Assignment 2

Course; 8606
Q1. Elaborate social deviation. State how agencies of social control can play an
effective role in minimizing social deviation?
Social control is the means by which members of a society attempt to induce each other to
comply with the society's norms. Social controls influence behaviour constantly because they
are internalized and come into play every time a person has a deviant impulse. Deviance
describes as actions or behaviours that violate cultural norms including formally-enacted rules
(e.g., crime) as well as informal violations of social norms (e.g., rejecting folkways and mores). It
is the purview of sociologists, psychologists, psychiatrists, and criminologists to study how these
norms are created, how they change over time and how they are enforced.
Social deviation refers to behaviors, actions, or norms that deviate from the established social
norms, values, or expectations within a society or a particular group. Social deviation is a
complex and multifaceted concept that can manifest in various forms, including criminal
activities, non-conformity to cultural norms, deviant subcultures, and unconventional lifestyles.
It's important to note that not all forms of social deviation are necessarily negative or harmful;
some can challenge existing norms and lead to positive social change.
Agencies of social control can play an effective role in minimizing social deviation
Agencies of social control play a critical role in minimizing social deviation by maintaining social
order and regulating behavior within a society. Here are several ways in which these agencies
can be effective in achieving this goal:
1. Enforcement of Laws and Regulations:
 Law Enforcement: Police and law enforcement agencies are responsible for
enforcing laws and apprehending individuals engaged in deviant or criminal
behavior. Their presence and activities act as a deterrent to potential offenders.
2. Judicial Process:
 Legal System: Courts and the judicial system ensure due process and administer
justice. They determine guilt or innocence, impose penalties or rehabilitation
measures, and provide an avenue for resolving disputes within the boundaries of
the law.
3. Corrections and Rehabilitation:
 Prison System: Prisons and correctional facilities detain individuals who have
engaged in deviant behavior. They serve as a means of punishment and
 rehabilitation, with the goal of reintegrating offenders into society as law-abiding
citizens.
4. Preventive Measures:
 Early Intervention Programs: Agencies can implement programs designed to
identify and support individuals at risk of engaging in deviant behavior at an
early stage. This can include youth outreach programs, mentoring, and
counseling services.
 Education: Educational institutions can teach values, ethics, and social norms,
helping to prevent deviant behavior through the promotion of positive behaviors
and character development.
5. Community Engagement:
 Community Policing: Law enforcement agencies can adopt community policing
strategies to build trust and collaboration with communities. This approach
emphasizes problem-solving and addressing the root causes of deviant behavior.
 Youth Programs: Community-based youth programs provide positive
alternatives for young people, keeping them engaged in constructive activities
and away from deviant behaviors.
6. Social Services:
 Social Support: Social service agencies can provide support to individuals and
families facing social and economic challenges, which can reduce the likelihood
of deviant behavior resulting from desperation or lack of resources.
 Mental Health Services: Access to mental health services can address underlying
psychological issues that may contribute to deviant behavior, such as substance
abuse or violent tendencies.
7. Public Awareness and Education:
 Public Awareness Campaigns: Agencies can run public awareness campaigns to
educate the public about the consequences of deviant behavior, the importance
of adherence to social norms, and the value of law-abiding citizenship.
8. Media and Social Influence:
 Media Regulation: Agencies can regulate or influence media content to ensure it
does not glorify or glamorize deviant behavior and to promote positive values.
9. Legislation and Policy Development:
  Policy Initiatives: Government agencies can develop and implement policies that
address the root causes of deviant behavior, such as poverty, inequality, and
discrimination, to create a more equitable society.
10. Restorative Justice Practices:
 Some agencies promote restorative justice practices that focus on repairing
harm caused by deviant behavior and reconciling offenders with victims and the
community. This can be a more rehabilitative approach than punitive measures.
11. Research and Data Analysis:
 Agencies can use data and research to identify trends and root causes of deviant
behavior, allowing for evidence-based policy development and targeted
interventions.

Q2. School is an active component of a society". Give your opinion and

strengthen it with related examples.
It is known to all that the relation between school and society is very close and integral. We
cannot think of a school without a society and on the other hand, a society without school is
quite absurd. One without the other does not carry any sense. These are two sides of a same
coin. Therefore, the school should arrange its programs in such a way that they strengthen the
relationship between school and society.
Schools play a vital role in shaping and influencing the development of individuals and societies
as a whole. Here are some reasons why schools are active components of society, in my
opinion.
1. Education and Knowledge Dissemination: Schools are primary institutions for the
dissemination of knowledge and education. They equip individuals with the skills,
information, and critical thinking abilities needed to contribute to society. For example,
in countries with strong education systems like Finland and South Korea, the overall
quality of education has contributed to societal progress and innovation.
2. Socialization and Values: Schools are crucial in shaping the values, ethics, and social
norms of individuals. They provide a structured environment where students learn to
interact with peers from diverse backgrounds. In many cultures, schools teach values
such as tolerance, respect, and empathy. For instance, the inclusion of multicultural
education in curricula promotes understanding and harmony in diverse societies like the
United States.
3. Economic Development: Education is closely tied to economic progress. Schools
produce a skilled workforce that can drive economic growth through innovation and
productivity. Silicon Valley in the United States is a prime example of how a
 concentration of highly educated individuals, often stemming from nearby educational
institutions like Stanford University, has fueled a vibrant technology ecosystem and
economic prosperity.
4. Social Mobility: Schools can act as a vehicle for social mobility, allowing individuals from
disadvantaged backgrounds to improve their socio-economic status. Scholarships,
affirmative action programs, and access to quality education can help level the playing
field. For instance, the "Sistema" music education program in Venezuela has given
opportunities to underprivileged children to pursue a career in music.
5. Civic Engagement: Schools play a role in promoting civic engagement and responsible
citizenship. They educate students about their rights and responsibilities in a democratic
society. For example, civics education programs in many countries, including the United
States, prepare students to participate in the democratic process and make informed
decisions.
6. Innovation and Progress: Educational institutions, especially universities and research-
focused schools, are hubs of innovation and progress. They foster research and
development, leading to advancements in various fields such as science, technology,
and medicine. Examples like Harvard University's contributions to medical research or
the role of Stanford University in the development of Silicon Valley's tech industry
highlight this impact.
Schools are indeed active components of society, playing a multifaceted role in shaping
individuals and the collective well-being of communities and nations. Their influence extends
beyond the classroom, affecting economic, social, and cultural aspects of society, and their
importance cannot be overstated.

Q3. Describe theories of motivation and also highlight which theory is useful
for effective teaching.
Definition
The word motivation refers to getting someone moving. When we motivate ourselves or
someone else, we develop incentives, or we set up conditions that start or stop behaviour. In
education, motivation deals with the problem of setting up conditions so that learners will
perform to the best of their abilities in academic settings. We often motivate learners by
helping them develop an expectancy that a benefit will occur as a result of their participation in
an instructional experience. In short: Motivation is concerned with the factors that stimulate or
inhibit the desire to engage in behaviour.
Motivation theories aim to explain why individuals behave in certain ways, what drives their
actions, and how they can be encouraged to perform better. There are several prominent
motivation theories, each with its own perspective on what motivates people.
The Behavioural Perspective
According to the behaviourist view of learning, when children are rewarded with praise and a
gold star for doing their job correctly, they will look forward to the next mathematics lesson,
anticipating another reward. At some time in the past, they must have been rewarded for
similar achievements and this experience acts as a motivator for future learning of a similar
type. For behaviourists, motivation is simply a product of effective contingent reinforcement.
So, they emphasize the use of extrinsic reinforcement to stimulate students’ task engagement.
The reinforcement can take the form of praise, a smile, an early mark or loss of privileges such
as missing out on sport. According to Brody: “Almost all teachers use extrinsic reinforcement in
some form to motivate students, although they may not realize they are doing so and may not
always use such reinforcement effectively.
2. The Humanistic Perspective
The humanist theory of motivation is interesting because it is not only linked to achievement
and education, but also has implications for students’ welfare and well-being through its
concern with basic needs. It stresses on students’ capacity for personal growth, freedom to
choose their destiny and positive qualities. There are two theories of motivation from
humanistic perspective:
(a) Maslow’s Hierarchy of Needs
Maslow (1954) perceived motivation in terms of a hierarchy of needs that can also conceived as
‘motives’. According to Maslow’s model, once basic physiological needs have been satisfied,
efforts are directed toward achieving needs associated with safety, love and belonging, and self
esteem.
(b) Roger’s Motivation Theory
Carl Roger’s ideas are also influential in discussing the nature of motivation and its impact to
human lives. Rogers argued that: Behaviour was influenced by the individual’s perception of
both personal and People should listen to their ‘inner voices’ or innate capacity to judge what
was good for themselves, rather than.
3. Motivation Through Teacher Personality
One aspect of motivation, probably the hardest to change, lies in the personality of the teacher.
Like all human beings, teachers perceive the behaviours that are appropriate in a given
environment. The classroom environment can be one of the most demanding environments on
individuals' perceptions of their self-worth. In addition, from my own experience, most children
exhibit the ability to see through a person's actions, recognizing those actions as genuine or
fake. Consequently, the teacher's task of exhibiting the characteristics necessary to motivate a
class is a careful daily process that inevitably meets some failure and need for improvement.
Various characteristics of teachers are perceived as important for motivating students to learn.
In Escalante's opinion, the required characteristics of a motivating teacher are obvious concern
and caring for the students.
Cognitive Evaluation Theory: This theory, developed by Deci and Ryan, suggests that external
rewards can either enhance or undermine intrinsic motivation, depending on how they are
perceived. Teachers can apply this theory by using extrinsic rewards (like praise or grades) to
support students' intrinsic motivation and autonomy rather than solely relying on external
incentives.
Self-Determination Theory (SDT): SDT, developed by Deci and Ryan, emphasizes three
fundamental psychological needs: autonomy, competence, and relatedness. It argues that
individuals are most motivated when these needs are satisfied. In the classroom, effective
teaching can be achieved by providing students with choices (autonomy), challenging tasks that
match their abilities (competence), and fostering positive social interactions (relatedness).
Encouraging intrinsic motivation through autonomy-supported practices can lead to more
engaged and motivated students.
Expectancy-Value Theory: This theory suggests that motivation is influenced by an individual's
expectation of success and the value they place on a task. In teaching, educators can increase
students' motivation by providing clear instructions, setting realistic expectations, and helping
students see the value and relevance of what they are learning.
Goal Setting Theory: This theory, proposed by Locke and Latham, emphasizes the importance
of setting specific, challenging, and achievable goals to motivate individuals. Teachers can use
goal setting by helping students set learning objectives and providing regular feedback on
progress. This can create a sense of achievement and motivation to strive for higher goals.
Among these theories, Self-Determination Theory (SDT) is particularly useful for effective
teaching. SDT places a strong emphasis on autonomy, competence, and relatedness, which are
critical for fostering intrinsic motivation in students. When teachers support students in making
choices, developing their skills, and fostering positive social connections, they are more likely to
create a classroom environment that encourages motivation and active engagement in the
learning process. By understanding and applying the principles of SDT, educators can help
students become self-motivated, lifelong learners.

Q4. Highlight different types of technological changes with relevant examples

Technology is the making, usage, and knowledge of tools, machines, techniques, crafts, systems
or methods of organization in order to solve a problem or perform a specific function. It can
also refer to the collection and utilization of such tools, machinery, and procedures. It can
strengthen as well as alleviate the impacts of human activities. The role of technology has
recently moved to the forefront of both science and policy in addressing climate change. The
long time span involved in climate change from decades to centuries puts technological change
“in the driver’s seat”, because over long time periods technological systems are highly
malleable, whereas in the short run they are largely inflexible. Technology and society refers to
cyclical co-dependence, co-influence, co-production of technology and society upon the other
(technology upon culture, and vice-versa). This synergistic relationship occurred from the dawn
of humankind, with the invention of simple tools and continues into modern technologies such
as the printing press and computers.