The Pathology Of Crime Criminology Essay

The Pathology Of Crime Criminology Essay Pathology is the study of a particular subject- a disease. It is the diagnosis of an abnormality through careful examination of the constituents of the diseased body. When crime is considered to be a disease, an abnormality among humans, then, Pathology of crime can be called the study of crime; the psychological and general aspects of it, by careful examination of the various constituents and factors of crime such as- disruption of existing social norms and values, mental illness, stress, disorganization in society, anti social psychopathological mindsets, physical disorders etc. Through my paper on this subject, I hope to cover exhaustively all the social factors that affect society , crime in society and also understand and outline the lacunae between existing laws against crime, those geared towards the upliftment of society in general and the reality faced by us, the common man. I also aim to unearth some potentially comprehensive, pragmatic and useful ways to reduce crime rate on a whole and evaluate the effectiveness of traditional punishment. What is Crime? A purist legal view of crime is defined as a violation of a criminal law. Irrespective of the moral or social outrage or ethical wrongness of an act, it cannot be termed a crime unless it directly or indirectly is infringing upon a certain act passed. In this sense, crime becomes a sociopolitical event, rather than a clinical condition, a clinical or medical condition- which cannot be treated or diagnosed. In the words of Mr. Vernon Fox,1985. In this traditional outlook on crime, an Actus Reus a criminal act and a guilty intention- Mens Rea ; are the essential elements of a crime. But crime cannot be restricted in such a way solely to the acts defined. Criminologists must study the deviants-the criminals, as well as the socio cultural contexts that define them. A lot of learned people and scholars in the fields of Sociology, psychology, neurology as well as eminent jurists and law makers opine that every criminal act is the result of abnormal behavior of the individual concerned . This is where it becomes imperative for us to understand the pathology of crime. Hence the question, what exactly is pathology? Pathology and its relationship with crime Pathology can be defined as the scientific study and characterization of an anomaly/ disease/ abnormality in a certain field of interest. criminal pathologists, more commonly known as criminologists; deal with the study, structure, changes and functioning of a society on the basis of crimes and the interdependent relationship between crime and society. As in, how society at large is affected by various criminal deviant behavior, how values, mores, laws, folkways in turn keep changing or adjusting to the general consensus of society at large and how this in turn affects impressionable young minds towards deviant tendencies. An interesting trend to note would be the generality towards the acceptance of crime as an abnormality in society. This acceptance shows us that in a utopian environment, the concept of crime ceases to exist. This pathology shows us that we believe crime is essentially a perversion of human character, something that must be remedied or rectified ; Removed from the minds of those who practice it. We can relate the rationality behind that of a pathological criminal to that of a pathological/ compulsive liar. A pathological liar doesnt always know when he/she is lying. The lie becomes a part of his/her reality. This is due to certain mental problems. It has also been found that there are some anomalies in the structure of the brain of a pathological liar. It is wired differently compared to regular healthy brains. This throws light on the psychological aspects of crime. It could perhaps be curable one day.   These ideas led to the study of phrenology, in which brain size and shape were used to determine criminality.  There is an immediate and overwhelming need for more medical research on the subject. Contradicting views Durkheim actually states that crime should be seen as something functional and necessary for society rather than something pathological, and a symptom of a diseased society. He bases his argument on that fact that crime has been omnipresent ever since society came into existence. He says all societies, bar none, have experienced crime. Thus, according to him, crime seems to represent a condition of normality. He says a crime is a crime because it offends values, not because it is fundamentally wrong. He thinks crime strengthens a societies ideals and values because they are reaffirmed every time someone is prosecuted for a wrong doing. Of course, his views are not widely accepted and are opposed by many, due to the obvious gaping loop holes in his explanation. Crime is never a good thing and it doesnt strengthen a society. It reflects on the ethics and morals of the community, true; and it might be historically ingrained in our culture but that doesnt make it right. It is still something that can, and should be curbed. Thus, on the basis of lack of strong arguments stating otherwise, we can assume crime is inherently a pathological condition. Factors responsible for crime. The most basic question that comes to mind when discussing the criminology or pathological aspects of crime would be the one that points to the grass root level of it all. Why does crime exist? What leads people to participate in such ethically and morally wrong deeds, and go about abusing the very values they grew up with? Psychological conditions. Environment Social disorganization Lack of education Lack of a strong support system social change/ Evolution- Regression. Negative liberalization Economic Fluctuations Dissolution of religious, marriage and family institutions No conformity towards social norms, morals. Changing status of certain sects of society Dissociative social processes and conflicts Lack of empathy and personal ethics. Effect of mass media The aforementioned reasons are some of the main factors for the reason crime exists. Tackling the growing phenomenon of crime can only be done by first taking care of the economic, social and psychological issues related to cause spikes in crime. We have to understand that the majority of socialization processes are completed by the family, in the primary stage. If the process of sociality is done right, with the family stressing on the inculcation of the right values, norms, culture and liberal thinking, the base for a healthy society can be accomplished. For this, it is essential for families to be tight knit and functional. The environment given to the children has to project safety. When there is an absence of a healthy environment and a family system, it has been statistically proven that there is an increase in the risk for delinquency. Most crimes can be averted when the simple differentiation between rights and wrongs, and human empathy are clarified and made extremely clear. When there is a fear of a higher authority which projects absolute morals and strict punishment for those who break this code of morality, there is a reduction in the occurrence of crime. Thus, religion, though borderline irrational, plays an important role in curbing crime; when interpreted the right way. Trends In Crime Age and crime Crime rate generally declines with progress in age. Most offenders caught come under the age bracket of 16-25. Experts say the age-crime curve probably reflects decreasing parental controls, a peaking of peer influence in the teenage years, and then increasing family and community controls with age. Sex and crime Of all the demographic variables present, gender seems to be the most muddled. Most offenses are predominantly done by males, save those of flesh trade. More than 83% of todays heinous crimes are committed by males. But the fairer sex seems to be proclaiming equality in this field, too. A lot of petty crimes, traffic violations and other minor crimes are slowly becoming the female domain of crime. Attached next is a graph, to illustrate both. arrests_by_age_sex.jpg Social class and crime A vast majority of those arrested or labeled as a criminal belong to the lower strata of society. Though some scholars say that the official data shows this only because those belonging to the higher classes can usually get away with crime by bribing or gaining favors from the authority figures, there has been a rise in white collar crimes and the like, which may soon even out the curve. Minority groups/ Race / Regionality and crime. People belonging to the minority groups and less dominant races or those who belong to other regions (those who migrate in search of better living conditions, work etc) usually belong to the poorer sections of society. This, coupled with the fact that the adults in the family are too busy eking out a living to take care of the education and moral well being of their wards ,could have a direct effect on the fact that a lot of miscreants and criminal offenders belong these backgrounds. Also, there is an underlying contempt towards the privileged lot because racial profiling and discrimination is rampant. This in turn creates conflict between the two groups and might provoke the poorer sections to target the privileged lot. These various trends in crime help us understand the societal approach to it and the group consensus. Targeted treatment can be done. Typology of Crime Criminal typologies are ways to try and classify types of crime and criminals. It can be based on various criteria like : Type of offence committed. Reaction of society towards said crime. What the law and legislatures state. Criminal career of the offender etc. There have been many attempts made to classify criminals under one binding system but no such efforts have paid off till date. For example, Schafers LIFE TREND typology of criminals (1982) is as follows- Occasional criminals Professional criminals Abnormal criminals Habitual criminals Convictional criminals Though seemingly comprehensive enough, this typology was rejected, just like many before because it did not completely classify every criminal type. The very science of typology has been under heavy criticism because Specific offenses vary with time and place. some offenders participate in more than one type of crime Most offenses are usually inter linked and cannot be over simplified by trying to make them seem more distinct than they are. No single typology is useful to group all offenders. But the typology of Criminal behavior systems is still widely taken into consideration. It is as follows- Violent personal crime occasional property crime occupational crime corporate crime political crime public order crime conventional crime organized crime Professional crime This kind of typology is done on the basis of behavior and type of crime committed, for making the legislative and judiciary process easier, by simplifying the classification. Figure3.1 Use of Typologies in CJS-Final.jpg Some of the most jarring and convoluted crimes ever recorded in History occurred sometime over the past century. Gruesome murders, violent rape and assault charges, extortion, art crimes and media copy cat crimes have been the rage. THE TATE-LABIANCA MURDERS, 1969 ; THE LANA TURNER AFFAIR, 1958 ;   THE BRINKS JOB, 1950 ; THE BLACK DAHLIA, 1947 ; THE MONA LISA, 1911; THE LINDBERGH KIDNAPPING; THE  Lufthansa heist etc are all globally famous crimes that literally shocked people. To know that fellow humans were capable of such monstrosities wasnt a comforting thought. The recent jimmy saville case is also terrifying, in many ways. But there has been a steady decline in violent crime, globally. Though experts are baffled for the reason behind this, a lot of criminologists think it has something to do with growing awareness and simple precautionary methods being cultivated in day to day life. There is actually research to support this claim. Apparently more than 40% of crimes in a society are the product of easy opportunity. In india, a sizeable number of crime results from the easy opportunity and due to lack of effective thinking on crime prevention. LEGISLATURES AND ACTS IN INDIA , RELATING TO CRIME. THE CHILD MARRIAGE RESTRAINT ACT, 1929 By this act, people above 21 who wish to marry a person below 18 or those who aid and solemnize this marriage are liable for punishment . (Imprisonment for more than 3 months and fine). The Protection Of Women From Domestic Violence Act, 2005 The Dowry Prohibition Act, 1961 The Juvenile Justice Act, 2000 Under this act, juvenile offenders (those under 18 years of age) are rehabilitated and protected. Reformation in the main criteria. Prevention Of Terrorism Act 2002 Though there are a myriad of such laws, legislations, acts being passed frequently, there is still a gaping bridge between them being recognized and being implemented efficiently. Laws made for the welfare of the people or certain sections of the society are highly misused or taken advantage of by people with dishonest intentions, thus making it unapproachable for those in real need of it. A GLARING EXAMPLE. Upliftment and protection of women has always been on the agenda for our law makers. There have been copious changes in existing legislations and acts being passed in various sections for the same. Art 15(A) (e) To renounce practices derogatory to women or their dignity. 304 B IPC Dowry harassment and death. 312-318 IPC Causing miscarriage and abortion; without consent. 359-374 IPC Kidnapping ad abduction 375-376 (D) IPC Sexual offences 497 IPC Adultery 494 IPC Bigamy 453 IPC Cohabitation by manipulation /deceit The prevention of sati act 1829 Hindu widow remarriage act 1856 Immoral traffic prevention act 1956 These are very few of the exhaustive list available. But we do not see most of these laws reaching their desired objective. Preventive Measures, Punishments. The problem of crime is a socially constructed problem. Its about socio economic status and criminal victimization, in most cases. Richer households are more likely to be victims of some crimes , such as crimes against property, trespass etc. Poorer households are more likely to be victims of serious intrusive crime such as burglary, mugging and domestic violence. Statistics also confirm that minority ethnic groups are also victimized more than regular people. Same goes for young people, whose chances of being physically molested, mobbed, assaulted etc decrease with increase in age. By understanding these demographics and applying the theory of crime of opportunity, there is a concept of Situational Crime prevention. What is situational crime prevention? Making changes to buildings and streets to make them safer Asking the police for help Using common sense to stop criminals Using neighbors to look out for crime Working with people from different agencies By being practical, smart, resourceful and keeping a vigilant eye on our surroundings, this theory claims to be able to reduce upto 50% of the crimes. (http://crimeprevention.rutgers.edu/topics/SCP%20theory/theory.htm) Youth and crime Four million people use illicit drugs each year, of which about 56% are aged 16-24. Most offenders who use drugs commit crimes to finance their drug use. Police crackdowns on dealers and users have had no impact on drug availability or levels of crime. Hence, appropriate drug treatment, psychological help and efficient rehabilitation programs must be made available. PUNISHMENT- History. The concept of crime and penalties and jurisdiction evolved as society civilized over centuries. They were originally considered to be private affairs. The offended party had to seek compensation or private revenge. Later, offenses were only against the king and later yet, the subjects. When compensation developed, fines were levied on behalf of the king (state), thus making the state the wronged party, much like what it is today. The intentions behind imposing penalties to compensate the wronged parties, though honorable, does not serve its purpose. People cannot restore lost dignity, respect or honor by providing monetary compensation to the victims. Though it may help some of them start over in life. what about the wretched families of the wrong doer, who have to bequeath their possessions and requirements in life to pay for a mistake they didnt even make. And the very concept of imprisonment also does not really make much sense to a forward rational thinker. Paraphrasing one of them, There is a logical contradiction at the heart of the idea (imprisonment) which is that, you are taking people away from society, away from the law-abiding world, and away from all the influences of people who keep the norm, and putting them in a place where they will only be mixing with people who have broken the norm and then expecting that some good will come out of it. I think, the evidence accumulated over many years is that, what you create is a lawless society.   Criminals /Delinquents should not be treated as evil. Psychoanalytic Theory :  The psychoanalytic theory, rather than seeking the causes in biological processes or anomalies, attempts to look into the mind of the individual. According to Friedlander, classical Freudian psychoanalytic explanations of delinquency focus on abnormalities or disturbances in the individuals emotional development from early childhood. The id is the unconscious seat of all irrational, antisocial and instinctual impulses, which must be controlled and shaped for successful adaptation to life within a society. This is done through the development of the ego, or the conscious and the rational part of the mind and through the superego, or the conscience, which serves as the moralizing part of the mind. The basic premise of his approach to crime is that, delinquent or criminal behaviour is, by itself, unimportant. It is only a symptom of the psychic conflict between the id, ego and the superego arising from abnormal maturation or control of instincts.   The treatment and policy implications of psychoanalytic theory are direct and obvious. Criminals and delinquent offenders should be treated, not as evil but as sick persons, who can basically, not be held responsible for their actions in any rational or controllable sense. Therefore, punishment of offenders will remain largely ineffective and will only provoke more guilt and unhealthy psychological reactions.  # # Kate Friedlander, 1947.   Emile Durkheim.   CONCLUSION

Education System in Bhutan

?  ¬Ã‚ ¬ Acknowledgement Getting this research done was a team effort. Our sincere appreciation goes to Mr. Sangay Tenzin, examination controller of Bhutan council for School Examination and Assessment, for his kind support to get standardized test scores of tenth and twelfth standard; Mr. Sonam Gyeltshen working under Bhutan council for School Examination and Assessment staffed under IT Department for his tireless work in getting the scores and providing us with the same; Dr. Shivaraj Bhattarai dean of Royal Thimphu College, for his kind approval to let us go for the collection of data and also for his help in editing our approval letter; Mr.Deb Kumar Acharyya, program leader for BBA for his kind help in calling off the classes on the days of data collection; Mr. Rob Marjerison, module tutor of Research mMethodology at Royal Thimphu College for guiding us in writing research report. Content Acknowledgment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. I Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. II Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1-2 Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Design of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Analysis of Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5-9 Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Lists of tables and charts: Analysis of data Class ten scores in year wise sequence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5-6 Class twelve scores in year wise sequence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7-8 Chart†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 ? Abstract The core reason for us to do this research is to find out whether there is an improvement in the education quality in Bhutan in last five years or not. We have done this by taking into consideration the standardized test scores of twelfth and tenth standard.Also to show the trends of marks obtained by the students in examination and make the facts available as base for further analysis. The method we adopted is analytical research method where we will be using secondary data available from the records of BCSEA. We selected randomly 50 samples each from both classes tenth and twelveth standards and found the mean to plot a graph to illustrate the facts, which will make it easier to understand the trends. The primary result that our research provides is that education quality in Bhutan has been remaining constant in last five years (2007-2011), with little bit of variation from year to year. hich more or less gives conclusion of being constant. The result of our findings plays a vital role, as this topic is mostly highly controversial and is discussed topic frequently. at all the point. We see every time that people, higher executives, politicians, college, and schools administrators and parents talking about the education quality whether it is improving or deteriorating? Therefore, this finding will help to answer one of the most debated topics in Bhutan. ? Introduction The research problem is; â€Å"Is the quality of education in Bhutan improving or deteriorating in over the last five years? tThis is the one of the most controversial topics in Bhutan and for many years has been a concern where people keep on debating, sometimes write in blogs, organize debate and write articles. Modern education was started in early 1960’s and it has been noted as foundation for success of the nation. Education has played an important role in the development of the economy and today also education is receiving an important development priority from Royal government of Bhutan along with country’s development philosophy of GNH.The main reason for us to choose this research probl em is to clear the doubt of the people in Bhutan regarding this topic, â€Å"Is the quality of education in Bhutan improving or deteriorating in the last five years? † Moreover quality of education has become a serious issue for the Bhutanese society. and at all the time. The hypothesis for our research goes, â€Å"The quality of education in Bhutan is deteriorating in last five years†.Education quality in Bhutan has been noted deteriorated in many aspects like, In olden days students were sent to school at later ages like eight or ten, where they are matured enough to learn and analyze the teachings. In present days children at the age of four or five are sent to school where they seem to be innocent and will not be able to grasp what is delivered. In past days most of the parents were illiterate and when they sent their children to school they feel that their child is doing something new and were treated with pride and dignity.Whereas in today’s scenario, most of the parents are educated and when their child make mistake they refer it as blunder and incapable. It is said that, â€Å"The product quality directly correlates with the process quality† (Wangchuk 2009). To say that how good or bad the students are depends entirely upon how well they received the education. â€Å"The ‘quality input’ in a school setting encompasses adequately trained and motivated teachers, good infrastructure, good library, conducive teaching-learning environment, reasonable working hours, adequate stationary, normal motivated students and good recreational facilities.Take away any of these attributes and the quality of education is bound to go down the drains† (Wangchuk 2009). The other factor which leads to deterioration of education is the allocation or right teacher for right subject. The various limitations associated in our research are like, our sample size is too small to represent the whole nation and post our findings as com pared to that of optimum sample size, time allocated for us to collect data was only two days and we face lots of challenges for cash management and time management. Definition of terms used: GNH -Gross National Happiness.BCSEA –Bhutan council for School Examination and assessment. ECO – Economics ENG – English DZO – Dzongkha GEO – Geography SCI – Science COMP – Computer HIST – History COM – Commerce ACC – Accounts B. Math – Business Math PHY – Physics CHE – Chemistry BIO – Biology Literature Review For getting this research done we have referred to many articles like, â€Å"is the quality of education in Bhutan deteriorating? † by Pema Lhendrup in 2011 found that education quality in Bhutan is deteriorating with the fact that wrong teachers are ask to teach wrong subjects, for example a Geography specialist is asked to teach English in many schools [2].An article, â€Å"Be happ y with a Maruti†, by Kuenga T Dorji, 2010 found that in 2006 when a foreign call centre seeking to branch into Thimphu held interviews of class XII pass-outs and concluded that the quality of written and spoken English was inadequate. They were not able to write an application correctly. He also pointed out that in schools only theory has been given more importance and students possess no skills of application of those skills [1]. What quality of education are we looking at? Article by Wangchuk, 2009 states that teachers are not happy with the pay scales and politicians have increased the package of salary.Here he says that â€Å"monetary reward is not the ‘all cure antidote’ for the perceived decline of education quality† [4]. Also the article posted by Dorjay Rhigden Peljor in 2011, â€Å"Quality of education in Bhutan† states that education is deteriorating due to the fact that in present days most of the students are sent to schools in young age where they can’t grab what is taught to them and also most of the parents these days are educated and whenever their children make mistakes they blame their children and de-motivate [3]. According to Research Paper of 2008 titled â€Å"Quality of education in Bhutan†.Says that to measure the quality of education, there need to be use of frequent feedbacks from students side [5]. ? Design of the study The research design that we have adopted is analytical research method where we will be using secondary data available from the records of BCSEA. The source of our data is from BCSEA, where we are solely depending on secondary data, and the standardized test scores of class ten and twelve. The sampling procedure is random sampling from thousands of score of different students from various schools in Bhutan.We went to BCSEA and asked for the standardized scores to make our analysis. Whereby we selected fifty samples of students each from both tenth and twelfth standards. To make our analysis we calculated mean marks of each year and compared for both class ten and twelve scores. Also we calculated combined mean of both class ten and twelve scores taking all fives into consideration. ? Analysis of data In order to analysis our data we have divide both class ten and twelve scores and found the mean marks of each as shown below: Class ten scores in year wise sequence;SL NoGenderYearMARKS MARKS IN % EngDzoEcoMathsHistory Civics & GeoSciCOMP 1F200748484240383842. 33 2F200750604642464247. 67 3F200760608883747673. 50 4F200742443825424238. 83 5F200750464440444244. 33 6M200742604642504247. 00 7M200752696486546464. 83 8M200750666060606660. 33 9M200769886964747272. 67 10M200750725254546057. 00 548. 5054. 85 11M200850545044423846. 33 12M200869526969645062. 17 13M200854696462647264. 17 14M200874789269868680. 83 15M200869527254697865. 67 16F200852645248485052. 33 17F200869648880697874. 67 18F200869666446625259. 83 19F200876749494888885. 67 0F200854606228543849. 33 641. 0064. 10 21F200954727254645061. 00 22F200969648072746069. 83 23F200950465052524449. 00 24F200960527458725461. 67 25F200954586669585059. 17 26M200952585252525253. 00 27M200962588076586065. 67 28M200938505250404646. 00 29M200954696260625059. 50 30M200952724240605854. 00 578. 8357. 88 31F201054766950664860. 50 32F201046696244484652. 50 33F201058785050484655. 00 34F201058698060606064. 50 35F2010547244283830 44. 33 36M2010447652445450 53. 33 37M2010467866545828 55. 00 38M2010507474586035 58. 50 39M2010547880646248 64. 33 40M2010426960464828 48. 3 556. 8355. 68 41F2011727276697666 71. 83 42F2011607264445238 55. 00 43F2011586252384638 49. 00 44F2011547252445440 52. 67 45F20116950605452 7459. 83 46M20116644626458 8663. 33 47M2011506950466248 54. 17 48M2011465040445044 45. 67 49M2011696474667669 69. 67 50M2011626972507458 64. 17 585. 3358. 53 ? Class twelve scores in year wise sequence; SL NoGenderYearMARKS MARKS IN % ENGDZODZO rizhungHISTGEOECOCOMACCCOMP StudiesB. MathsMathsPHYCHEBIO 1 F20076054 485050 30 48. 67 2F20072852 307446 46. 00 3F20076960 585066 44 57. 83 4F20074254 48524230 44. 7 5F20076654 5878838069. 83 6M20077262 666678 68. 80 7M20075848 466069 50 55. 17 8M20074248 46204048 40. 67 9M20077474 8366 30 65. 40 10M20075248 587846 56. 40 553. 4355. 34 11F20085866 627452 62. 40 12F20084858 405242 50 48. 33 13F20086446 785862 61. 60 14F20087666 8064646969. 83 15F20085046 545835 48. 60 16M20085060 354640 46. 20 17M20087242 7458586261. 00 18M20087258 806962 68. 20 19M20086235 586478 59. 40 20M20085446 627858 59. 60 585. 1758. 52 1F20094454 58484842 49. 00 22F2009526060546058 57. 33 23F20095050 50524420 44. 33 24F20095066 447880 28 57. 67 25F20096072 4446546056. 00 26M20094862 62835844 59. 50 27M20094454 484615 41. 40 28M20096260 948372 74. 20 29M20096662 6986907473. 50 30M20096666 66 787286 72. 33 585. 2758. 53 SL NOGENDERYEARMARKS MARKS IN % ENGDZODZO rizhungHISTGEOECOCOMACCCOM STUDIESB. MATHSMATHSPHYCHEMBIO 31F20104662 508340 56. 20 32F20105064 506274 72 62. 00 33F20107272 9286766677. 33 34F20104860 6946605055. 0 35F20105266 304220 22 38. 67 36M20106050 62645886 63. 33 37M20104254 48722046 47. 00 38M2010487260698628 60. 50 39M20104469 804025 51. 60 40M20106064 60 606960 62. 17 574. 3057. 43 41F20115266 32405255 49. 50 42F20114858 44485240 48. 33 43F20116983 52526464. 00 44F20115048 62 4042 48. 40 45F2011525562305534 48. 00 46M20114840 6460 50 52. 40 47M20114062 50586454. 80 48M20115272743276 61. 20 49M20115858 696950 62 61. 00 50M20114642 50696664 45. 50 533. 1353. 31To get the clear picture of the above tables, a graph has been drawn to make analysis simple to understand at a glance, as shown below. YearClass 10 result (x)Class 12 result (y) 200754. 8555. 34 200864. 1058. 52 200957. 8858. 53 201055. 6857. 43 201158. 5353. 31 TOTAL291. 05283. 13 MEAN58. 2156. 63 Mean of x = 58. 21 Mean of y = 56. 63 From above tables and chart what we can conclude is that the trend of scores of tenth standard is 2007 = 54. 85%, 2008 = 64. 10%, 2009 = 57 . 88%, 2010 = 55. 68%, 2011 = 58. 53%, and for twelfth standard its is 2007 = 55. 34%, 2008 = 58. 52%, 2009 = 58. 53%, 2010 = 57. 3%, 2011 = 53. 31%. There is more or less little variation in percentage of scores from year to year, so the result is education quality is in constant for last five years. Result was better in the year 2008 as compared to other years and in all the five years; scores are above 50% on overall average. ? Summary The research question on which we were doing research is, â€Å"Is the quality of education in Bhutan improving or deteriorating in the last five years? † In Bhutan this research problem is mostly a frequently discussed topic and plays a vital role in the development of nation along with the core concept of GNH.The research method that we have used is analytical research and all the analysis made is based on the facts available from the BCSEA office. We have taken the standardized test scores of twelfth and tenth standard and picked a sample size of 100, where 50 samples are from tenth standards and 50 samples from twelfth standards. With the data available what we have found is that there is more or less little variation in percentage of scores from year to year, so the result is education quality is in constant for last five years.Result was better in the year 2008 as compared to other years and in all the five years; scores are above 50% on overall average. ? Conclusion This research paper basically focused on looking at the education quality in Bhutan. According to our hypothesis, education quality was supposed to be deteriorating, but with the help of the facts available it is proved that education quality in Bhutan has been more or less remaining constant for last five years. With available facts we have drawn our conclusion of education quality being remaining constant.We only took into considerations the marks obtained by the students and we didn’t take into considerations that what factors are actually leading the education quality to remain constant for last five years, this will be left for further studies. ? Bibliography Dorji, Kunga. (2010, 6 Jan. ). Be happy with Maruti. Retrieved form www. drukpa. bt/bhutan/3/test// Lhendrup, Pema. (2011, 13 Nov. ). Is the quality education in Bhutan deteriorating?. Retrieved from Lhendrup. blogspot. com/2011/11/is-quality-of-education-in-bhutan. tml Peljor, Dorjay. (2011, 23 Jan. ). Quality of education in Bhutan. Retrieved from dorjayrhigdenpeljor. blogspot. com/2011/01/quality-of-education-in-bhutan. html Wangchuk, Dorji. (2009, 25 Oct. ). What quality of education are we looking at?. Bhutan observer. Retrieved from www. bhutanobserver. bt/what-quality-of-education-are-we-looking-at/ Sherab, Kezang. (2009 June. ). Quality of education in Bhutan. Centre of educational research and development. Retrieved from www. pce. edu. bt/cerd/quality%20of%20Education%20II. pdf

Sexual Selection Lab

***START OF PAGE 1*** 1) Hypothesis [2 marks] |An isopod’s body length and speed affect its chances of predator avoidance. | 2) Plausible reason why/how each independent variables affect the dependent variable. [2 marks] |An isopod’s body length, specifically if it is short, will allow it to move faster. If an isopod has low speed it will not likely avoid predators as | |much as an isopod which moves fast. | 3) Prediction(s): [2 marks] If an isopod’s body length and speed have an effect on its chances of predator avoidance, then some traits will be better adapted to the environment | |and as a result, would increase the isopod frequency and those traits will be passed on to subsequent generations. | 4) Null Hypothesis: [1 mark] |Body length and an isopod’s speed have no affect on its chances of predator avoidance. | 5) Prediction of Null Hypothesis: [1 mark] If an isopod’s body length and speed have no affect on its chances of predator avoidance, th en there will be no change to frequency since those traits | |will not be passed on to subsequent generations because they provide no advantage in regards to fitness and predator avoidance. | 6) Results and Conclusions: a) Figures 1 (for size) & 2( for speed): Inserted on page 2. [7 marks, 3. 5 marks per figure] b) Isopod length and success against predation: [3 marks] |The mean average for isopod length in the initial population is 12. 8mm. The mean average for isopod length in the survivor population is 13. mm. The | |selection intensity is 1 mm. There is a slight shift towards longer isopods. Looking at the figure 1, the isopods with a body length between 12. 1 mm- | |15. 0 mm produced the most survivors after predation. Surprisingly, those with a body length between 15. 1mm-18. 0 mm initially had a low population, but | |after predation, they had an increased number of survivors. Taking this into account, my hypothesis was incorrect because the longer the body length, | |the inc rease number of survivors you will observe after predation. | ) Isopod speed and success against predation: [3 marks] |The mean average for isopod speed in the initial population is 0. 91 cm/s. The mean average for isopod speed in the survivor population is about 1. 28 | |cm/s. The selection intensity is 0. 37 cm/s. There is a slight shift towards faster isopods in the surviving population. Looking at figure 2, the | |isopod’s who had a sprint speed between 0. 0 cm/s – 0. 05 cm/s had the highest amount of predator avoidance in the survivor population. Yet again, the | |isopods who had a sprint speed between 2. cm/s and 3. 0 cm/s had an increased number of survivors (> than initial population). Also, those isopods who | |had sprint speeds between 1. 6 cm/s and 2. 0 cm/s had the same rate of survivors as the initial population. Analyzing these results, my hypothesis is | |somewhat correct because those who ran the fastest (0. 0 cm/s – 0. 05 cm/s) produced the high est number of survivors after predation. | ***END OF PAGE 1*** ***START OF PAGE 2*** [pic] Figure 1. Frequency distribution of isopod body length prior to and after being exposed to a black spoon as the predator.Figure 2. Frequency distribution of isopod sprint speed before and after being placed on a plastic race track and measuring its speed on an interval of 10 seconds. ***END OF PAGE 2*** ***START OF PAGE 3*** 7) Primary Literature Search: a) Citation: [1 mark] |1. Zidar, P. , Hribar, M. , Zizek, S. & Strus, J. Behavioural response of terrestrial isopods (Crustacea: Isopoda) to pyrethrins in soil or food. Eur. J. | |Soil Biol. 51, 51-55 (2012). | b) Relevance to lab experiment: [1 mark] |Discusses changes to an isopod’s behavior when exposed to different environment.Might explain why the isopods behaved a certain way in the lab. | 8) Communication (TO BE COMPLETED BY YOUR TA) [2 marks]: Your TA will evaluate your assignment as follows: |Poor (0. 5) |Average (1) |Good (1. 5) |Excellent (2) | |Poor syntax, grammar, sentence | | |Excellent syntax, grammar, sentence| |structure and flow throughout. Some issues with syntax, grammar, |Minimal issues with syntax, |structure and flow throughout. | |(†¦It is very difficult to |sentence structure and flow. |grammar, sentence structure and |(†¦ Everything is clear, concise, | |understand what you are trying to | |flow. |and easy to read. ) | |say. ) | | | | Final Mark: _______ /25 ***END OF PAGE 3***

The Establishment of Hitlers Dictatorship and Its...

The Establishment of Hitlers Dictatorship and Its Legality The career of Adolf Hitler was marked by a spectacular rise to power. He went from being a nobody in the streets of Vienna to the supreme leader of one of the most powerful nations on earth. Hitler came to power through a combination of legal means and backroom politics. The events leading up to the rise of the Nazis and Hitler are prime examples of the myriad of factors intertwining in the area of social action. Economists view the economic conditions as the major reason for the downfall of the Weimar republic and the rise of the Nazis but political scientists like to point out the constitutional structure of the Weimar constitution.†¦show more content†¦Polling 44 percent of the votes, the Nazis won 288 seats in the Reichstag. With the support of their conservative nationalist allies, who held 52 seats, the Nazis controlled a majority of the 647 member Reichstag. The Nazi majority was even more substantial, since none of the 81 Communist deputies were allowed to take th eir seats. The Enabling Act, March 1933 On March 23, 1933, the Reichstag passed the Enabling Act, which gave dictatorial authority to Hitlers cabinet for four years. Armed with full powers, Hitler moved to eliminate all possible centers of opposition. His policy is known as Gleichschaltung, which translates literally as coordination. In this context, however, it meant more precisely subordination, that is, subordinating all independent institutions to the authority of Hitler and the Nazi Party. It was the Enabling Act of March 23, 1933, which in a legal way conferred dictatorial powers on Adolf Hitler. Only 94 Social Democratic votes were cast against it. The date for its abrogation (see Article 5) was never kept. Indeed, the Enabling Act is the last measure which the Reichstag passed under the republican and democratic Constitution of the Republic. It spelled its end and the beginning of NationalShow MoreRelatedThe Regimes of Benito Mussolini and Adolf Hitler with Social and Political Modernization2061 Words   |  9 Pagesdiffering ideological perspectives and it is important not to lump the two together when discussing or comparing their regimes or policies as many historians have tended to do in the past. To begin with I will examine the Italian dictatorship of Benito Mussolini and assess the extent to which his Fascist regime achieved social and political modernization. It is interesting to note that at this present time many thinkers in Italy are asking whether one should be waryRead MoreThere is such a thing as universality of human rights that is different from cultural relativism,2200 Words   |  9 Pageswhen it came to international relations. Of course that all changed after the atrocities committed by the Nazi regime in the Holocaust were exposed to the global community. After what had happen to the Jewish population in Europe at the hands of Hitlers army was reviled to the world, the international community realized that there was something to the whole idea of human rights that could quite possibly go beyond the recognizable sovereignty of independent states(Collaway, Harrelson-Stephens, 2007Read MoreThe Rise and Rule of Single-Party States7795 Words   |  32 PagesQuestions will be set on major themes. Some of these will require knowledge of two regions. Major Themes * Origins of single-party states * conditions which produce single-party state. * emergence of leader: aims, ideology, support. * Establishment of single-party states * methods: force, legal * form of government, ideology (left and right wing) * totalitarianism, treatment of opposition * Rule of Single Party states * political, economic, and social policies * roleRead MoreTo What Extent Did the Nazis Establish a Volksgemeinschaft? Essay3244 Words   |  13 Pagespolicy. Consequently its establishment entailed various inconsistencies and contradictions. It did not totally engross the hearts and minds of Germanys Third Reich into a new system of nationalised beliefs and a new religious dimension that glorified the Fuhrer as cult. To be more precise, people generally accepted National Socialism as a more beneficent political way rather than zealously rejoiced in its ideology. The revival of the economy in conjunction with Hitlers diplomatic success contributed