A Critique of Neo-Liberal Development
and Alternatives
Sunday 15 June 2008, by Jajati K Pattnaik
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Neither has the neo-liberal model attained prosperity nor has it guaranteed security and
stability. The critics are right in denouncing the Western countries being hypocrites in
their entire approach towards the poor countries. Even if one dissents with this, it is sure
that the West seeks to follow its globalisation agenda to grab the excessive share of benefits
at the cost of the developing world.6 It poses a challenge to local cultures, augments global
inequalities and aggravates the conditions of the destitute. In the process, it creates a
‘world of winners and losers’—a few blooming with prosperity and many sunk in a life of
distress.7
Alternatives
RESPONDING to the drawbacks of neo-liberal development, alternatives emerged in the
discourse of development. The post-development theory, one of those alternatives, is an
intellectual offshoot of the Foucauldian intellectual traditions. Drawing its principles from
the works of French philosopher Michel Foucault, the post-development theory mirrors
development in the prism of a discourse.
This theory argues that development constitutes a specific way of thinking about the world,
a particular form of knowledge. Development is, in the Foucauldian sense, a particular
discourse which does not reflect but actually constructs reality. In doing so, it closes off
alternative ways of thinking and so constitutes a form of power.8
This theory holds that the objective of discourse is to legitimise and transpose the Western
model over the Third World. The Third World is not only predisposed to the economic
power, but it is also constrained by the ‘definitional power of the West’.9 Development is a
benchmark through which the West gauges the non-West. It disciplines differences and
establishes the standard norms for the society. The measures of development become the
devices for the exercise of power over others.10 The post-development thinkers view that
the Third World is categorically objectified and the requirements of the people are
externally decided. To find a solution, the post-development scholar, A. Escobar, stresses
on defining the term underdevelopment to displace the discourse of development.11
THE Marxian theory in the contemporary perspective is another alternative response to
the failures of development. It points out that the Western project of development is based
on polarisation, unequal relations, and subordination of industries of the peripheries.12
Samir Amin, a leading scholar of this school, views that the global expansion of capitalism
has created unequal income distribution ‘between and within the societies on the periphery
of the system’.13 It has resulted in the marginalisation of the disadvantaged groups and
their further impoverishment in the social structures. He mentions that the present crisis
can be resolved in reconstructing the social power of the popular classes as a counter-
hegemonic force in collaboration with the intelligentsia to confront the functionaries of the
world system.14
The human development paradigm based on Amartya Sen’s capability approach is another
alternative to the neo-liberal development. Sen in his work on ‘Development as Freedom’
interprets development ‘as a process of expanding the real freedoms that people enjoy’.15
Growth of gross national product, technological progress and industrialisa-tion etc. may be
important denominators for realising freedom in a society, but they are not the end of
development. The realisation of freedom hinges upon the other determinants such as
freedom for participation in public discussion, political and civil rights, provision for
educational and health facilities, elimination of poverty, tyranny, social deprivation,
intolerance and unrestrained power of the repressive states.16 Sen holds that expansion of
freedom is viewed as both the means and end of development which can be called the
constitutive as well as instrumental role of freedom in development. The constitutive role
is substantive freedom which pertains to the enrichment of human life. The instrumental
role deals with the presence of civil and political rights, economic and social opportunities
and protective securities.17 This contributes to the expansion of human freedom and
development. Mahbub Ul Haq, who has developed this paradigm, interprets development
in the context of expanding people’s choices.18 He finds that growth deals with the rise in
individual income whereas development induces political, social and cultural aspects. He
further observes that a link between growth and human lives is to be established through
public policy. This can be achieved by restructuring the economic as well as political power
and having sweeping land reforms, progressive tax system, provision of basic social
services to the deprived sections, removing hindrances in economic and political spheres,
equality of opportunity and political and cultural freedom.19
The analysis of this discourse connotes that the neo-liberal paradigm may not be a panacea
to the crisis-ridden societies of the developing world. Taking a clue from the development
alternatives, the parameters of development could be constructed on the following lines.
A people-centric development paradigm is to be structured basing on universal human
values such as democratic legitimacy, transparency, justice and equity for its sustainability.
Development is not to be measured solely in terms of growth of gross national product but
must be assessed in t
forces and thus help percolate the benefits of development to the lowest strata of society
for inclusive development.
The institutional machinery is to be based on the rule of law that reflects transparency and
accountability for effective governance.
Institutions of governance are to be democratised and decentralised in order to ensure the
participatory approach in the political process and endow the citizens with the
responsibility of managing their own affairs at the grassroot level through people’s
planning and initiatives.
Public deliberation through civil society engagement is to check the authoritarian attitude
of the state and strengthen the process of democratic machinery from the perspective of
development. This is to be sustained through social capital in the form of civic networks
based on cooperation and reciprocity that helps the institutions for better deliverance. The
citizens should play an active conscientious and non-partisan role in championing the
common interests of the people.
Minor ethnic as well as religious groups are to be accommodated in the true sprit of
multicul-turalism to thwart the challenges of cultural monism. Inter-cultural dialogue
should pave the way for cultural diversity and pluralism. The principles of trust, tolerance
and fellow-feeling should guide the actions of the human beings for their peaceful coexistence.
Nonetheless, the discourse on development is a never-ending subject. So, more
development alternatives could be framed through comparative studies for addressing the
problems of the developing world in the days ahead.
REFERENCES
1. Joachim Heidrich, “On Transnationalisation and the Strategy of Globalisation”, The
Indian Journal of Political science, Vol. 62, No. 3, September 2001, p. 378.
2. Atul Bharadwaj, “Understanding the Globalisation Mind Game”, Strategic Analysis, Vol.
27, No. 3, July-September 2003, p. 321.
3. Cited in John Baylis and Steve Smith, The Globalisation of World Politics: An
Introduction to International Relations, Oxford: Oxford University Press, 2007, p. 542.
4. Ibid.
5. Arie de Ruijter, “Globalisation: A challenge to the Social Sciences” in Frans J.
Schuurman (ed.), Globalisation and Development Studies: Challenges for the 21st Century,
New Delhi: Vistaar Publications, 2001, p. 36.
6. Joseph E. Stiglitz, Globalisation and its Discontents, New Delhi: Penguin Books, 2003,
p. 7.
7. Anthony Giddens, Runaway World: How Globalisaiton is Reshaping our Lives, London:
Profile Books, 2004, p. 15.
8. Cited in Andy Storey, “Measuring Development” in Gerard McCann and Stephen
McCloskey, From the Local to the Global: Key Issues in Development Studies, London,
Sterling, Virgnia: Plato Press, 2003, p. 35.
9. Ibid.
10. Ibid.
11. Ibid., p. 37. See, A. Ecobar, “The Making and Unmaking of the Third World through
Development” in M. Rahnema and V. Bawtree (eds.), The Post-Development Reader,
London and New Jersey: Zed Books, 1997, p. 92.
12. Mohit Bhattacharya, “Globalisation, Governance and Development”, The Indian
Journal of Political Science, Vol. 62, No. 3, September 2001, p. 355.
13. Ibid.
14. Ibid.
15. Amartya Sen, Development as Freedom, Oxford: Oxford University Press, 2004, p. 3.
16. Ibid.
17. Ibid., pp. 36-37.
18. Mahbub Ul Haq, “Human Development Paradigm in South Asia”, Mainstream,
February 24, 1996, p. 17. See Des Gasper, The Ethics of Development: From Economism to
Human Development, New Delhi: Vistaar Publicaitons, 2005, pp. 164-167.
19. Ibid., p. 18.
The author is on the Faculty of the Department of Political Science, Indira Gandhi
Government College, Tezu, Arunachal Pradesh. He was a Visiting Scholar at the Gulf
Studies Programme, Centre of West Asian and African Studies, School of International
Studies, Jawaharlal Nehru University, New Delhi.

1. First, each student will choose a topic that is relevant to middle childhood (6 – 12 years) from
the list provided by the instructor.
a. A sign up sheet with a list of potential topics will be provided.
2. Then, using the topic, each student will use the CSUDH Library search engines to find at least
one scholarly/empirical article to write an evidence-based summary of the topic or issue.
3. There should be a minimum of two citations on the APA style reference page. More resources
are okay too! There should be at least one empirical article and you may use the book for your
second source.
4. Be sure to use appropriate articles that are from reliable sources (non-editorial, non- blog,
non-opinion based type of article). The article must include a study or experiment that the
authors conducted ; the article must include information such as statistics and evidence-based
information related to the topic. In addition, keep articles with publication dates within the last
15 years.
5. The student is expected to use APA formatting. Refer to the APA class resources on BB, the
Graduate Writing Institute on campus, or an APA manual for this assignment. No APA abstract
is needed for this paper.
6. The paper will be 2 to 5 pages (max) , not including the title and references page.
7. Student must save the assignment as an electronic file using WORD .
8. Students must submit the assignment via Blackboard using “Turn-it-In” by the due date and time
posted on the syllabus. See next page for assignment requirements. NO LATE PAPERS
WILL BE ACCEPTED.
9. The paper must include the following (A-G):
A. Introduction to the paper [1 paragraph]
a. Minimum of 3 sentences needed.
b. Simply introduce the topic with the thesis as the last sentence; no detailed topic
description here.
B. A description of the topic or issue [2-3 paragraphs]
a. Define your issue; organize, paraphrase, and cite information from your
research including statistics from your books and articles.
C. How does the topic relate/connect to other middle childhood topics [1-3 paragraphs]
a. Connect your issue to any topics we have discussed during class thus far or any
information in the future assigned readings (see syllabus and your course book for
ideas). For example, divorce can connect to children potentially needing to attend
after school programs etc.
b. Cite the course books and/or lectures in APA format.
D. How significant is the topic/issue (and why) in your mind? [1-2 paragraphs]
a. Why you believe this is a significant/important issue for this age group.
E. What domains of development are affected by the topic and how? There are three
domains. Describe the connection [1 -2 paragraphs]
F. Conclusion [1 paragraph]
a. Briefly restate/summarize your paper.
G. Include an APA reference page
a. Please see powerpoint notes from our APA in-class workshop.
10. Paragraph headers to be used are below to organize your paper .

Your assignment is to write a short (2-3 page, double-spaced, typed) essay identifying and describing two markets of your choosing; the first characterized by an elastic demand and the second one by an inelastic demand. Indicate why your choices have the relative elasticities they do.

Hint: Use the determinants of elasticity to sort why some products are elastic and others are inelastic.

• Market One: What are some of the goods you purchase in your life for which your demand is most elastic? Why?
• Market Two: What are some of the goods you purchase in your life for which your demand is highly inelastic? Why?

Draw upon Chapter 19 for your analysis.

Hint: Use the determinants of elasticity to sort why your choices in Market One are elastic and why the choices in Market Two are inelastic.

• Cite Sources

MLA Format

Statement of the Problem and Research Question(s):

Significance of the Study:

Delineate the significance of the research, what knowledge will it create, what gaps in our knowledge will it help fill, how will it advance the selected theory or theories, what new research methods will it advance, how the results may be applied to improve existing policy or procedures, etc.—as appropriate for the study.

Provided at least 10 references to support selected topic in the reference area.

Specific Instructions for the Term Paper:

1. Customize the title page for your own paper. This includes editing the “Running Head” in the page header, the title of your paper, and your name. If you don’t know how to edit a header in Word, Google for instructions on how to edit a header in the version of Word you are using and follow the instructions.

2. Add a table of content with an outline of all your major points and subpoints.

3. Write a 150-250 word abstract for your term paper (on p. 2 of the Paper Template). The abstract should be a brief summary of your paper.

4. Add an Introduction

Introduction goes after the Abstract. Be sure the students include all of the following using level 2 heading:

The background of the topic
Statement of the Problem
Statement of the Purpose
Research Questions
Significance of the Study

5. For each major section of the paper, you need to customize the sub-headings. You may add additional sub-headings, as needed, but each section must have a minimum of three sub-headings, except for the Recommended Improvement section, which must have a minimum of five sub-headings. Be sure to be descriptive in your sub-heading names, so that I know what content you intend to cover in each sub-heading.

THE RRR IS THREE PARAGRAPHS:
Paragraph 1: Precis (Only four sentences)
Paragraph 2: Personal Impressions? (Only place in the RRR where you can use I–do not use you!)
Paragraph 3: Analysis–What rhetorical strategies did the writer use? Were the strategies effective or not? Why or why not? Use plenty of direct quotes to support your claim. No direct quotes will definitely tank your score. Review the OREO cookie strategy for incorporating quotes.

Reading: Baldwin, “If Black English Isn’t Language, Then Tell Me, What Is?”
James Baldwin [1924–1987]
Born in New York City, the son of a revivalist minister, James Baldwin (1924–1987) was raised in poverty in Harlem where, at the age of fourteen, he became a preacher in the Fireside Pentecostal Church. After completing high school he decided to become a writer and, with the help of the black American expatriate writer Richard Wright, won a grant that enabled him to move to Paris, where he lived for most of his remaining years. There he wrote the critically acclaimed Go Tell It on the Mountain (1953), a novel about the religious awakening of a fourteen-year-old black youth. Subsequent works, focusing on the intellectual and spiritual trials of black men in a white, racist society, included the novels Giovanni’s Room (1956), Another Country (1962)— both famous at the time for their homosexual themes—Tell Me How Long the Train’s Been Gone (1968), If Beale Street Could Talk (1974), Just Above My Head (1979), andHarlem Quartet (1987); the play Blues for Mister Charlie (1964); and the powerful nonfiction commentaries Notes of a Native Son (1955), Nobody Knows My Name (1961), and The Fire Next Time (1963). Baldwin’s short stories are collected in Going to Meet the Man (1965).
If Black English Isn’t a Language, Then Tell Me, What Is?
The argument concerning the use, or the status, or the reality, of black English is rooted in American history and has absolutely nothing to do with the question the argument supposes itself to be posing. The argument has nothing to do with language itself but with the role of language. Language, incontestably, reveals the speaker. Language, also, far more dubiously, is meant to define the other—and, in this case, the other is refusing to be defined by a language that has never been able to recognize him.
People evolve a language in order to describe and thus control their circumstances, or in order not to be submerged by a reality that they cannot articulate. (And, if they cannot articulate it, they are submerged.) A Frenchman living in Paris speaks a subtly and crucially different language from that of the man living in Marseilles; neither sounds very much like a man living in Quebec; and they would all have great difficulty in apprehending what the man from Guadeloupe, or Martinique, is saying, to say nothing of the man from Senegal—although the “common” language of all these areas is French. But each has paid, and is paying, a different price for this “common” language, in which, as it turns out, they are not saying, and cannot be saying, the same things: they each have very different realities to articulate, or control.
What joins all languages, and all men, is the necessity to confront life, in order, not inconceivably, to outwit death: the price for this is the acceptance, and achievement, of one’s temporal identity. So that, for example, though it is not taught in the schools (and this has the potential of becoming a political issue) the south of France still clings to its ancient and musical Provençal, which resists being described as a “dialect.” And much of the tension in the Basque countries, and in Wales, is due to the Basque and Welsh determination not to allow their languages to be destroyed. This determination also feeds the flames in Ireland for among the many indignities the Irish have been forced to undergo at English hands is the English contempt for their language.
It goes without saying, then, that language is also a political instrument, means, and proof of power. It is the most vivid and crucial key to identity: it reveals the private identity, and connects one with, or divorces one from, the larger, public, or communal identity. There have been, and are, times, and places, when to speak a certain language could be dangerous, even fatal. Or, one may speak the same language, but in such a way that one’s antecedents are revealed, or (one hopes) hidden. This is true in France, and is absolutely true in England: the range (and reign) of accents on that damp little island make England coherent for the English and totally incomprehensible for everyone else. To open your mouth in England is (if I may use black English) to “put your business in the street”: You have confessed your parents, your youth, your school, your salary, your self-esteem, and alas, your future.
Now, I do not know what white Americans would sound like if there had never been any black people in the United States, but they would not sound the way they sound. Jazz, for example, is a very specific sexual term, as in jazz me, baby, but white people purified it into the Jazz Age. Sock it to me, which means, roughly, the same thing, has been adopted by Nathaniel Hawthorne’s descendants with no qualms or hesitations at all, along with let it all hang out and right on! Beat to his socks, which was once the black’s most total and despairing image of poverty, was transformed into a thing called the Beat Generation, which phenomenon was, largely, composed of uptight, middle-class white people, imitating poverty, trying to get down, to get with it, doing their thing, doing their despairing best to be funky, which we, the blacks, never dreamed of doing—we were funky, baby, like funk was going out of style.
Now, no one can eat his cake, and have it, too, and it is late in the day to attempt to penalize black people for having created a language that permits the nation its only glimpse of reality, a language without which the nation would be even more whipped than it is.
I say that this present skirmish is rooted in American history, and it is. Black English is the creation of the black diaspora. Blacks came to the United States chained to each other, but from different tribes: neither could speak the other’s language. If two black people, at that bitter hour of the world’s history, had been able to speak to each other, the institution of chattel slavery could never have lasted as long as it did. Subsequently, the slave was given, under the eye, and the gun, of his master, Congo Square, and the Bible—or, in other words, and under these conditions, the slave began the formation of the black church, and it is within this unprecedented tabernacle that black English began to be formed. This was not, merely, as in the European example, the adoption of a foreign tongue, but an alchemy that transformed ancient elements into a new language: A language comes into existence by means of brutal necessity, and the rules of the language are dictated by what the language must convey.
There was a moment, in time, and in this place, when my brother, or my mother, or my father, or my sister, had to convey to me, for example, the danger in which I was standing from the white man standing just behind me, and to convey this with a speed, and in a language, that the white man could not possibly understand, and that, indeed, he cannot understand, until today. He cannot afford to understand it. This understanding would reveal to him too much about himself, and smash that mirror before which he has been frozen for so long.
Now, if this passion, this skill, this (to quote Toni Morrison) “sheer intelligence,” this incredible music, the mighty achievement of having brought a people utterly unknown to, or despised by “history”—to have brought this people to their present, troubled, troubling, and unassailable and unanswerable place—if this absolutely unprecedented journey does not indicate that black English is a language, I am curious to know what definition of language is to be trusted. A people at the center of the Western world, and in the midst of so hostile a population, has not endured and transcended by means of what is patronizingly called a “dialect.” We, the blacks, are in trouble, certainly, but we are not doomed, and we are not inarticulate because we are not compelled to defend a morality that we know to be a lie.
The brutal truth is that the bulk of the white people in America never had any interest in educating black people, except as this could serve white purposes. It is not the black child’s language that is in question, it is not his language that is despised: it is his experience. A child cannot be taught by anyone who despises him, and a child cannot afford to be fooled. A child cannot be taught by anyone whose demand, essentially, is that the child repudiate his experience, and all that gives him sustenance, and enter a limbo in which he will no longer be black, and in which he knows that he can never become white. Black people have lost too many black children that way.
And, after all, finally, in a country with standards so untrustworthy, a country that makes heroes of so many criminal mediocrities, a country unable to face why so many of the nonwhite are in prison, or on the needle, or standing, futureless, in the streets—it may very well be that both the child, and his elder, have concluded that they have nothing whatever to learn from the people of a country that has managed to learn so little.

Carefully explain each of the following statements.  Be sure to provide sufficient detail to demonstrate your understanding.  These statements arise from deep concerns that you will want to be sure you explore.

1.If assessment results are highly valid, they will also be highly reliable.

2.If assessment results are highly reliable, they may or may not be valid.

3.In selecting an assessment, validity has priority over reliability.

 

Explain your response, citing specific examples or research-based rationale for support.

 

Each week, a different discussion thread will be available based on the readings for the week. Your reflection should be approximately 250 words and specifically reference the reading(s) for that discussion.

 

You will then need to respond to at least 2 of your classmates. Responses should be meaningful (no “I agree!” etc.) and should be approximately 100 words in length. You will need to provide a clear rationale in your comments as to why you agree or disagree, or regarding what you find significant about the posting. The Original Post must be completed by Thursday at 11:59 p.m. and Peer Responses posted by Sunday at 11:59 p.m. Please note that late posts will not be accepted after Sunday at 11:59pm.

 

child psychology discussion 1

 

Do you sometimes think that the science of psychology is messy? What could we actually learn from applying the scientific method to human behavior and thought? What’s more, what can be learned from applying the scientific method to infants and children?

 

After reading chapters 1-3 in your textbook, doing some outside research using academic references, and viewing this brief video by visiting: https://www.ted.com/talks/laura_schulz_the_surprisingly_logical_minds_of_babies#t-408183 answer the following questions:

 

 

1.What evidence is there, if any, to suggest that all humans are programmed to draw conclusions based on evidence?

2.What stifles generalizations from forming?

3.What enhances generalizations from forming?

4.What is the practical significance of this type of learning? Provide an example from your real world experiences with infants, if you have one!

 

 Remember to cite your textbook as well as outside research you conducted that informed your post in APA format. Include references both in your original post AND your response to a classmate. To locate academic journal articles, visit: https://www.uhd.edu/library/Pages/library-index.aspx

**Transcript for the video is available by visiting: https://www.ted.com/talks/laura_schulz_the_surprisingly_logical_minds_of_babies/transcript?language=en

 

Each original post should be at least 800 words, include a reference to the text, AND a reference to a scholarly, peer-reviewed journal article. Your response to a classmate should also be 800 words, and include a scholarly reference. The discussions are each worth 20 points (10 points for original post, 10 points for response), for a total of 100 points.

 

INTRO Psychology DISSCUSSIOPN BOARD

 

After reading Chapter 1, click on this link: https://www.youtube.com/watch?v=vo4pMVb0R6M and watch the YouTube clip.

 

Respond/Discuss the questions listed below.

• What are you looking forward to studying in psychology this semester?
• Was there anything in the video about psychology that you didn’t realize would be covered in a psychology course?

 

 

Discussion Board Guidelines

 

For Original Response (1)

 

Length: needs to be at least 50 words or longer!

Tone/Content: use college level writing (correct grammar, complete sentences, no text speech) and be respectful. Other students and the instructor will be reading these.

Due date: see the course calendar for the due date of the original response.

 

Sociological imagination can bring new understanding to daily life around us. Sociologist Murray
Melbin has likened social life in American cities during the late nighttime hours to social life on the
frontiers of the old west. In his view, there are many similarities between the social and behavioral patterns
of people in cities at night and those of people on the frontier, among them the following: (1) the
population tends to be sparse and heterogeneous, (2) there is a welcome solitude with few social
constraints, (3) there is more lawlessness and violence, and (4) interest groups emerge that have concerns
specific to the night or the frontier.
One of Melbin‟s most surprising assertions is that both in the city at night and on the frontier,
there is more helpfulness and friendliness than in other times and places. He attempted to substantiate this
view by conducting four tests of Boston residents‟ helpfulness and friendliness at various times during the
24-hour cycle. Melbin found that between midnight and 7 A.M., compared with other times during the day,
people were more likely to give directions, to consent to an interview, and to be sociable with a stranger.
Apparently, when aware that they are out in a dangerous environment (the night or the frontier), people
identify with the vulnerability of others and become more outgoing. By drawing on the sociological
imagination, Melbin‟s study helps us to view nighttime social activity as different from and not necessarily
more threatening than activity during “normal hours.” Melbin. Night as Frontier: Colonizing the World
after Dark. New York: Free Press, 1987.
We generally think of the functionalist and conflict perspectives as being applied to “serious”
subjects such as the family, health care, and criminal behavior. Yet even popular music can be analyzed
using these sociological approaches.
Functionalist View: Although intended primarily to entertain people, popular music serves definite
social functions. For example, such music can bring people together and promote unity and stability. While
Iran held 53 Americans as hostages during 1979 and 1980, people across the nation remembered them with
yellow ribbons, and Tony Orlando‟s song “Tie a Yellow Ribbon „Round the Old Oak Tree” achieved a new
surge of popularity. Yellow ribbons continued to serve as a patriotic symbol when the United States greeted
returning Desert Storm soldiers in 1991. Moreover, Bette Midler‟s song “From a Distance” expressed
solidarity with troops serving in the Persian Gulf. “America” and the “Star Spangled Banner” have done the
same for us during the past few months. From a functionalist perspective, popular music also promotes
basic social values. The long tradition of gospel music suggests that faith in Jesus Christ will lead to
salvation. In the 1960s, the Beatles told us that “All You Need is Love.” Then, during the era of the
Vietnam War, they asked that we “Give Peace a Chance.”
Conflict View: Popular music can reflect the values of a particular age group and therefore
intensify the battle between the generations. In the 1960s, folksinger Boy Dylan‟s “The Times They Are AChangin”
warned older people to get out of the way of the younger generation if they couldn‟t understand
it. More recently, much of punk rock and alternative music (and costumes) is designed to shock
conventional society and reflect the sense of alienation and outrage that its enthusiasts feel. Award winning
“Stan” describes the alienation of young people at the turn of the century.
Popular music can also represent a direct political assault on established institutions. Eminem‟s
“Criminal” attacks the hypocrisy of politicians and big media. The Sex Pistols‟ “Anarchy in the U.K.” and
the Smiths‟ “The Queen Is Dead” attack the British monarchy. Many of the reggae songs of Bob Marley
and the Wailers, such as “Burnin‟ and Lootin‟,” endorsed a revolution in Jamaica. Similarly, certain rap
songs, among them Public Enemy‟s “Fight the Power” and Ice-T‟s “Cop Killer,” challenge the established
social order of the United States.
Finally, whereas functionalists emphasize that popular music promotes social values that bring
people together, conflict theorists counter that popular music often focuses on injustices and on how certain
groups of people are victimized by others. In this regard, Midnight Oil‟s “The Dead Heart” laments the
mistreatment of Australia‟s native Aborigines, while Suzanne Vega‟s “Luka” and Garth Brooks‟s “The
Thunder Rolls” both focus on the ugly reality of domestic violence.
Clearly, there is more to popular music than simply entertainment. Most songs have lyrics that carry
explicit messages of one sort or another. From the functionalist approach, popular music reinforces societal
values, while conflict theorists see popular music as another reflection of the political and social struggles
within a society.

What About Child and Elder Care? Wellness Programs?

Question A

• Many organizations are concerned about the rising cost of employee benefits and question their value to the organization and to the employees.In your opinion, what the benefits are of the greatest value to employees? To the organization? Why?

Question B

• To live a healthy life, medical professionals say we need to identify those things we currently do to that either impair or contribute to our health. Discuss with your classmates a way to develop a lifetime program for a health program.

 

Four pages in this section below and must be APA  style.

Employee Violence

Answer the following questions:

1. What are some violence indicators an employee might display?
2. What are some actions management can take to help prevent workplace violence?
3. How can employees protect themselves against workplace violence?

The following requirements must be met:

• Write between 1,000 – 1,500 words using Microsoft Word in APA 6th edition style.
• Use an appropriate number of references to support your position, and defend your arguments. The following are examples of primary and secondary sources that may be used, and non-credible and opinion based sources that may not be used.
• 1. Primary sources such as government websites (United States Department of Labor – Bureau of Labor Statistics, United States Census Bureau, The World Bank), peer reviewed and scholarly journals in EBSCOhost and Google Scholar.

 

choose a topic that is related to the early years field and conduct a non-empirical research by reviewing the existing empirical literature for evidence. They need to review primary and secondary sources and produce a critical review of the literature that is relevant to their topic. The review needs to include empirical studies relevant to their selected topic. Students should produce a critical discussion presenting the existing empirical arguments and critical evaluate them considering their research methodology and design, ethics and findings. It is expected that students will compare and contrast the findings of the existing empirical studies and take a stand. As part of the critical review of the literature, students need to submit a research timetable, which demonstrates their engagement with their non-empirical research project throughout the academic year.

Guidance for Assessment

Suggested word count and content
Title page	N/A	Cover page: Project title, module code and title, student number, degree programme and institution, final word count. Table of contents (with relevant page numbers) Acknowledgements: Thank those who have helped you in your research. You can refer to tutors, friends and relatives by name. Dedications are permitted.
Abstract	170	Brief overview of the aims/research questions and a brief account of findings and conclusion. Key words: Identify the words or phrases that give a clear indication of the research focus.
Introduction	480	What do you want to find out (referenced to academic literature), with whom and where? Why did you choose this area for research (referenced to literature)? How/why is your proposed academic enquiry important? Briefly identify key issues and debates (referenced to literature). Briefly define specific terminology in relation to your research field (referenced to literature). Who might be a potential user of this research? What are the specific research questions? Briefly, how will you try and ensure that your research is as objective as possible?
Method for the literature review	500	Introduce and explain the approach you have taken to review the literature (key words, key authors, journals you have searched) Explore the limitations encountered
Literature Review	4,900	Present the literature reviewed as a body rather than itemised individual pieces, incorporating a thematic approach (possibly determined by your research questions). Interrogate literature drawn from a range of theoretical and research sources e.g. books, chapters in edited books, journal articles, policy documents, conference papers. Elaborate on specific terminology/definitions in relation to your research (referenced to literature). Engage critically with the literature by identifying and exploring, for example, (any) gaps, weaknesses, strengths, contradictions, agreements and disagreements. End with a paragraph that states how your research will build upon/develop/extend what is already known. At all times, demonstrate an awareness of how the literature identified with/engages with/responds to/influences the research questions and findings.
Ethical considerations	550	This section needs to demonstrate your understanding of ethical procedures.  Your discussion in this section must be supported with relevant literature on ethics. In this section you should cover the following points. Ethical issues Possible ethical issues encountered in the literature you have reviewed What are ethics and why are they important? What were the key ethical issues in the literature? You may want to consider terms such as informed consent and the right to withdraw if you have encountered them in any of the literature that you have used. Please note: In the ethics section you may describe terms that are relevant to field research such as right to withdraw etc but you need to make it clear that you understand that these concepts are not applicable to a desk top study. What do you perceive to be the possible benefits and risks of your research? What power relations could have been present in the research you reviewed? Reflexivity – how would your identity as a researcher influenced the research process?
Conclusions	400	In this section you should cover the following: Summary of research Key findings, key points from your discussion/argument What is the contribution of your research? What would you change/do differently?
References	N/A	Use Harvard Referencing system
Research timetable	N/A	Show your engagement with your non-empirical research project throughout the academic year.  Use a monthly format

Harmonization of Building Legislation in European Union
The main aim of this dissertation is to first, offer evidence on EU country-specific premise on how, why and the extent to which lack of commonly accepted Building legislation System and Code jurisprudence mechanism impacts on both specific Member States individually and the EU as whole, and secondly, and more important, whether agreements between 28 Member States (including United Kingdom) which constitute the EU in terms of commonly agreed harmonisation could help resolve recalcitrant construction barriers and challenges within the EU. Most of all, how such common ground in Building and Construction business on a EU framework could be worked out and enforced for common good of all EU Member States and how ensuing barriers, challenges and trade-offs could be best resolved. Taking into consideration and always having in mind that respecting Building laws and honouring Codes are needed to ensure safety, security and wellbeing of building occupants, ensuring environmental standards are consistently applied and responsibilities of local authorities are always sustainably executed for common good.

There are only a few studies available referring and or comparing the various systems of building legislation and control in some European countries. Those studies failed to answer either the Core Question or the Research Questions of this dissertation thesis;

•Core Question: Could a common, harmonised and enforceable EU Building Code System really be made feasible such that current disparities, inconsistencies and unequal playing fields in EU building Jurisprudence could really be well reconciled among Member States?

•Research Questions:
◦What are the characteristics of Building Legislation systems?
◦Which standards and technical documents apply to Building Legislation?
◦What are the various interested parties (actors) in Building Legislation and their interrelations?
◦What are the main differences and similarities between European Countries regarding the tasks and responsibilities of enforcement actors and the main types?
◦What are the main problems of the current organization of building control?
◦What are the interesting elements of the regulatory systems of the different countries that contribute to effective and efficient building control and could be the ingredients for a harmonized system of building control in Europe in the future?
◦Can Building Legislation be harmonized all over Europe?

The scarcity of the referred studies and the inadequacy to fulfil the existing gap, create the need for the preparation of this dissertation, which I believe will, through research and study, fill this gap and possibly give the Member States the opportunity to identify the strengths and weaknesses of their Planning and Building legislation and proceed toward the adoption of a common building legislation and towards the Harmonization of Building Legislation in European Union.
In order to provide an answer to these questions a questionnaire has been prepared and answers will be obtained from experts of EU countries, collecting and analyzing main building regulations, and comparing results.