Course: Citizenship Education and

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(QUESTION NO 1)
Define culture and analyze cultural diversity. Explain the influence of culture on social
development.
INTRODUCTION
Cultural Diversity exists in a variety of cultural groups in society. Cultural groups can share many
different features. ... Culture, religion, nationality, language, nationality, gender preferences,
class, gender, age, disability, health differences, geographical location and many more.
DEFINITIONS
Cultural Diversity - Explained
Cultural diversity is similar to multiculturalism. Multiculturalism is described by the
Encyclopaedia Britannica as “a view that the cultures, races, and ethnic groups, especially those
of minority groups, deserve special recognition for their differences within the ruling political
system.”
The importance of cultural diversity can be interpreted based on the following related actions:
 Recognizing that there are a large number of existing cultures
 Respect each other's disagreements
 Acknowledging that all cultural expressions work
 to appreciate what culture has to bring to the table
 Empowering different groups to contribute
 Celebrating differences, not just tolerance
 So, what are some examples of cultural diversity?
Cultural diversity looks like this:
At work: Having a multilingual team, having different age groups working together, having anti-
discrimination policies, etc.
School Schedule: Having students from all over the world (such as the University of the People),
embracing all the religious practices and traditions that students participate in, supporting students
to share their culture with each other, etc.
The Importance of Cultural Diversity in Education
Cultural diversity is important in all aspects of life, but it can be especially important when it
occurs within education. Students around the world have the right to a quality education, and as a
result, many good things come in handy when institutions believe in the power of diversity.
Cultural diversity in education helps to support:
1. Deep Reading
Learning takes place within and outside the curriculum. With so many different students, students
are entitled to a greater understanding of people and backgrounds from all walks of life. This also
contributes to the diversity of ideas and ideas that make reading interesting and dynamic.
2. Confidence and Growth
When students engage with people from different cultures, it gives them more confidence in
dealing with things outside of their comfort zones. It can build self-esteem, pride, and confidence.
3. Planning for the Future
If the workplace has done the required work, it will definitely differ in culture. Attending a
culturally diverse educational institution will prepare students for their future at work.
4. Increased Sensitivity
Dealing with people of different cultures, beliefs, life experiences, and cultures also fosters
empathy. Although you cannot fully understand human life without being human, you can read,
listen, and understand.
Benefits of Cultural Diversity
The earth naturally has many cultures. Approaching a variety of cultures with thoughts and
actions that embrace this fact leads to many benefits, such as:
Compassion: Communicating and understanding differences leads to increased empathy instead
of judgment.
New invention: Different ideas and lens from the world lend to new thinking.
Production: People who come together and bring their own style of work together often support a
very productive team.
New Opportunities: Diversity opens the door to new opportunities and a combination of similar
ideas.
Problem Solving: The challenges are different, so having people from different backgrounds can
lead to better problems with rich ideas.
How to Support Cultural Diversity
Individuals and institutions alike have an agency to support cultural diversity. If you are not sure
how you can do that, consider these ideas:
 Associate with people outside your culture
 Be open-minded to listen and stop judging
 If you see someone who has not been culturally empathetic, speak up against it
 Accept the fact that separation is beneficial and not harmful
  Do not force your beliefs on people who have conflicting opinions
 Avoid hiring people or working with people who are not in your same culture
 Travel around the world as much as possible to participate in culture and understand them
from a source
 Read books and learn from different cultures
 Discover media and art from around the world
 Learn a new language and communicate in a friend's native language instead of your own
How People Support Diversity
People's University was established with the aim of providing affordable education for students
from all over the world. We believe our differences bring power and can help promote world
peace, such as education. That's why we have an international student body with students
studying in our online degree programs from more than 200 countries and territories.
Although our centre is designed to be accessible to all because programs are free, we are also
expanding certain bursaries that help to increase cultural diversity.
For a variety of reasons, financial experts have tried to avoid being overly concerned with the
cultural concept and its relationship to changing financial events. There is a general consensus
that culture should play a role in guiding people in a certain way, however, as Lands (1998)
notes, the distortions and what can be interpreted as the hypothetical analysis of a particular
culture have struck society at large. Speak softly.
As we examine in a new paper, the role of culture in financial development is certainly not an
easy lesson to understand. Most importantly, one experiences definition problems. The more
comprehensive the explanation, the less helpful it will be in clarifying examples of improvement.
Financial experts often refer to culture as "the common beliefs and values of race, resilience, and
circles that transmit consistently from one period to another" (Guiso, Sapienza and Zingales,
2006). This approach is largely aimed at identifying the underlying communication, by entering
strong cultural components over time. As anyone would expect, the most ingenious design on this
subject has been completed by anthropologists. Murdock (1965) argues that culture contains
elements that are used by individuals in society as a whole. It is the result of learning, not
genetics. Woolcock (2014) highlights how the social grant has evolved to consider culture as a
'collection or' tool area 'of materials, skills, and styles in which people build' work strategies'
(Swidler, 1986, p.273).
The confusion that followed was that even though there was a reasonable explanation, one would
have to leave
as opposed to how the personality of the community can be adjusted. Social change —
anthropologists tell us — starts with the cycles of progress, in which social gains or dissemination
are the most common. However, they too can be encouraged by a friendly confession, especially
by rejecting it and mixing it up.
From a practical point of view, the soft parts of the culture are very interesting as they open up
opportunities to plead. The 2015 World Bank Land Development Report addresses a variety of
scenarios appealing for social change to advance the development of government services: one
model government policy policy on a minority of women in West Bengal.
the impact of culture on community development.
There is a different confusion, however, in trying to incorporate public clarity about currency
exchanges.
Huntington (2000) notes how during the 1960s Ghana and Korea were equal in terms of
individual income, creativity, and unconventional guidelines. Thirty years later the difference
could not be clarified. As Huntington points out, culture played a vital role in determining it:
“South Koreans valued economy, speculation, hard work, education, relationships, and morals.
The people of Ghana had many different qualities. To put it bluntly, communities are important.
that it does not provide a compelling reason to start negotiations with Ghana on how they can get
Korea. ” Yes, international financial institutions and providers have refrained from commenting
on public opinion.
The past issues of the show, it can be believed that "culture", indeed, hides different power in the
work, which allows for change. What level of development in Ghana is restricted
actually the result of bad arrangements? In many developing countries financial backers do not
want to wait long because of the dangers associated with the earthquake. What may give the
impression that social factors, in fact, may be practices shaped by the dynamics of monetary
power and therefore the tendency to change with a hidden force. In this way, to take a model, the
lack of a hard-working attitude in the Soviet Union was not a reflection of a particular entrenched
social responsibility, but rather it was a remarkable reaction to a situation where the pay gap was
very strong, development was not connected. murder, and the lifetime business was highly
guaranteed. Individual performance was stabilized with this special non-focus program.
Sachs (2000) classifies variables that have had a profound impact on different regions of the
world and can be broken at the roots of culture. He notes, for example, the (bad) good of geology,
such as penetration of common goods, confinement, or part of a poor, unpredictable environment.
Easterly (2006) examines significant weight in Africa in relation to the general framework of
international lines. Demand may be more closely related to geology and the environment, with
common board assets, and the dangerous interactions between racial and ethnic lines, rather than
entirely social diversity.
As a result of globalization, as "citizens are more likely to be introduced to successful jobs
elsewhere" (Porter, 1990 p. 26), the environment, environment, and common goods continue to
provide information, training, and acceptance of innovation. practical and financial development.
We see the continued growth of all inclusive, global culture based on values such as adherence to
basic and fundamental freedoms, gender equality, respect for environmental rights, law and order,
recognition of market influences as a tool for asset distribution.
When we say that the teaching and acquisition of knowledge and skills is for the purpose of
profitable development we mean something that remains the same in various parts of the world,
which applies to all modern human progress. Obviously, social order will vary in ways and the
extent to which they hide part of these qualities in their ways, their practices and their institutions.
Acknowledging the appeal of gender equality, for example, does not mean that inequality and
deception based on gender equality — deeply rooted in all of our communities, to a greater or
lesser degree — will suddenly disappear.
(QUESTION NO 2)
Explain different models of group development. In your opinion which model describes the
developmental process most appropriately?
ANSWER
The purpose of most tests in group development is to find out the reason and why small circles
change over time. In the nature of the effect caused by the merger, the type and repetition of its
exercise, its cohesion, the presence of a collective struggle.
Various speculation models have been created to determine how specific circles change over time.
Recorded below are the most common models. In some cases, the type of interaction considered
affects the development model of the proposed collection as a result of treatment circles. In
particular, part of these models view bulk change as a general improvement with the continuation
of "phases", while others see it as "phases" that the circles may pass through and that may occur
in various areas of the assembly set. . Consideration about the long-term development of a team
has been one of the distinguishing factors between the investigation of specially selected circles
and the investigation of teams, for example, those commonly used in the workplace, military,
sports and many different settings.
Theories and models
In the early 70's, Hill and Grunner reported that there were more than 100 ideas for group
development. Since then, other ideas and attempts have been made to compare and match it. As a
result, a number of types of ideas for group change have been raised. George Smith (2001) 's
typology developed based on the work of Mennecke and colleagues (1992) classifies ideas based
on whether they see change occurring directly, through work cycles, or through processes that
integrate both modes of change. , or completely non-parasite. Some types are based on the fact
that the main force promotes change and stability in the internal or external group. A third
framework developed by Andrew Van de Ven and Marshall Scott Poole (1995), distinguishes
ideas based on four different "modes" to produce change. According to this framework, there are
the following four types of group development models:
Life cycle models: Describe the process of change as the unfolding of the determined and
successive phases that follow the pattern symbolized at the beginning of the cycle (determined
between group and placement).
Teleological Models: Define change as a purposeful movement toward one or more goals, with
adjustment based on feedback from the environment.
Dialectical models: Describe the change as a result of a conflict between opposites businesses
and mergers eventually leading to the next cycle of conflict.
Evolutionary models: Define change as the result of a recurring cycle of diversity, selection and
retention and often applies to demographic changes rather than changes in business over time.
Some ideas allow for integration and interaction between these four "humans". For example,
Poole (see below) found in his experimental research that behavioral patterns appear to be
complex in group decision-making as a result of the interaction of life cycle with teleological
motors.
An important observation made by McGrath and Tuscan in 2004 regarding the different models
of group development found in the literature is that different models may explain different aspects
of group history. On the other hand, certain models treat the group as a business and define its
development stages as a functional unit or a “solid system”. In this case, the models should be
independent of the specific details of the team's work. On the other hand, some models may
describe the performance categories of a group and, as a result, tend to be more sensitive to the
type of work the group is working on ("the hosting plan.
Below are descriptions of the intermediate elements of some common models of group
development (See Smith, 2001 and Van de Ven & Poole, 1996 for a more complete list of ideas
and models).
Kurt Levin’s personal transformation process
The first systematic study of team development was conducted by Kurt Lewis, who said
introduced the term "team dynamics". His ideas about the same effect, of a different degree and of
quasi-stationary equality, although rare in the traditional research of group development, re-
emerged recently. His first model of individual change, which has served as the basis for many
team development models, described change as a three-stage process: freezing, transformation,
and freezing.
Non-freezing: This stage involves overcoming the inertia and dismantling the existing "mind
set". Precautions should be skipped.
Changes In the second phase a change occurs. This is often a time of confusion and change. One
knows that the old ways are being challenged but still does not have a clear picture that he can
change.
Coldness In the third stage the new concept is illuminated and the level of personal comfort
returns to the previous levels. This is often misinterpreted as "refreezing". Tuchman’s Stages
model
Bruce Tuchman reviewed about fifty group development studies (including the Bales model) in
the mid-60s and compiled their similarities to one of the most commonly cited group
development models (Tuchman, 1965). Tuchman’s team development model defines four
consecutive stages (structure, spiral, adaptation, and performance) that a team will go through in
its combined decision-making sequence. The fifth phase (deferral) was added in 1977 with the
review of a new set of subjects (Tuchman & Jensen, 1977).
Construction: Team members learn about each other and the work that is being done. Indications
for this category may include: Obscure Objectives, Involvement, Non-Commitment Members,
Confusion, Low Morals, Hidden Feelings, Weak Hearts, etc. A leadership strategy to help
constructive teams act as a "coordinator" by helping "set up." category "(i.e., intentionally
selecting a team, preparing team goals, and creating a shared mental model for the team)
(Mange’s et al., 2016).
Wind: As team members continue to work, they will discuss with each other about team structure
that is often emotional and reflects the struggle for position in the group. These activities mark the
stage of the storm: Lack of unity, Submission, Hidden agendas, Conflict, Conflict, Flexibility,
Anger, Anger, Inconsistency, and Failure. A leadership strategy to help storm-prone groups act as
a “trainer” by helping to “resolve conflicts and disagreements” (i.e., act as an aid, developing
trust, calming the work environment) (Mange’s et al., 2016)).
Norming: Team members formulate clear or unambiguous rules about how they will achieve
their goal. They face types of communication that will or will not help with the work. Indicators
include: Asking questions, reviewing / clarifying objectives, changing / confirming roles,
Opening risk issues, Strength, Listening, Exploring a new environment, Identifying strengths and
weaknesses. A leadership strategy to help regular and active teams "empower" to help the team
"effectively and sustain projects.
Action: The teams come to a conclusion and apply their solution issue. Indicators include:
Innovation, Establishment, Flexibility, Open Relationships, Pride, and Caring for People,
Learning, Confidence, High Morals, Success, etc.
Postponement: As the team project ends, the group disbands in the retreat phase. This section
was added when Tuchman and Jensen reviewed their original book review in 1977. During the
retreat stage, the leader should switch to a supportive role to expand the campaign (i.e., create
future leadership opportunities for team members) (Mange’s et al., 2016).
Each of the five sections of Tuchman’s proposed Forming-storming-norming-performing-
adjourning model involves two aspects: interpersonal relationships and work ethic. Such a
distinction is similar to Bales' measurement model (1950) in which the group constantly
distinguishes its attention between metallic (work-related) needs and expressive (social and
emotional) needs.
As Gerick (1988) pointed out, some later models follow the same sequence patterns. Examples
include: defining a situation, developing new skills, developing relevant roles, performing a task
(Hare, 1976); orientation, dissatisfaction, solution, production, termination (LaCoursiere, 1980);
and to produce plans, ideas, and objectives; select and agree on alternatives, objectives, and
policies; conflict resolution and practice development; perform actions of action and maintain
unity (McGrath, 1984).
Tubbs program model
Stewart Tubbs' "programmatic" approach to learning small group collaboration led to the
development of a four-phase model of group development:
Practice: At this stage, team members get to know each other, start talking about the problem,
and evaluate project limitations and opportunities.
Conflict: Conflict is a necessary part of group development. Conflict allows the group to explore
ideas and helps the group to agree with the group's thinking
Consensus: Conflict ends at the consensus stage, where group members agree, choose ideas, and
agree in other ways. Closing At this stage, the final result is announced and team members
confirm their support for the decision.
Fisher's theory of decision emerges in groups
Fisher lists four categories in which work groups usually proceed when making decisions. By
looking at the distribution of pairs of action response (a.k.a. "interaction") at different stages of
the group process, Fisher noted how interactions changed as the group's decision was formed and
strengthened. His approach pays special attention to the "content" aspect of interaction by
dividing statements in the way they respond to a decision proposal (e.g. agreement, disagreement,
etc.).
Shape:
During the practice phase, team members become acquainted with one another and experience
major conflicts: the negative emotions that people experience before the rules of communication
are set and their expectations. Groups should take the time to learn about each other and feel
comfortable communicating with new people.
Conflict:
The conflict phase is characterized by a second conflict, or conflict surrounding the work being
done. Team members will argue and debate ideas. Here the conflict is considered a good thing,
because it helps the team to achieve good results.
Appearance:
In the emergence phase, the effect of the group’s work and its social structure emerges. Team
members soften their positions and change attitudes that keep them from focusing on defending
their individual point of view.
Reinforcement:
At this stage, team members reinforce their final decision through verbal and non-verbal
communication. Based on this classification, Fisher has created a "Decision-Making Code
System" that identifies the action response pairs associated with each decision-making phase. You
have noticed that the team decision-making process tends to be round and, at times, almost
flawed. Assuming that the demands of interpersonal communication require a "break" in the
workplace. In particular, Fisher noted that there are a number of emergencies that may explain
some of the decision-making processes taken by other parties. For example, in preparing
proposals, teams often follow two patterns.
(Question No. 3)
Describe the formation of groups and principles of group dynamics evaluate the effect of
school on the formation of students’ behavior.
Answer:
Dynamics is part of team behavior. In industrial organizations, there are several groups,
for example, a working group, a management team, a management team, a senior management
team and unions.
All of these groups are focused on actions. Team and team behavior are closely linked to
management.
Team behavior or group flexibility includes the qualities and personality traits of team members.
In the Indian industry there are six special types of teams that are often cooperative and their
flexible functions should be of great help to the management.
“Group-dynamics is about the formation and formation of teams and how they affect
individual members, other groups and the organization.
Team Dynamics
Group research, team formation, a group called group dynamics. Team Dynamics is a social
division and transformation of the structure and functions of self-directing wholes.
Group Dynamics Concept:
Team dynamics refers to the changes that are intertwined between members of the military
team found in social studies of the forces operating within the group with similar features.
Why We Learn Groups:
Groups are important in thinking a lot about how sand originated there, we analyze the group
research. It also applies when groups do not speak differently, scientifically, socially,
psychologically, and personally.
 Attitudes
Groups are psychologically important, because emotions cannot be understood unless they are
their own, with the surrounding groups rather than group behavior, so individuals cannot be
groups (including their families, the impact of the group on individual work; group formation
actions,
 Scientific Features
Scientists are exploring many aspects of the earth in order to turn their attention away from the
distant planets of germs.

 Sociological conditions
A dictionary that describes the community as a member of the community “is wrong. A
community is a group of groups. The features of the groups are intertwined, the importance of
deception and specific practices in the work through the individual groups.
 Practical features
Teams are also important in team work, aligning with understanding in order to function
effectively. If we want to improve-solve the boardroom, or learn in the classroom, we are the
structures of a hang society, a society and only if the parties within the community change.
 Personal Features
The most important groups are the ones. We spend time embedded in groups. By adhering to g
values and beliefs and taking or adjusting social conditions, through groups we gain reassuring
protection through friendship. In groups, we find impression we others, ma and how we can
effectively and efficiently. The parties influence the influence of ignoring the legacy by our own
risk taking.
Principles of the Group Dynamics:
 Team members must have a strong barrier between leaders and leadership
 When a group is more attractive to its active members.
 Earns the dignity of the team member by the influence he or she will have on the body.
 Successful individual transformation efforts ensure team autonomy.
 Transformation pressures if strong can be shared by members in and 6. Information relating to
the need for change should be shared by eth members 7. Changes in one group of groups can only
be reduced by removing from related parts.
 Teams work for the same reasons. 9. The parties survive by moving members to support the
goal-oriented action. 10. Group relationships, team organization
These terms may not apply locally to the specific requirements and conditions.
Many adults today will have fond memories of a favorite teacher reading outside on a hot
summer day. This seems to be more than just fun, according to the charity, Learning through
Landscapes, which promotes outdoor activities for children and makes better use of school
playgrounds.
New research suggests that improving school environment can improve student behavior. The
study found that the school environment could have a positive effect on student development,
boost self-esteem, increase academic efficiency, and reduce vandalism and bullying.
Positive impact
Helping students connect with nature, so that they feel more comfortable in the environment
around them, will have a positive impact on their learning environment, according to LTL. A
study by a charitable organization states that the power of learning and teaching on school
premises is not being exploited.
Currently, only 30% of the "essential power" for the reasons is taken.
The organization hopes that its research will encourage local education authorities to invest more
in institutional development. It believes that a good exterior is a good place for teachers to teach
students who have daily problems in the classroom.
Building a better environment can be especially helpful in encouraging high school students to
stay active. If students are proud of their surroundings, it can also reduce property damage, while
bullying and other misconduct can also be reduced if students have the opportunity to grow in a
comfortable and pleasant environment.
Government strategy
The findings of the charity are in line with the government's strategy, which seeks to participate
more in children's outdoor activities. These ideas will also be highlighted during the annual
National School Play Week event, which takes place between 10 and 14 June this year.
The National Union of Teachers supports these findings and says that research on school
buildings, residences and other public areas often points to the fact that improving the
environment improves their behaviour.
Schools often provide playgrounds and play time, but there are also opportunities to expand the
external curriculum, so that students can learn about birds, plants and the environment by
studying outside.
Access for all
Schools and Local Education Authorities should encourage the inclusion of special offers
Needs students in all areas of school life. An important factor in improving the school
environment is making sure that it provides access to students with disabilities.
By law, every school should make “appropriate changes” to ensure that every student can access
them. The school must have a plan to improve access for learners with special needs if resources
are not yet available.
In order to prepare the system, the school must provide Access Audit and publish the results. It
should outline how the school will improve the student environment and the details of the
“rational adjustment” we plan: this could include simple things, such as ensuring that lessons are
conducted in the lower classes, where one of the students is at school. The classroom uses a
wheelchair and the school does not have a lift.
Parents are free to discuss with the school what we are planning to do to include their child.
Default doors
Visual enhancement may include replacing handmade doors in some automatic ways - access
will be easier for students who are unable to walk and those who may be physically challenged
in some way.
(Question no 4)
In light of education, elaborate the role of school in the development of
Socialization process in children?
Answer:
The Role of the School in Socialism
School is an important part of society. It is known as a social organization because it is a
school that provides exposure to students and prepares students to participate in social
activities according to their abilities after school. The school is considered a second home
for students because it is a school where students pass most of the day and this is used in
a learning way. Every student learns about social life, social norms and social beliefs etc.
and will be produced as a social person. So in the process of socialization the school plays
a very important role. Its functions are as follows. The first and most important function
of the school is to pass on knowledge and skills to the younger generation. So in the
social system, the new generation can use knowledge and skills. They are aware of
community rights, laws, principles and community members to live according to their
views and knowledge. They develop the ability to think so that entertainment can be a
force for good.
The school preserves the moral authority of the community, is secure and preserves the
values of the community. This social value is passed on to the next generation by the
school. It therefore brings awareness to the individual about the moral strength of
society and the values of society. The school protects the historical continuation of the
community. It works to acquaint the new generation with ancient myths and legends and
to preserve patterns of morality and tradition. Students therefore recognize ancient
myths and legends and behave in such a way that they behave in a certain social way.
School is like family, community; an institution that integrates the individual and
provides him or her with some knowledge of public administration therefore, one will
learn to accept the kind of public administration imposed on him or her in school and
will need the same public administration in the community for this reason, there is great.
Insisting on democratic countries that the school environment should be democratic and
we find a democratic climate in the school around us that acquaints students with the
democratic principles of social governance that are central to the social system. In this
way the students learn to live with the democratic values and ethics of each other which
helps in the social process.
The school promotes all the development of the students' personal, physical, mental, emotional
and social well-being. The school engages all students in a variety of related activities so that
students can progress physically, mentally and socially, for example curriculum activities such as
puzzles, games, group discussion, curriculum-related sports. Developing students' physical,
social and psychological thinking and academic or additional activities that include debate, free
speech, competition, drawing etc. develops individual differences and specific skills in students.
They also develop the qualities of community leadership
Other aspects of political leadership etc. that indirectly help everyone to have a society which
means that everyone engages with people through those actions.
The school provides a place for the community in front of the children by organizing student
unions,
Social work camp social work and parent-teacher organization etc. For all the values that are
desirable in society i.e. compassion, cooperation, tolerance, community awareness and discipline
in them so that the school develops social cohesion for all children. The school operates under
the light of public opinion and develops the child in the light of those ideas and objectives. The
school encourages children to link to libraries and to countries for youth welfare organized by
the community or the State.
Small school life is brought about by active and enjoyable communication with people outside
the world which means the school provides a favourable climate. Principals and teachers allow
students to be free, which makes them responsible. They provide information on cultural
traditions and practices and develop social values among students.
The importance of a school as a social centre can be divided into three sub-topics: school and
community, classroom and teachers. When children start school, they often begin to be
supervised by people who are not their relatives. The school may be the first agency in the world
that encourages children to develop a strong sense of identity and family values and to link you
to a broader social system. The school as a social media agency should be recognized as the first
organizer of public relations (Elkin & Handel, 1978). The classroom is often seen as a place
where a child can easily cope with peer pressure. Since many of the activities in the classroom
are done by their peers, should they learn how to cope with the legal status of the group?
Parental expectations and ideas for their children's development in both cognitive and muscular
skills serve to contribute to the changing nature of the school environment (Coates & Wagener,
1999).
Class jokes affect social cohesion, one of the great functions of schools: to bring together new
members who are knowledgeable, understanding, empathetic, and empathetic in our society
(Freda & Pollack, 1997). The teacher also plays an important role in the child's social
development. If one of the tasks of adolescence is to find a balance between agreeing and
rebelling, then the role of the teacher is important in helping children as they attempt that
process. When teachers deal with the wrong student with humour, they often find that this use of
humour is an effective way to spread student anger and resentment. If the teacher and student
can laugh together, they are more likely to work together and plan together. (Question No. 5)
Describe different types of social institutions by focusing on their specific functions in the
society Answer:
Functions / Roles of Social Institutions
Here are some of the functions of public institutions:
1) Economic Services: Economic institutions meet the economic needs of the
community. These requirements are provided under the Manufacturing, Asset
Distribution, Cost and Services program. The centre satisfies the basic needs of
the community.
2) Political Activities: The main function of a political institution is to deepen the
human character in an organizational way. An additional purpose of this
institution is to maintain a social organization. This is done through government
and related structures. 3) Family Activities: The main function of the social centre
is to increase the human race. Likewise social institutions should nurture the new
generation this is done through family and marriage.
4) Religious Services: The main purpose of a religious institution is to meet the
religious or spiritual needs of the community. Religious institutions support the
relationship between man and Allah (S.W.T). It provides continuous and resilient
capacity in the community.

4) Public Administration: The primary purpose of public institutions is to maintain

public administration in the community. Community centers provide structure to their
members through role models. With this establishment it was expected that members would
follow these examples in their normal public life. 6) Social Transformation: Social institutions
protect the social heritage by transforming it from one generation to the next. If this change is
not made it will be difficult to support the existence of a community. e.g. in our daily lives we
practice and practice whatever we are taught during the social process. 7) Socialization: Social
institutions play an important role in the socialization of individuals. Therefore, members of
each community have certain characteristics that set them apart from other communities.
Targeted features of public institutions are also required for their own existence. For this
purpose community institutions organize the living of their members.