
I]ABADOS 0.3 T4
t3 77 lb+
7 6
cUsA
'I'RINDAD/
-l 11-3 t4
t4
07
08
o.7
0.6 17.1 t.7 68 It 656
1.3
TOBAGO 4.7 47 5l 650
1.8 80.0
I-IAI'I'I 7.0 -)J
IJ 78 132
05 1.9 25 2.8
MEXICO 99.6 24 r00
r7 72 76
2.9 z5 05 2.0
PANAMA 35 2.4 65 72 52
171 22 07 1.5
BRAZIL
I 40 2.5 62 6tt 0ti
0.7 21 08 1.3
GI]YANA 44 3.5 65 68 i81
28 07 2.1
E,GYPT 69.8 42 47 196
2.7 153 6.3
5.4 47 20
SIERRA
t,h,ONE 97 5.9 51 53
65.4 44 15 2.9
ETHIOPIA
!?

r-
{t

J
1

II. Critically assess the relevance of the Neo-Malthusian theory to the

current Caribbean society.
1
III. Compare and contrast the Malthusian and the Neo-Malthusian theory
-t
with regards to a named Caribbean territory.
J
l

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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1

_l
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_.1

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1
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I
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

ROMANIA 22.4 10 l2 -0.2 18.6 1.3 67 74 243

RUSSIA 144 09 r5 -0.6 16 t.2 59 72 22
AUSTRALIA 19.4 13 07 0.6 5.7 1.1 76 82 06

Lesson Target

Lesson # 02targets objective # 03 of Module 1

RECOMME,NDE,D READINGS

1. Population- An Introduction To Concepts And Issues by John Wecks

P.165-206.

2. Modules In Social Studies by Ramsawak/umraw (2001) P. 193-206.

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

malnutrition and diseases'

sucit

l as t-amine'

Malthusarguedthatmanisrationalandwillputinplacethenecessary
growth. Malthus made mention of two
typcs ol-

l measures to control population

illeasures that will contribute to the control of population

growth' These arc

l positive chechs and preventive checks'

l What Are These Positive Checks

Malthus believed that the threat of starvation

would give rise to adverse social

l practices that may kiil off the people

even before starvation of itself

prematurely weaken and destroy the

will
does stl'

hrtman fianre '

'l'hese

l These measures

fiteasures are referred to as positive

wars, strenuous work, epidernics,
checks by Malthus' These checks

and ove! indulgences

includc

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 would include all possible means of birth

control such as abstinence,
objected to the use of birth oontrol
contraceptives and abortion. Malthus
_1 measures within marriage. He argued
that the use of contraceptives' aborti<tti

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.

Malthus proposed certain measures to eradicate poverty. These include

r create jobs instead of welfare

o reduce family size

r increase foodproductron
o increaseeducationopportunities
. delay marriage until you can afford it
r abstinence

Criticisms of Malthus

FIe farled to realize the positive effects of technology to increase

food supply considerably - mass production.

II. He refused to accept other forms of birth control apart from moral
resfraint

m He confused moral and scientific issues with regards to preventive

checks.
J
T
) RESEARCH ACTIVITIES

_l Candidates will be required to :

I. Explain the basic differences between positive and preventive checl<s.

_l II. Discuss the relevance of the Malthusian theory to a named Caribhban
territory.
_l ilI. Malthus' theory on population growth is not suitable for the Caribbean

_l society. Discuss this statement, making reference to any caribbean

study.
T

e Main ['oc althusian Th

: moral restraint
the increases in food supply
_l the negative effects of overpopulation

J LESSOI{ TARGET
_l Lesson #03 targets objective#4 of Module 1.

J RECOMMENDED READINGS

1. Sociology For Caribbean Students Vol.2 by Mustapha (2006) P. 2tt-31"

J 2. Sociology, A Global Introduction (2002) by Macionis/Plurnrner P. 602.

J 3. Population An Introduction To concepts And Issues by .lohn weeks

(1 ee6)

J P. 63-68.

t
J
J
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 LESSON # 4

The Neo-Malthusian Theory On Populatign

'l'he Neo-Malthusian theory is more

or less a revised version of the Malthusiarr
thcory" It agrees in some points but diftbrs in other points.
'[he'Nco-Malthusian theory supports
two main ideologies-
L sclective procreation
2. planned parenthood.
i

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.

l 'l'he planned parenthood policy

was met with sorne success in China since
1970, where the fertility rate fell fiom 5.9 births per wornen to I .9 in 1912.
f.-
In India it was rnet with less success as the people opposeil the use ol'condorrs

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)

prornoted thc Neo-Malthusian thcory on population.

i
4
L-
L{
ri-
)
Similarities Between Neo-Malthusians And Malthusians

l. That population control is inevitable.

II. That rapid population growth is connected to poverty'

How Do.Thev Differ

I. 'I'he Neo-Malthusians accept other fonns of birth control apart tionr

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.

Criticisms Qf The Ngo-Malthusian Theory

L Some heads of governrrents ofthe developing countries including cl-litia
i1 the 1960's opposed the idea of planned parenthood and selective
procreation as an attempt to keep down the population oI'these coutrtricr
fbr fbar of being overthrown.
Il. 'l'hc {eveloping countries have been exploited by population conlrol

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.

IIl. It is claimed that South Aflica during apartheid, had inrpose-d

sterilization of hundreds of young black women since the 1950's.

RESEARCH ACTIVITIES

Candidates are required to:

L l)iscuss the differences between the concepts * selective' procrcation ancl

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.

last one hundred and fifty yc-ars'

Most of these social changes occur over the
75 million pef year' However' it is
The worlil population increases by about
projected to fall to about 33 million by 2050.
significantly' most of this r'vill

occur in the developing countries'

ol-
based primarily on the interpretation
The demographic transition theory is
in lg2g ' Five stages of social
warren Thompson, (an American demographer)
transformation will be discussed in light of this theory'

t*t the birth and death rales

nis refers to the pre_industrial society where
i are corresPondinglY high'
,.,,
I
I
Stage2
there is a rapid fall in the
At this stage the birth rate remains high but 'i.\

deathrates,duemainlytoimprovementinfoodsupply,sanitation,healthcarc
fall into this stage where they
I
i

and education. The developing countries

growth'
experience a rapid increase in population

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.

I. It cannot necessariry predict the future as it is only

a rnodure.
II' The DTM makes no comment on change in popuration
due to migration.
III' It is too simpristic as it sees sociar changes in a predictabre
rnanner.
However, social changes may be inhibited
by various unforeseeablL,
events such as war, famine. diseases
or naturar disasters.
 I
i
RESEARCH ACTIVITIES
-,
I
Candidates are required to:

; I. Explain how the following concepts contribute to a decline in tbrtility ratcs:

I
o technology
-,
o urbanization
I

o the increase in the status of women

-l
I
o education
-_
II Assess the extent to which the DTM can be applied to a named,Caribbean
territory.
-

<q

_.i LESSON TARGET

'1 Lesson #05 targets bbjective # 04 of Module 1.

-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.
''l
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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.

l Marx clairned that areserve army of labour was

of the capitalist system. when there is an influx
principle of demand and supply wiil be
necessary for the rnaintenancc
in the suppry of labour, the
applied. That is, wages wilr be chcaper
: when there is an influx in the suppry of rabour.

I competition for scarce positions. To Marx,

As a result there wiil be a
fhis will keep wages low ancl

I
enhance worker,s productivity levels.
l-he Marxist population theory was in response
to the work of Malthus. Marx

I was critical of Malthus in several ways.

I L
II'
Marx saw nothing wrong with birth control.

I Marx belie'ed that with the use of technorogy food

pace with population grou,th.
suppry can keep

Ir. Marx did not believe that poverty should be blamed

on the poor, but
J instead on the capitalist system.

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

I I. He gave the impression that no real population

problems exist under
communism.
I M)
 I LESSON #07
L:
tl Sources 0f Population Statistics
L_, I. census III. immigration
Ii II. surveys IV. Official statistics eg. births and death registration
L_
Uses Of Population Statistics
(
'i I. It indicates the level of human development in a particular country.

L: II. It assists with the evaluation of various social policies and programmes

I with respect to their effectiveness.

L: III. It allows for comparison to be made between countries w-ith similar

I
population related policies.
L: IV. It helps to identifz social trends eg. murder,rape HIV/AIDS etc'

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

l Some Reasons Why Census Might Not Be Accurate

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.

The relevance Of The Marxist Perspective to The Caribbean

l. The use of technology can increase the supply of food considerabl-v.
Il. Birth control is necessarY.
lll. Social inequalities can promote social unrests, industrial actions and
poverty.
IV. There should be equal rights for all classes of people regarding
population issues.

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

I. Population, An lntroduction To'Concepts And Issues by John Wecks. l'

69 - 72.

u. Sociology For Caribbean Students (2006) by Mustapha. P. 3l * 33'

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

usually done everY ten Years.

The Human Development Index

basic
This is a composite index that measures average achievement in three
dirnensions of human development. These three dimensions are:
I. a long and healthY life
II. a decent standard of living
IIL a sound education

These have to do with the development of the human capital.

HDI :

country
The HDI helps to determine the quality of life the people in a given
may be experiencing.

RESEACH ACTIVITIES

Candidates are required to :

1. Identify four organizations or places that provide population statistics in

a named territory.
II. Discuss how population statistics is important to any three organizations

within a named territory.

g{Ncensus.
III. Discuss iwo main advantages that surveys Savs
?'
r!
l-r
I
.B
I
-
LESSON TARGET
-,

-t
Lesson #07 targets objective 3 of Module 1.

lJ RECOMMENDED READINGS

I. Population, An Introduction To Concepts And Issues by John Weeks

4 _ 28.
P.

J II. Sociology For Caribbean Students by Mustapha (2006) P. 19 - 27 .

J
J
J
J
J
J
J
J
J
J
J
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

increased to an average oYZO years.

I COLINTRIES 04 under 15 %t5-64 o/o 65+

ANTIGUA 28 64 08
BARBADOS 2t 69
I CTIBA 22 68
10
10
GUYANA 31 64 05
I HAITI 41 55 04
JAMAICA 31 62 07
MARTINIQUE L.) 67 IO
I ST. LUCIA 32 62 06
THE BAHAMAS 30 62 08
TRINIDAD 25 65 10
I Table showing age distritrution in the cariuuean zOot
Source- wwtv.prb.org UNdp.org.

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

- India. Therefore, ethnicity becomes a serious issue in both Guyana and

Trinidad.

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

Trinidad and Grenada.

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 situation in Trinidad and Barbados are similar to that of Jamaica according to

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 occupied by people frorn the black lower classes of the society.

J Candidates are required to:

RESEARCH ACTIVITIES

J L Write shorJ notes on -

o
J o
primary occupation
secondary occupation

J o
r
tertiay occupation
quaternary occupation

J II. Discuss the main transformations that are occurring in Caribbean

J occupations.
III. Discuss why a country's population composition is important with

J regards to its population growth rates.

J LESSON TARGET

J Lesson #08 targets objective 5 of Module 1.

-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.

Natural disasters have also influences out-migration on the part of a few

territories such as Montserrat and St. Vincent. Volcano threats have lbrced
many people to migrate frorn these places. Political instability and violent
crimes has forced many people to migrate from Haiti, and to a lesser extent
from Jamaica and Trinidad.
N/B It is important for students to be acquainted with the various socio-
economic implications of Caribbean migration.

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

population has over 20% of its people under l5 years of age.

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'

Population change refers to the increase or decrease in population caused by

migration or natural means.

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 .

The Caribbean demographic structure is shaped by the large influx of

Europeans, followed later by the Africans and Asians. The 'Tews, Syrianqand
the other races frorn the Middle East followed'
By the 1940's many Caribbean people started to migrate to Panama, Costa
Rica, the U.K., Canadaand the U.S.A. In the 1970's a number of people
migrated between the caribbean territories, with the Bahamas and the
cayman

Islands being the main destinations'

t
J 4. Health

-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 which tend to influence one's lifestyle.

J RESEACH ACTIVITIES

J Candidates are required to:

I. Discuss conditions that may give rise to voluntary and forced rnigration.

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

named Caribbean territory.

J V. Discuss some basic population trends of the Caribbean society.

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.

2. Modules In Social Studies by Ramsawak and Umraw- P- 206 - 207 .

J
 Ftes*ur'*sg: l'{utnari

age group rryith the other aqe groups;ust atrove

itl{riecreasrng birttr rat'e is characteristic of
most deveioped countries' Such countries
sonietinies depend upon itrtrrigrants to fully
r-rtilise titeti physicai resoui'ces
Fyran'lld C rel-rresenG a situatic'it \ryltert:
i.he birrli rat-e i:j ncither iricreasing tltrr il(rcreas-
-l'he
!nq sigrtificartiy. lrifth rate over tlte years
iE alrnost constant.
It is intel'estincl to trcte tire percentaqc of
popuiation over sixiy years of age in Pyranridt
A,'B and C. lt ra;ii} be seen that Fyramid A
(ieveloning countries vuith high birt.h rales) has
a smalier percentage c.if pnpulation in these
age groups than Pirranrids B and t" it ls'lhe
r6spinsit,lliry* oi governniertts tc ntake special
provisioris fcir the aged. Thiis, -Qovernrnents
of deveii:peo countries, where I'here is a higiler
in
standaro' of iivilig, has a iarger pcpulaLion
these age grouBS to cater- for than rJevrrlopirrg
countries,
]I ttxt of' rhe rtsPottsibilitts af a go,-erwnt.enl ts ia rfia{
sprr'iai pril r'ilitrr;.r .fttr i hc a{{:d-

l d
l SeEvfries

l age group {Years}

75-7$
80r"

l ?0-74
[c- ov
6S-M
4E_{o
{#

l
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

4 3?',i tr 1? 3 4
T Berseffitfise #f p0pLli&ticlrT

J fr-*
t,""t d
4

J
i
t. -.':J lu:*;

J
J'.. Besources: Human

age group (years)

tE+ 85+
r-t{ 80*84
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
o
{5-19 45*49
tl[-14 4g-*4 (E
:Ii-39 E 35-39 E
t0 -3,'1 o
$r 30*34 o
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

The age: sex information obtained from

J a census is put in the form of a population pyra-

mid. A population pyramid is a graphical rep-
resentation of the composition of a given popu-
age group (years)
85+
80-84

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

given country. Mostpopulationpyramidswillreflectoneofthefollowingtypes

of growth:

t. Bgpid-GroytL apex. It indicates high

amid has a broad base and a narrow
rate'
birth and ieath-.ates and a low life expectancy

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'

3. Negative Gro\dh . . . *-.^L,,,iror rLqn fl

Themiddlesect,onoftheplramidismuchwiderthanthebase.TheapexlS
also getting wider d;;;; i;t**ed
life expectancy. Birth^rate is low and the
death rate is *ro ro*. c"rr"*v is
includei in this type of plramid.

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 Candidates are required to:

\ L write short notes on stationary,

expansive and constrictive pyramids'

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

pyramid to shift from rapid growth to slow growth.

IV. What challenges could be posed to the government of a country which
population pyramid is expanding at the apex?

LESSON TARGET

Lesson #10 target objective 5 of module 1.

RECOMMENDED READINGS

t. Module in Social Studies by Ramsawak and Umraw (P. I88-190)

2. Sociology For Caribbean Students by Mustapha (2006) (P.
122-123)

O u)o,nen lOertrl rT11rt '. o r ren+uol

@ tncrealc U/ry^n^+'
)'h
@ Rroluc* U,Jir^t (rtnt,

"P
s'
$
t
\'r I

1
o
r
$
J
<=.s
@
\
R/.
:f
IJ
./

LESSO]Y #11

Population Control Policy

J This is a set of measures designed by the government to influence changes

within the population e.g. the fertility rate and migration.

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 is presently faced with unprecedented dernand for:

o oil
J . food - especially corn and rice.
r potable water
J o the control of toxic waste and other pollutants
J o jobs
o proper affordable health care
J o adequate housing
o friendly physical environment.
J AII these critical demands only serve to increase the growing need for

J fundamental population control policies to be drafted and implemented.

Africa and Latin America are recording the highest population growth rate in

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 expectancy rate in the world.

This lesson will briefly take a look at some of the population control policies iri

t India, Singapore, China and Jarnaica.

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

welfare benefits, tax rebates etc.

II. Family life education was introduced.
III. The "Stop At Two" policy was promoted-
IV. Voluntary sterilization and abortion was promoted'
V. In 1986, the "Stop At Two" policy was abolished and was replaced by
the "Have Three Or More if You Can Afford It" policy. This was

necessary as the fertility rate fell to 1.44 children per woman, below the

replacement rate of 2.L This prompted the government to promote a

public campaign to inform the people of the joy of marriage and
parenthood. Material incentives were offered to parents who were
having their fourth child. A $20,000 tax rebate was offered to parents
who have their fourth child after January 01,1978.

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

overseas can have a second child.

II. There is now a family planning programme which involves the

distribution of free contraceptives and free pre-natal classes for wolnen.
 III. There is health care assistance for pregnant women'

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:

J I. Population policies are critical to the development

of the Caribbean'

Discuss this staternent in light of a named Caribbean

territory'

J il. Explain some of the basic population control policies of

the U'S' A'
policies of a named
IIl. Assess the effectiveness of the population control
J Caribbean territory.
some bith
Explain why people may not be willing to participate in
J IV.
control Programmes'

-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:

_l L Population policies are critical to the development of the Caribbean.

-I Discuss this staternent in light of a named Caribbean territory.

I

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

improvement in the quality of life of the people within the country'

/

J Population Density

J This refers to the average number of people living on every square kilorreter
in

a country.

J Population density : Total population

Area

J
J This refers to the number of people that a country or area can support
witl-rout

!J adversely affecting its ability to support future generations.

Overpopulation
This refers to the condition where the economic resources in a given area
are

J not enough to support the population of that area'

J Population and development In The Caribbean

It is evident that the population statistics of a country can affect its

J development and the vice versa. The general level of education of the
nray determine significantly the level of economic development that
a
people

t particular country may experience. Agricultural activities are on the declinc

in

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.

Candidates are required to:

I.Discussthestatement-..FertilitycontrolisthekeytoCaribbean
development" with reference
to a named territory'

II.Ana|yzetheimplicationsofoverpopulationtoanamedCaribbean
territory.

@
 7 0f Module 1'
Irsson #l2tatgets objective

Ramsawak and Umraw P'

194-200'
1. Modules In Social Studies by
2.Population-AnlntroductionToConceptsAndlssuesbyJohnWeeks.
P.429 - 450.
by Mustapha' P' 82 - 85'
3. Sociology For Caribbean Students
itu MZ,
I\
-
J LESSON #13

J What Is Social Order

This refers to a situation in which the rules and regulations of a society arc
J adhered to by its people. In other words, it is the stability within the society.

Here, the different social institutions carry out their functions effectively and
J cooperatively.

J How Can Social Order Be Maintained

J . Primary socialization

. Sanctions

o Education

J . Force

. Religious values
J Threats To Social Order In Caribbean Societv 1

J . The fonnation of violent gangs. - t'r "i |'

{'"
*-o -'t'.'f;

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

. High level of unemployment. *

J . The widespread use and trafficking in drugs.
. PoliticalinstabilitY.
J o The break down in familY values *
J . Widespread government corruption
. Iqf ustice rneted out by certain state officers e.g. police and the count. ?l::: ,
J

h What Is Social Control

J This refers to measures used to ensure that people act in accordance with the

J expectations of the society.

J
 Agents Of Sociat Control

.
. The Farnily
Education f
.
.
Religion
f
f
The Legal System
. The Government

What Are Norms

These are guiderines or rures for

behaviour within a sociery or group.
I
What Is Sanction

This is areward,or punishment used to

enforce sociar norms.
f
Formal Sanction

This type of sanction foilows a set procedure

e.g. so,eone being
i
expelled from school.

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 u'orthwhile e.g. freedom, education, peace and family.

It is irnportant to note that norms are based on values held by the society or

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.',

J . Discuss the statement - the application of negative sanction on

t Caribbean children is becoming increasingly futile.

LESSOI\I TARGET

IJ
/ Lesson #13 targets objective 2 of Module 2.

RECOMMENDED READINGS

. Module In Social Studies by Ramsawak and Umraw (p. 79-80)

. sociology: Themes and Perspectives by Haralambos (p. IX-x) sixth

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

for the followrng reasons - It maY'

Deviance can be dysfunctional
: I. threaten the social order'

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'

s1'mptom in the sense that

it may reveal significant personal
or

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

of apartheid in South Africa.

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'

Crime Differs From Deviance

crirnc
Deviance does not necessarily break the law but crime does. Therefore,
is punishable by law but deviance may be subjected to infonnal
sanctions such

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

named Caribbean territory.

@I
LESSON TARGET
I-esson #14 targets objective 4 of Module 2.

RE,COMMENDED READINGS

l. Sociology: Themes and Perspectives by Haralambos (P. 330-332) Sixth

Edition
2. Sociology for the Caribbean Students by Mustapha (P. 13 1- I 36)
J LESSON #I5
The Functionalists, perspective On f)eviance
J
J Emile Durkheim
Durkheirn believes that high crime rates are dysfunctional to society. [Jorv5,cr.

J he argued that deviance is nonnal and may be useful for the society to survivc

as a social system. Durkheirn claimed that deviance is functional for the

J following reason:
I. It prornotes social change
J II. It strengthens social solidarity
II1. It can be useful
J as a warning signal, indicating that aspects of the socict;,
are not functionally effective.

J Robert Merton

J Merton, an American sociologist, studied deviance with special relbrence to tlrc

predominantly middle class American society in the 1930's where there rvas

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

J goals are achieved. These means include educational qualification. special

talents, hard work, determination and ambition. Merton sees nonnality as

J confonnity to these prescribed and legitimate means. This con{bnnity depc,pds

prirnarily on one's success at school and on the-iob. Merton stated that not

I everyone has equal opportunities to achieve success. He argued that when

people are denied the opportunify to achieve the approved goals, they nray
J pursue alternative means. This could lead to a state of anomie. Anorrrie rclbrs

to a state of normlessness or social disintegration

- a disregard for socially
J approved behaviour. Merton argued that the American society coulcl respgnd l9

J success goals in five possible ways:

 I. Conformity - people accept the legitimate goals set by the society

along with the socially approved means of achieving these goals.

II. Innovation - These people accept the goals set by society but re.lccl 1hc
socially approved means of achieving these goals. These people arc
usually frorn the lower social class. They resort to crime to achieve thcsc:
goals eg. drug trafficking.

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

not want to resort to crime as a means of achieving these goals.

IV. Retreatism - These people include the outcasts, vagabonds, chronic
drunkards and drug addicts. They fail to cope with life situation. As a

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

named Caribbean territory.

theory on deviance in right of.a

LBSSON TARGET

E-J Lesson #14 targets objective 0l of Mod ule 2.

l. Sociology: Thernes & perspectives by

$
Hararambos (p. 330 _ 33g) Sixth
Edition.
2' Sociology For caribbean Students
by Mustapha (p. r37 - 143).

F
5
T
 LESSON # 16

The Conflict Perspective On Deviance

/
J T'he conflict theorists view the capitalist society as one of conflict between tlrc:

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 lnicroscope. The conflict theorists believe that street crime would be

highlighted far more for its seriousness than white collar crime in the capitalist
society. Those who control the rleans of production will influence the
- govemlnent to pass laws that will protect their interests'
J
J Karl Marx
Marx believed crime is functional with regard to the class struggle within
capitalist society. To Marx, the minority ruling class benefits the most fiorn
J capitalisrn and is keen to maintain the norms and values of the society.
'l-hey do

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 Candidates are required to:

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

The Iabelling TheorY

labeled as deviant and the
a person,s behaviour is
This theory investigates why
theory explores how and
such labeling have on the person in question' The
effects
whycertainactsaredefinedasdeviantandwhyothersimilaractsarenotso
who
This theory views criminals not as evil people but as individuals
defined.
and the
placed on them by both the criminal justice systern
have a criminal status
corrmunitY atlarge'
as a criminal may lead to secondary deviance' Thal is'
Labelling a primary deviant
deviant acts'
one labeled act may cause
the person to commit other

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

are committed the porice

that raber, even if.

may warr to
r
due to the label they
carry.
r
The Effects of labelling

I. It promotes deviant behaviour

r
II. It maintains deviance r
I,,' It interferes with other
aspects of one,s socia]
relationships and friendships.
rife eg. family
r l

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

3 ' This theory tends to

be biased against
males from the rower
sociefy' seeing thern socia.r crasscs in
as prime suspects
for certain types of crinie.
T
T
il
Edwin sutherland introduced this theory
in 1939' He claimed that criminal
with
is learned just like any other behaviour, through social interaction
behaviour
is best leamed in primary groups
such
others. To Sutherland, criminal behaviour
peer groups' This involves learning
techniques about
as the family, friends and
not
sutherland, criminal behaviour is
how to commit crime. According to
values eg' not all alcoholics will steal
in
necessarily an expression of needs and
a deviant
a person is more likely to become
order to buy alcohol. He claimed that
crime than those opposing it' People
will
rvhen there are more factors favouring
and when their environment includes
learn the values of others in the society

frequent contact with crirninal elements'

l.Itdoesnotadequatelyexplainwhyeveryonewhocomesincontactwith
criminals does not become criminals'
about
2. It does not state how the first criminal came

Social Control Theory

that everyone has the
Travis Hirschi isthe founder of this theory' He argued
they do
fear deters many people because
potential to be law breakers. However,
not want to destroy their social bonds
with others' Hirschi tried to explain why
He presented four social bonds that
individuals choose to conform to the noffn'
Llirschi
acts, socialization and confonnity'
show the relationship between crirninal
to cotrrmit
believed that the stronger that these
four bonds are, the less likely one is

criminal behaviours' These bonds are:

eg' your parents' to
1. Attachment -this refers to one's interest in others
school and to one's Peers'
 2' Commitment
- this has to do with the individuars attachmenl
and ethical code of to thc nroral
society' Hirshi believes
that arack of cornrnilmenl
things such as life, in
properl y, andreputation
may cause an individuar
participate in criminal to
acts.
3' Involvement
- this concerns a preoccupation with activities that pronrote
the interest of the
society. Hirschi berieved
that invorvement in
farni,y and recreation schoor,
wi, Ieave no time for idreness
crirainal activities. which can lead to

4' Berief - This invorves the respect for the laws,

and the
peopre and
institutions which enforce
the laws. If such beriefs
weaken or disappear,
one is,ore likery
to engage in criminar
acts. Adorescents
attached to their parents who are strongry
have been found to
be less likery to engage
criminal behaviour. in

This subculture theory

is based on the work
ofAlbert cohen. cohen
delinquency is most berieved that
common among the
rower crass, and thatgang
its most colnmon derinquency is
fonn' cohen argued that
derinquency is a coilective
where individuars.ioin response
together in committing
acts of deviance.
The theory posturates
that the lower-crass
boy is judged by the
standards' The lower-class rniddre_crass
boy accepts the goars
of the middre-crass even
he will not be able though
to achieve them' The
whore matter of curturar
resulted' accounting deprivation is
for the lack of ed ucationarsuccess
Iower-class' This among members of
the.
cultural deprivation
reads;;;;uskarion, which
level of frustration refers 1o thc
associated with low
status in socieity. In
frustrarion' rower-crass response to this
boys deverop
and to seek status
in other ways' These
".r;";;;."rn* r".,..rs rniddre crass varues
lower-crass boys with
tend to fonn gangs. simirar frustralion
 tf.

To Cohen, delinquency is a reaction to middle class values and judgrnents, where

the lower-class juvenile, unable to live up to these values, become frustrated.
Cohen proposes that gang behaviour does not serye any good purpose, not even tt-r

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.

2. Sociology For Caribbean Students by Mustapha (p. 148-161).

t
E
 LESSON # 18

What Is Official Punishment

This is a negative sanction imposed on individuals for the violation of the law.

T),pes Of official Punishment

Il. Corporal punishrnent * g,s

/o-r'q boort','.I 9"
rr
Sta*i t" 1
_)
III. Imprisonment * 6*in(.ilg -"f i-/r1rri,r,
ff. Fir" *
1

\uu, l$.^*l go1 ,6ot!,_,,,,,),

V. Cornmunity services - J j
,

Alternatives To Corporal Punishment

I. Denialofprivileges - (nSdp6,d of teeetr"J
l$*u*d..o..{,
II. Counselling
IIl. Scolding F lo.rol
IV. Grounding
V. Curfew
\ Q- * *-^A e"r.,\,'u " Iq$*.]'r ! k'rtl
VII. Writing of lines
VIII. Public apology

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

III. Poorpolice investigation - *f A*,lr*ord tasogfrj''f0*"' 3

IV' The lack of eye witnesses due to the fear of * reprisar.

V. Lack of adequate court personnel. _
VI. People,s lack of confidence in the police
force. .*_

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.

Sociology For caribbean

students by Mustapha p. 169 - 176.
 D

I,
LESSON # 19
Social Distribution Of Crime

Does Age Have Anything To Do with Crime?

It is a globalphenomenon that criminal activity is more prevalent among
younger people for various reasons such as:

I. Unemployment rate is higher among young people.

II. Young people are more likely to break away from the tradition of
society and adopt a rlore radical approach to life
III. Young people tend to be more adventurous and willing to take chances.

How Does Class Contri.bute Towards Crime

In most rryestern societies, people from the lower class tend to do the least r.l,cll
in the education system. A number of factors could be responsible for rhis
outcome eg. The lack of affordability, discrirnination, forced absence frorn
school to support family work, etc. the relatively poor educational attainrnent
among the working class makes it difficult for them to obtain good paying.iohs
and other opportunities. As a result, a number of them turn to various forms of
crime. The general stigma affixed to working class people by the society seems
to impact on the justice system. People frorn the middle to upper classes seern
to be less labeled for certain offences such as street crirne, gangs, drugs-related
crimes, extortion and rape. Some of the depressed communities also seem tcr

J pas on a culture of crime to its inhabitants as being socially acceptable. T'l-rcsc

youngsters are taught to be tough and to be part of gangs, as fileans of survival.
The above argument points to the assurnption that one's social class will
significantly detennine the level of crime that one may be involved in.
However, another school of thought,has it that crime may determine one's

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-

minority groups tend to have far fewer life chances in comparison S

to their
white counterparts. They experience greater level of m arginalization
educational and job opportunities are concerned. Some
of these ethnic
wherc
r
*inorities include people of Asian, African and caribbean descents. T.he
poverty level is relatively higher among these ethnic groups.
Social and racial
r
prejudices, at times, impact on society's view of these
people when it cornes to
crime' These ethnic groups are more easily labeled as crime
r
suspects than thcir
u'hite counterparts. They corne under greater police harassment
in iustices.
and courl t
t
I

In the caribbean society, most of the prison imates are people of African j

descent, especially males of dark complexion. They )

are targeted mainly for the
t
major violent
".i-", within the society.
I
why Do M"n T"nd ro co-*it --i
Mor" vior.rt c.i-", Thu, F.*ur",
I' Lifestyle choices
-)
- men are rlore involved in activities
l
such as drinking.
smoking, and ga,rbling. These activities tend to promote
crime and
violence.
II' Socialization - males are often exposed to a higher level of aggressio, i
IlI.
during their childhood days than females.
our males are dropping out of schools at an alarming rate. At the
tertiary level, over 75o/o of the enrollment are females. .rheir
l
lack of
educational and job opportunities is leading several :
to tum to crime lbr

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:

l. Analyze t}ree measures or strategies put in place to counter the

\>\.\^()t:
q
'"r-di.tribrrtion of crime in a named Caribbean territory' 2.-
-*iV- ^,
IL Assess the effectiveness of the various security *"u*,rtis bein-e placed

' -'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'

Sociology For Caribbean Students bY Mustapha {P. 177 - 179)

(P'
-
Sociology: Themes & PersPectives Sixth Edition bY Haralamhos'
867).

tr
Drug Abuse
Dffi;sQeenaglobalproblemforthepastthreeormoredecades.Drug
economic, and cultural factors'
abuse is fuelled by a combination of social,

Drug abuse is perpetuated by the following reasons:

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

Personal problems-divorce lost ofjobs

etc'

persons caught trading in illegal

ln the Caribbean, there are harsh laws against
drug-related crimcs rvhcrc
such as ganiaand cocaine. There is also the problem of
for refusing drug dealers ol-1er
people are being killed for being police informers,

of being drug rnules etc.

is a link between users of hard
A number of social surveys are revealing that there
robberies
drugs and crimes eg murder, rape and armed
and the constant absence of father
The high level of unemployment, povefiy,
factors for young people to turn tcr
figure frorn the home are among the main push
drugs and crime for survival'

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.

It is obvious that caribbean

governments need to put
in prace prograrnmes that
will address the issue of poverfy
alleviation, educafion and
unemproyment. The
family has a major role to
play in helping with the
rehabilitation of these juveniles.
Professional counselling
is also necessary.

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.

Edwin sutherrand defines

white collar crime as crime
commified by persons of
high social status and
respectability in the course
of their occupation. white
crime includes bribery colrar
comrption, fraud, etc.
 -*D*1

Jru'Er vr vv ""- - work place

at the
l and technical actions
o It involves complex' sophisticatec
?3 o The money involved
is usually large

.,) a Itintermingleswithlegitimatebehaviouroti3htb.llb
d
-31
c|-

I/-4 u.. t }L"-*g:-*t*1t#',.- of white collar

-^ -^r.nnc .rf
5- B o it much harder to prosecute persolls
The police finds Sir, rt*-
.^^airra ,apnson
nrison SentenCe
rt/}
collar crimrc rarely receive
,,/ a" a The offenders of white
n
1 detailed media coverase as street crime !:r.{o:
?\e.
)1)
#;;;;;
''.
;".s not atffact
\
tl
') t) does.
'1 ,:
' 'f-' Whitecollarcrimedoesnotbearthestigrnathatisassociatedwithstreet
'{t
V' crime.

gorporate crime J ber n !Fu^' t*$-{ ,, , _-.:

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

o Farniliarizethemselves with relevant Caribbean studies on domestic

:
violence, corruption and substance abuse.

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

il'f -,,^t 11A^,il)

)'v ' , ' *.
t"Er ili .J ?rp - h/. L
n',
F'1 Jo":r Fu !''
I n cpr:".'
)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

J and a change in philosophy

forms the basis for industrialization'

{!
 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

This includes the teal:h-e-rpqpil

and second ary teachers
ratio,,adult litera
cy rate,thepercentage of prinrary
with the requireO qualifications.
I!
3. Welfare

;::,: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

rJ- This takes in the

percentage of the population
accessing running water.
internet services. erectricity, tereprronc.
garbage coilection
services, go.od roacis, sewerage
systerns and recreation
parks.

-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

1. Early Evolutionary Theory

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 Charles Darwins theory of evaluation. Societies are

depicted as being in a struggle for the scarce resources available. The Westem
societies have been to succeed in this struggle as they are considered to represent
the highest stage of socio-economic and political progress. This theory was use to
just & white supremacy over the other social groups. By the 1930's it was
completely discredited.

3. The Dependenclz Theorv

This theory is based on the work of Andre Frank and Samir Amin. It explains

global social inequalities in terms of historical exploitation of the poor societies by

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

nafiralresources, cheap labour, a destination for obsolete technology and a market

for the wealthy countries.

 J
1

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.

Criticisms of the Dependency Thoery

_l

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'

Candidates are required

to:
Dependent On The
- "The Caribbean Society Is Too
o Discuss the statement

Core Nations For Survival'"

.ExplainwhatareSomeofthethingstheCaribbeansocietyneedstodoto
reduce it dependency on the core soclety'

LESSON TARGET

Lesson # 22 tatgets objective

2 ofModule 3'

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";

rnr84Q and rhe

;r1J:ffir::ffi :ilffI,
il:
usA in r86oAt tlri, ,tug,
has significantly-decrined.
;ro.rr*;;*"_e ppverry
peopre
,rd; fldck the urban centes
in search
of the manvjob opporruniries
women steadily becomes
rhat sr@r to .*ro. ;;;;;;.*** .
more equal to that ofmen.
Mexico' puerto Rico
and south Korea
countries ,rrffi:-
are now at this stage

4' 'High Mass consumption-

by \,
Tfus shge of deveropmentis
industrial technology. driven
Masr producrion of
mass cons;::::
j:rr: goods and serviJes
promotes
Most or e*op.
#ilffi^ #;ffiJ, .,Xff:ffi; ;_,,_,
tris
ffi:,ffi:: iltffi:H ;::red*"""* srage after.r'orrd war
this stage ordevelopment
* Hong
modernizatir rhe
countriesrnpromofi"";;;;i;;;;J
nggrobal.r"r"#_;'ff.,;"rJ#T"3*:fl
under wfuch rich
countries contribute .rH:,
_ toward
rvvys(r grobar
are: economic development
Srooru ecr

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]

pporls sor4rmoc Smdolenop qcrqa ol

",{8o1ouqce}
lB]ssnpln rnBiloc ssoccs

se ,{lqe4red,,noqs suoqpu

'peprpcsry ro peror6r oru sepercos

qclr eqJ .E r
[Buollrpu4 eh

Jo assrp erql( palourord er? ssnls^ rrrolsed\ 3q1 s? rr.4'uacourpe.{q8rq sr 11 .z

,rqrp EmllaE orB raqclr

jt
eql opqru, rorood 8uqle8 oJ?'suoqBu rSrood ssorpJo ,(ueru ppelsul 'plro,{4.

aw ssoJce saporsos rarood arpJo,{uuur ur mcco lorr ssop up4Bzrruepotr\l -I

uolluzlurapotr{tr orl} Jo sm!-r.fFrl)

^rooql

'c1e 'sercqod uo4elndod

1o-4uoc
'uo4ucnpa 'fSolouqcel uloporu m lsoreltnJo {cel4o{r ol anp dpdiod
4erp JoJ elqrsuodser 3r3 suoB?u rood oql leql sonEre droerp uo4szrruepoul arIJ
'
amlcrurse4rn Alussacsu
eW rp1rv\ 3uo1u 'seuolcu3lpue s1ue1d -ro,uod p11nq ol prru 'secpcerd

lemqnclGe naq1 ozruroporu o1.,(suour eql osn plno, f,rqJ 'lueurdolaaep

go e8els ggo-e{e} aq} qo?or o} tuaql 8qd1eq 'seulunoc Surdolanap oq}

o11e1rdec luerulsaAur eprnord suo4eu qrIJ eqr - plB u31ero3 3urp1,ror6 'V
'ssacord s5p rtllr\e lsrsss r(8o1ouqca1 uorlerruoJul prre frarmtrceur

Jo uoqcnponur eqI '{ro^d ocraros prre l?lqsnpur o1em1pcffie

trro{ sncoJ orp ssn1s sry} - {SoJouqcat lulrlsnpul 8u1cnporlu1 'E

l-
 Research Activities

Candidates are required

to:
1' Assess the effects
of moderni z.artonon
a narned caribbean
territory.
2. Discuss the statement ..The
- poor countries are gefting :
poorer, who is to

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

ooJrfl osn suo4eu qclr orlJ 'suoqeu

:acuepuedepulJo ,{.reqdued oq} ploq ot sroroeJ ursu
rood erp Suoure ,{uanod 8ur}en}efued pue slgord snouuolrr
Suqe.raua8 .(q suorleu qclr eql slgaueq.{roeql urels{s plro.rri
^eou
oq} teql pen8re tne}suelp.\\
'suorleu rood eql pue qclJ erp uao.,tr1eq de8 eqlJo Srmraprrrr aW uI 8u41nser 'rfuuopuadsp
'secmosor ocrecs rogiuogqaduo:-
f
/

Jo alsls e ru.,fteqdued erp deel ser4rmoc oroc eseqJ

"

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

"J 'e olnpow

la z e^q)efqo strs8rsl gz# trossr-J
ieTqEffii
I
.9EE
* vEe 'r6z'd '(uoplpgyg) zvrururl^1/ {B.{rBSursU {q vgs rttl1ll selpn}s -e
'LZZ 'd '(ZAO)
Islcos ur soFlpol^l
- VZZ reurrmld/sruorc,Inl [q uorlcnpol*I IEqolC y :dEo10rco5 i
@
'ArcT.'(q.&ercos rreaqqlre3 erp uo e^eq
[F.&r vartezrluqop pgl lcudurr {laTI oq} ssncsr6 .I
:ol pelcadxe e"re sp&r4
I siilriiryq
'luspuadsp puu pedolo^Op-roprm peumtuar
rrreq] e^Br{ prre solqrmoc rood lroldxe o1
esn I[I^t suCIt]uu gclr arp 1?q] {ustu?qceIu e se uortezrluqop oos solqrmoc preqdFed -E
aq1
'pljo.{4. erl}
Jo LnowzttJvcueurv,,
eql se sor4rmoc 4aw pue sJapBoI plrolrr oruos
uo4ezrl?qolc -7 .,(q uees sr
'suo4?u qcu
eq] uo,(cuepuadap sot4lmoc rood oql paworcrr s?q uorluzqeqopgo uopcnpo4ur erLL -I

fpualclga secrlros ptre spoo8 ecnpord ol pa8emocua

sq III A,(aql se 'suolJeu rsrood arpJo lueurdolerrep srrrouoro aW ocu?qus ,{[quroprmoc
IIII\ uo4?zqeqof lerp san8ru ,ftoer;l srqJ 'tuorudolaaap prre op?4 plro^4. rrr asser3ur
luecgnrs uI llnsor lrrn,{urouoce pqop EJo uor}urrrroJ arp leq} surrelc norqf uoqszqgqolg
'lgsueq ol alqs 39
qlFo1Yr OJolrr pIIB erotu elersue8
IIrr ser.4rmoc sroru {cnlm Eo+
IIp4. ocroJ clruouoto uB sB lusrplrdec puorleruolq l?q] sen3re
{roeql srql '.{roaql uoqezrueporu oWJo uorsue}xe rru sB oea. eq uuc ,tr-oeql uo4uzr{BqolC eqt
'efelpn pqoF
euo olm 'p[iom oq] ssorc? ]e{rBIIrJo Eu4ceuuoo aq} p{re sreuruq ep?$Jo .srro4err
IBAoruaJ eql
Jo ocuopuedepralut Euqoruord uo sesncoJ r1 '.{8o1ouqca} uo4erruo3rn.{q pelsrssu slueuaa-6e
pIrB }IrottrlseAul 'apBJ} I?uoqBIrJa}III,(q uazrup sr ssacord sryI 'pIJoAr aql ssoJc?
slueunuaaoE
pue soruudruoc taldoed aql Euouru uo4e-6e1ur prru uopcerrl
uatwzqeqolc aqI
^ro3r{J
97, # AIOSSI'I

-
-\__+_
 '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

uollull^ul rig uollu4lur4snpul Jo sr{ruq,raurq

'lueuue,ro8 er{} JoJ enuAeJ epl,,loJd 'A

'spnpord pcol rno JoJ peprAoJd sr leqreur sEesJoAO 'AI

uo6er etp ot pecnpor1ur sr,,{8o1ouqco} tuapol{ II

e8rmqcxe u8terog ureg 'il

1uaur,(oldrua eprAoJd'I

uollBll^ul r(g U;ollvzllvlrlsn puJ Jo soEBtrrrB^py

'uBeqqlJEJ aw ol pmnpo4ur se,u uorlElraur

iquoqezqeglsnpuJo ldecuoc eql'l1nser e sy 'qi.tro-r8 Jrrrouooo ro3iaur8ue eq1

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

uBeqq JrBJ eq&pvY awBzllulrlsn pul

;"atV^
,i, I
'(Eolouqcel pmrrc^pe puu uorlzrusqoeru
Jo uor1ecqdde
eql senloAur qcil1,&r uep,{s f;opq u ur spoo8go uoucnpord sseru e{t o1 srEel srqf

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.

Causes Of Caribbean [Jrbanisation

I. The search for jobs or educational opportunities
Il. Night life attraction.
III. The desire for urban status
IV. lo access better social services

Comparison Of The Pattern Of Urbanisation In The Developed With Those

In The Developing Countries.
I. Urban Growth in the developed countries is due mainly to imrnigration. rvhile that o1'

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

of full tirne ofllcinls

weber states the bureau cracy is a social organization with a hierarchy
parties' the security lorcc
frmed a chain of command. Government departments, political
thurches are some otganizations that are associated with bureaucracy'

Pu roose of Bureauerasll
fo designed to be an agent of social control. It serves to stamp out or prevent corruption and

dher malpractices at the work place and the society in general'

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"

may iust " Pass the buck" around'

changes when a new government assumes power,
resulting in thc
V- Bureau cracy usually
discontinuation of certain government programmes and projects'

How To Reduce Bureaucrac)'

I. By decentralising the public sector'
II. By putting more workers on contract'

'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.

Health And Caribbean Development

I-lealth is an important issue assoeiated with Caribbean develo.pment. The state o1-health ol'the
people within a country will detennine the following:
I. The cost of treating avoidable illnesses
I1. The productivity level.
III. T'he employability of the people.
T'he rnost irnporta?{bt ,.rorr"b of any country is its people. Whatever level of dcvelopmcnt u,,ill
depend significantly on the general health of the people. Certain illnesses are now having

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

to be spent on medical supplies etc.

Caribbean Tourism And Development

'ltrurisrn is one of the main income generating
industries for all Caribbean territories. Aparl
liom the fbreign exchange been earned. it provides several jobs and linkages that strcngthc,ns
olher industries. This leads to the creation of thousand of indirect jobs and other opporlunitcs. It
 in various
enrichment' However, tourism can also hinder develop,rent
pomotes cultural 'l'his
food to cater to the tastes of the tourists'
on foreign
s.It may promote a dependency r^ --l:'1,^ 'l'his
'l'1"i.,
prostitution- male and t-e,rale alikc'
;;", ;ur uerirulture. Tourism promotes

There is usually an increase

in garnbling activitics
figger off a HIV/AIDS epidemic.
.1..r i-l'rcirr
industrv is
the nations moral.''he tourist
casino. This could erode
;;;,;;;;r; eg.
givcs risc
smoking. This practice
with an increase in substance abuse eg. Ganja
essociated

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

come up u,ith a singre definition for povefiy. 'l"his is so as pe.plc''s

It mqy not be possible to
to another. The fbllowing detinitions
*'ill hc .llcrcd in
rtrants and.eeds differ from one society

this lesson:
+f. Absolute or.SubsisteLce Povert"v
'l'hisrelerstoanindividualsinabilitytoaffordthebasicgoodandlorservit:es'

d2. CLitical Poverry

people are unable to anbrd or obtain
rtr.d neces:,*i'\
This refers to the conclition where
for survival- This may lead to starvation' .

{3. Belaliys Pave{Y

poor is compared with others u'ithin the
satnc
This refers to a situation where the

^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

t6. Seasonal Poverty

income falls berow the porrcrty'
line ..1"
to the condition where people,s
This rel,ers
during ccrtain tirnes of the Year'

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

Thg. Poverty Line Model I

'l-his rnodel I
was conceptualizecl by Seebohln Rowntree, who tried to measure povcrl\,*ir-r
Ilritain in the t 880s. His poverty line model has three essential elements of expcnditurcs that
:
ew\ry.pcrson or falnily makes:
1. Food - Rowntree uses a basic diet which would keep people healthy. lJe put a cosi io
:
the dict.
2. Clothing - Rorvntree calculates the minirrum amount of clothes necessary lirr a pcrsrrrr
_i

to keep warrn and dry. He puts a cost to this amount of clothes

3 " Flousing * Rowntree calculates the average rent paid by the working class peoplc at rhc _i

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

I . It atternpts to explain only absolute poverty,but not relative or sub-ieetir e povertr.

2. Therc is a problem of determining u,hat constitutes the basic necessities as this raric:
fiorl society to society.

*t

[.ises Of The Poverty Line

L It hclps to detennine what constitutes poverty.
2. It rl]ay reveal how many persons are living in poverty in a country or the u,,cirltJ.
3. It can assist rvith the fonnulation of poverty alleviation policies.
4. It allor'r's f-or cornparisons to be made between different countries regarcling tlrr: staprlar.qi
ol'living.

l. Human Development Index fhrtl.

This index fbcuses on the lif-e expectancy rate, the level of educaticln and lhc stanrJi:rii *i'
living of the people within a particular society.

EI
 2. Cender Employment Measure.
T'his fbcuses on the ability of the women to participate and make decisions on political
and economic issues.

3. The Poverty Index.

'l-his is based on the minimum cost of an estimated diet multiplied by threc. sincc it is
\
.estimated Lhat a typical poor family spends one t\rd of its income on fbod.

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

A str+ng feei i*g *f' nearginatirati+a1 lteipl* ssme ss es-lrf kittl'itlt"ity.

A sense +f r"e:ignatr*n aitci fetaliss,r.

Little i*udcnca, i+ +:telay gr;rtifie*ti*n,
TtZ-Farea-L*{,tqej
High dir.oree iat:;s.
i{igh iey*i sf, offrrilr?*l1 law, rarrisfis"

. Iacreasimg $q,rirrher *t' {*m*X* heiuseknlds.

o Ahigh i*vel o'f'una-le ,'inal'girraii{v.

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.

o Littie use is rna,*e +f tr:ar&s. huspi';ais, r.llrrrreuffirs" ete ,

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 "

Marxists Fe {Jn T}r* ea$ses

ict theorists arg$e that p*veity is the r*sult *f,ftre liigh i[evetr of sscial inequatr'r{'ics
 r''o'ititing tfu* r,#pital s*r:ieties. iil{s{,uosing g=qv*{iy, thc f+trlorn
F"::; acag rri*r.as w*se sh*ird h}, fhe
cor: ilier tltec,l'i r{:.
'fl" Tir*
{ixd*smiatrieed **$"eafsi*s *?.i+{i}Mrage a laiglt d*r:tand f*r skil}*<1 wql{ken"s. Th* }arge
et$rebux's qrf :*-r-rrckiil*d CIr s'=fi11*sliiltq:d :"++x'k=t-'; ar* uxrr*,;l* .iq:,
reett this, tj.*lnmnd
- rsi{d
-tlaerc{bre" *rflnffiEi-'t ol-'''laim j*hs ro,,i{rh hig?a "rareg*g. Ftrer:,"-,e, ftee3, i"s.p-13si* {m p*rreixry.
) hi/,;t-lteri actd rifurit* raun.:r{ti*s wlt* are ;sil;*,w $*ru,1*s}iilie,3 **,;iLpy t*wr
r}aq - Fs}ruftg;*fos.
). Tfuc 'u&e3*r *i"rsss'wlai*h **tisists *f'th* i'ei:r*rj. the p*rysic;anfu riaatrle,mg*d arrd s-m61*

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.

Tfu* $1ffi@q&.ElY4.$lxe,S'{cs.{tLffie}tsd, &$:}-m$"{}eq{E #m.g"fu-ileEsses &E$.d r*slqtsr-##i* &f,

trsyeq"flY
X " Ti'Le 6u:uttF*t:ra:ve an:,pr,c**fu
=J'grl!3s
t.[tm.t t3t* p+*r' is to be ]:iaage,;tr i4a. trfts rl\,,,lt
6.,:,,rer4r
?,, Fr-rv.6,1qy i:,-{is,as fo*ealism i&m
n:**;" hav,: d*vel*il*rd cr cffiit11{e a. p*-vcet3r
3 ' I itr' ota;er, fkre:*gfu li's weE{al"e -grt'Ggrmrsi{r}e-s, }tms ag*t ***e:u*:+,ge,,.3
tit* poar to t--***nlr srli'
su{Ti+iemt a:ic{ t* aepirr tmwarr.r *pr,v*r"# rsd}wial nttobilit-y.

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.

'tisa (,'ft*ri ti*$* *aa$e *rt* t* get *ertatire fuiglt

pt'':ii'*
oee,s pi;iiacxl r:r sc,ilstr
'b*cau.s* cf'tbr*ii'l bcfurg ueerlereitte', aud
p*op.i* irrigr*tr ovfie$e+$ rrot
r Caribbeaa
*.f a,l,t ,*#"ueatl*natr *psi]ltln*1t1ec'
illed- brrt beo+rrse *lf t}:.e l*e,k 3c-hg hut to
r}swa-r"rl s{irirrt rurbility
pr*graffi{i}$-$ ,rrfi mevi}{ d*s.r*ned tr prcmaote
werfare
rvitta pov*fry'"
hriare tbe p*lxass+*i*ted
acd *trhrr *adsr:v*ric-1
t*.ar,,irrg t* daerg'iyax{lel'-rreg, *x*';rNi*n
rebef of pe*pi* ai.e {trL11ii/

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

Socio-Economic Conditions-That Lead To Poverty

I. Unernployrnent
II. tJnderernployment
III. Low wages
IV. Lalge farnily size
V. Low' educational attainment
Vl. lnflation
Vll. The culture of poverty

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

Women tn terms of education

ancl thc
progress
making significant
Caribbean worten are
holdingo{.goodjobs.However,a'considerablenumberofwomenarestillp()(}r.
Martysuff-erfromsexualharassment,domesticviotence,genderandrvage and uner"*ployecl'
of women are still uneducated
percentage
criscrimination. A high

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

Single-Pa rent Families

Mostoftlresesingle-parentfamiliesareheadedbyfemales.Themerrterrdtolcett'c drop-.uts ;r:;
for support. The children are often sch.ol
thc children on the wolnen victirrrs rl'
thern.to school. The chilclren beconrc
to send
the women cannot affbrd .1'pr.pcr ircalth
These families suff-er frorn the lack
chilct labour and child
abuse.

care and housing'

 PeoPle
canbelbundinplacessuchasGuyana,BelizeandGrenada..l.hey
health'1" uno,::tl'l::]
il;;;Jof access to good education'
1l]"]"
realsosubjecttomalnutrition'ethnicdiscriminationandthelacko[gtitld

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

Students VoI 2. by MustaPha P'231-235'

l. Sociology For Caribbean

@
 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

elderl,v to purchase certain drugs to treat their sicknesses.

fi'ottt
s. The Book Rental programme for high school children. This allorvs tor ohildrctr
poor families to have access to the rnain textbooks at a rnuch reduced cclst"
rriral
6. The Srhool Feeding programme which targets children ntainly fiom lhe dcep
schools. 'I'his programlne provides these children with regular cook lunchcs"
j, T'here is the Senior Citizen pension geared towarcl those individuals
rvho dicl not u'q)rl(

ivith the state but have reached retirement age.

g. Inner City Housing Project. The government provides lou'-incoilrt: ltttt'tscs
'l"here is the
rr itlt
Ibr the poor w-ithin these communities. Food For'fhe Poor Organizatiotr also assi:;lri
this proiect^
g. The National youth Service is a social intervention programme that providcs traittins
opportunities for young people" while providing them with a little incorne at thc
santt-'

tirne.

Research Activity

Candidates are required to:

1. Asscss the efl-ectiveness of three poverty alleviation policies found in a nanrcd

Caribbean territory.
 SECTION A

MODULE 1 - POPU'ATION STIIDIES

Answer ONE question from this section.
l

1. Assess the extent to which the Malthusian

theory of population can be applied to a named
I
Caribbean territory.
[25 marks]
, Analyse the main factors that have contributed
to patterns of emigration and lmrug[2s
'rrxtsr4Lru, anq immigration since
independence in a named caribbean
society. marks]

SECTION B
MODULE 2 - SOCIAL ORDE& SOCIAL
CONTROL AND DEVI.A.NCE
Answer ONE question from this section.

'Labelling an individual as deviant

leads to a self-furfilting prophecy.,,
either supporting or opposing this statement. hesent an argument
support
r E --' your
r ariswer wr!'rsrEr(,rr""
with reference *, in0eractionist
to
perspectives on deviance.
,rrmarks]
4. ryr.ailwly youngpeople,Iower-class males andurban
criminal offenders in the criminar statistics dwerlers make up agreaterproportion of
of caribbe*
"oont
i"r. [25 marks]

SECTION C
l

MODULE 3 - SOCIAL DEVELOPMENT AND POVERTY

. Answer ONE question from this section.

"* "Po'"t'y is functionar t-o1o{eu today-" Analyse this sratement, showing

exlxriences of a named caribbean ---?urw'r' D,.,wrr, how it applies to the
society. 'ow
"Health' education and welfare reform
are tle keys to development in the
[25 marks]

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

MODULE 1 - POPT]LATION STUDM,S

Answer ONE question from this section.

' 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.,

//,/ }rcDTILE 2 - SOCIAL ORDER, SOCIAL CONTROL AND DE\TIANCE

Answer ONE question from this section.

(
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

MODIILE 3 - SOCIAI, DEVELOPMENTAND POVERTY

Answer ONE question from this section.

5. Arcording to some sociological theorists, the historical relationship between

Britain and the
Caribbean has resulted in the advanced socioeconomic conditions in
briain today. Discuss this
statement with reference to a relevant sociological theory.
[25 marks]
Governments concerned with improving social conditions have inkoduced
poverty alleviation
policies. Examine the arguments for or against this strategy to improve
*r" quuliry of life in
Caribbean society. pS marksl

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.

1. Migrants do not only move

from a counrry ro a. deveroped
lYor*,
moved r'o* on" to*-inJom";;i;*s country rocounrry. A third of the
;Tfl;fr*:ffi#ve anorherhigh-income

Assess the extent to which

this statement is relevant
with reference to push and to the,Caribbean. support your
puII ructol, in any Two response
r;;; caribbean socieries.

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.

B, Discuss the MAIN f

im*:r'ffi :ll1ffi ::,TlT:lf:ifi :::il*:xxTil:,i*'',H:Ttf."ffi ;,;
. t25 marksl
according to Emile Durkheim
a certain amount of
crime is normar or functional
vou asree or disasree
Caribbean society and
*d;;;;;*Tl,i';x;;6r#onse for society. Do
the rit"rv impa"ii".i*" with reference to anamed
url.o"i"ti.
on
psmarksl

02244020/]APE 2o0s GO ON TO THE NEXT

PAGE
m
 -3-

SECTION C

3_ SOCIAL DEVELOPMENT AND POVERTY

Answer ONE question from this section-

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