this speaks about the minority groups and other marginalized groups which is a topic under social problems lesson in sociology.
this tells you the article given for the minority groups
This document provides an overview of cultural concepts including cultural lag, cultural diffusion, and acculturation.
Cultural lag refers to when cultural ideas do not keep pace with other social changes, such as new medical technologies raising questions about life and death that cultural beliefs have not yet addressed. Cultural diffusion is the spreading of cultural ideas from one group to another through various means such as direct contact, a middleman, or force. Acculturation is the process where members of one group adopt the beliefs and behaviors of another culture, such as an immigrant's family becoming accustomed to practices in their new country over generations.
This document discusses prostitution in India, including its history and causes. It defines prostitution and describes common forms in India. Economic and social factors that cause prostitution are outlined, as well as its negative effects. Legislative measures to control prostitution are described, including the Immoral Traffic (Prevention) Act. Judicial responses and remedies are also summarized. While laws aim to uphold dignity and prohibit human trafficking, the author concludes that prostitution continues to flourish in India despite protective measures.
The Jajmani system was a traditional Indian caste system where upper caste landowners known as "Jajmans" exchanged goods and services with lower caste service castes known as "Kamin". Relationships between castes were regulated by established patron-client relationships, with the Jajman enjoying respect similar to a king and the service castes as subjects. The Jajmani system provided economic security for castes through hereditary occupations and exchange of grains for services, but also limited social mobility and could lead to exploitation between castes.
Definition of minority_and_minority_institutionnajmathulail
The document discusses minority groups and minority rights. Some key points:
[1] A sociological minority is not defined by numbers alone, but also by factors like social status, education, wealth, and political power compared to the dominant group. [2] Minority group members are often subject to differential treatment and discrimination. [3] National or religious minorities have the right to preserve their distinct culture, language and religion according to international law.
The document outlines the definition and protection of minority groups under Indian law and the role of the National Commission for Minority Educational Institutions in upholding their rights.
This document discusses prostitution in India, including its history and types. Prostitution is defined as providing sexual services in exchange for payment. Historically, it has been present in many cultures and took different forms, such as the devadasi system in India where women were dedicated to temples. There are various types of prostitution like street, bar, call girls and brothels. The causes include economic factors, social values, ignorance, unhappy relationships, and restrictions on widow remarriage. The impacts are prostitutes facing diseases and social isolation, as well as violence from those opposing prostitution and losing social rights.
This document discusses social disorganization, including its definition, characteristics, forms, causes, and ways to remove it. Social disorganization occurs when members of a society no longer adhere to its norms and values, resulting in conflict and instability. It can take personal, family, community, or international forms. Causes include cultural lag, conflicting attitudes, social crises, and psychological and cultural factors. Ways to reduce social disorganization involve developing new social roles and values, reforming education, minimizing conflicts, and addressing issues like poverty, employment, and economic disparities.
The document discusses the caste system in India. It begins by defining the caste system and the four main castes - Brahmins, Kshatriyas, Vaishyas, and Shudras. It then explains the traditional theories for the origins of the caste system and different perspectives like the racial and political theories. The roles and duties of each caste are outlined. The characteristics, merits and demerits of the caste system are presented. Reformers who worked to abolish the caste system like Kabir, Ambedkar and Gandhi are mentioned.
This document provides an overview of cultural concepts including cultural lag, cultural diffusion, and acculturation.
Cultural lag refers to when cultural ideas do not keep pace with other social changes, such as new medical technologies raising questions about life and death that cultural beliefs have not yet addressed. Cultural diffusion is the spreading of cultural ideas from one group to another through various means such as direct contact, a middleman, or force. Acculturation is the process where members of one group adopt the beliefs and behaviors of another culture, such as an immigrant's family becoming accustomed to practices in their new country over generations.
This document discusses prostitution in India, including its history and causes. It defines prostitution and describes common forms in India. Economic and social factors that cause prostitution are outlined, as well as its negative effects. Legislative measures to control prostitution are described, including the Immoral Traffic (Prevention) Act. Judicial responses and remedies are also summarized. While laws aim to uphold dignity and prohibit human trafficking, the author concludes that prostitution continues to flourish in India despite protective measures.
The Jajmani system was a traditional Indian caste system where upper caste landowners known as "Jajmans" exchanged goods and services with lower caste service castes known as "Kamin". Relationships between castes were regulated by established patron-client relationships, with the Jajman enjoying respect similar to a king and the service castes as subjects. The Jajmani system provided economic security for castes through hereditary occupations and exchange of grains for services, but also limited social mobility and could lead to exploitation between castes.
Definition of minority_and_minority_institutionnajmathulail
The document discusses minority groups and minority rights. Some key points:
[1] A sociological minority is not defined by numbers alone, but also by factors like social status, education, wealth, and political power compared to the dominant group. [2] Minority group members are often subject to differential treatment and discrimination. [3] National or religious minorities have the right to preserve their distinct culture, language and religion according to international law.
The document outlines the definition and protection of minority groups under Indian law and the role of the National Commission for Minority Educational Institutions in upholding their rights.
This document discusses prostitution in India, including its history and types. Prostitution is defined as providing sexual services in exchange for payment. Historically, it has been present in many cultures and took different forms, such as the devadasi system in India where women were dedicated to temples. There are various types of prostitution like street, bar, call girls and brothels. The causes include economic factors, social values, ignorance, unhappy relationships, and restrictions on widow remarriage. The impacts are prostitutes facing diseases and social isolation, as well as violence from those opposing prostitution and losing social rights.
This document discusses social disorganization, including its definition, characteristics, forms, causes, and ways to remove it. Social disorganization occurs when members of a society no longer adhere to its norms and values, resulting in conflict and instability. It can take personal, family, community, or international forms. Causes include cultural lag, conflicting attitudes, social crises, and psychological and cultural factors. Ways to reduce social disorganization involve developing new social roles and values, reforming education, minimizing conflicts, and addressing issues like poverty, employment, and economic disparities.
The document discusses the caste system in India. It begins by defining the caste system and the four main castes - Brahmins, Kshatriyas, Vaishyas, and Shudras. It then explains the traditional theories for the origins of the caste system and different perspectives like the racial and political theories. The roles and duties of each caste are outlined. The characteristics, merits and demerits of the caste system are presented. Reformers who worked to abolish the caste system like Kabir, Ambedkar and Gandhi are mentioned.
This document provides an overview of social stratification and related concepts. It discusses the meaning and types of social stratification including caste system, class system, and race. It then focuses on the Indian caste system, outlining theories about its origin and key features both historically and in modern India. The document also addresses social class and status, social mobility, and how class, caste, and race can influence health and health practices.
This document discusses various rights related to children and women in India. It covers child rights as outlined in the Charter of Child Rights. It discusses the importance of upholding child rights and the work done by organizations like CRY to support child rights. It outlines several key child rights like the right to education, nutrition, health care, and protection from exploitation. It also discusses women's rights in India throughout history from ancient times to the modern era post-independence. It covers political rights like the right to vote and participate in politics as well as land rights and the right to education.
This document discusses minorities in India and the problems they face. It defines minority as a group that is less than half the total population based on religion or language, including Muslims, Christians, Sikhs, Jains, Buddhists and Zoroastrians. The key problems minorities face are issues of identity, security, equity, feeling deprived, and psychological insecurity. The government has implemented some measures to address these problems, but challenges remain around discriminatory laws, access to justice, and representation of minorities in areas like employment and education.
Religions, caste, and class are the three main social phenomena in India. The caste system is based on varna and jati divisions and is characterized by its innate and hierarchical nature where one's caste determines status and occupation. Caste restricts food and marriage practices and maintains social control. Recent trends show changes in education, jobs, food, and marriage customs are challenging the caste system. In India, classes are divided into upper, middle, and lower in both rural areas defined by land ownership and in urban areas by occupations like capitalists, professionals, traders, and workers.
This document discusses various aspects of social control. It defines social control as the methods used by society to influence and regulate individual behavior to maintain social order. It identifies both formal and informal means of social control, such as law, education, religion, norms, values, folkways, mores, customs, and fashion. The role of these different social controls is to promote social stability by enforcing shared standards of conduct. As members of society, nurses must understand social controls and how deviations from these norms can impact health.
Indian social problems | Dowry system | definition, causes, effect, preventio...BrindaThirumalkumar
To check the video of dowry system
https://youtu.be/FN4S2Gvc2yc
Indian social problems
dowry system
sociology
causes, effects, prevention, definition
In this we have told a lot more about dowry system
I hope this will help you
Thank you.
This document discusses social disorganization and social control. It defines social disorganization as a breakdown in a society's rules, norms, and social relationships that leads to disorder and instability. It can occur when there is no agreement on important social interests or a change in social equilibrium. The causes of social disorganization include psychological, cultural, biological, physical, and social problems. Social control refers to enforcing social values and patterns on deviant members through rewards and punishments to maintain order. It is necessary for orderly social life and establishes social unity through conformity. Formal and informal social controls are used directly and indirectly.
The document discusses marriage, families, and recent changes in mate selection in India. It describes marriage as a socially recognized union that establishes rights and obligations between spouses. It outlines various forms of marriage like monogamy, polygamy, and norms around selecting partners. Indian families have traditionally been joint or extended, but are becoming more nuclear. Legislation has changed practices around things like dowry, child marriage, widow remarriage, and divorce. Selection of partners is becoming less restricted by caste and more influenced by individual choice.
Social disorganization refers to a lack of consensus or equilibrium within a society. It occurs when the relationship between different parts of culture is disturbed. There are several approaches to studying social disorganization, including viewing it as a result of social problems, biological and psychological factors, geographical influences, cultural processes, or cultural lag as traditions fail to adapt to new material conditions. Good neighborhoods enhance youth socialization through strong social ties and local networks while bad neighborhoods undermine it due to weak community bonds and parental control.
This document discusses beggary in India. It outlines different types of beggars including child beggars, the physically or mentally handicapped, and those who take up begging due to religious reasons. The document also discusses factors that contribute to beggary such as poverty, unemployment, family disorganization, and natural calamities. It provides statistics on the number of beggars in major Indian cities. The effects of beggary are discussed as well, including how it can lead to crime, disease, and an unequal distribution of wealth. Solutions proposed include strictly enforcing laws against begging and providing treatment for conditions that contribute to it.
This document discusses social control and its various forms and mechanisms. It defines social control as the methods used by society to influence individual behavior and maintain social order. It describes the different types of social control as formal (exercised through institutions like law, education) and informal (customs, norms). It then outlines several key agencies of social control, including law, the state, education, religion, family, neighborhood, and public opinion. The role of the nurse is also mentioned as understanding patient deviance and treating those who fail to conform to social controls.
This document discusses the sociology of nursing and family and marriage. It covers various topics related to family including types of families, functions of family, joint family, nuclear family, blended family, extended family, and changes in the modern family. It also discusses marriage, dowry system as a social evil, and important legislation related to family and marriage in India such as the Dowry Prohibition Act and Child Marriage Restraint Act.
This document discusses different types of communities in India, including rural, urban, and regional communities. It describes key features of village communities, including community consciousness, the role of neighborhoods, joint families, simplicity, and faith in religion. It also discusses characteristics of Indian villages, the panchayat system of local self-government, community development projects, and changes occurring in rural life. The document then covers urban communities, the growth of cities, health issues faced in urban areas, and major urban problems like poverty and overcrowding.
Social change involves alterations to social institutions, behaviors, and relations within a society. It can occur through innovation, invention, contact with other societies, or changes in areas like technology, ideas, and the environment. When one part of a culture changes faster than others, it can create tensions known as "cultural lag." Cultural lag refers to a gap between material and non-material aspects of culture that arises when technological or economic changes happen more rapidly than cultural norms and values can adapt.
This document discusses social groups and processes. It defines social groups as collections of humans brought together through social relationships and common goals. Groups are classified based on size, structure, type of contact between members, and other factors. Primary groups are small, stable, and involve direct, face-to-face contact between members. Secondary groups are larger and involve more impersonal, indirect contact. An in-group is the group an individual identifies with, while an out-group is any other group. Crowds are temporary gatherings of many people brought together in close proximity around a common focus.
The document discusses social stratification and the caste system in India. It provides definitions and characteristics of social stratification and examines theories on the origin and functions of stratification. It then focuses specifically on the caste system in India, exploring its origins, characteristics, changes over time, and the impact of British rule on the caste system. The caste system is described as a unique and enduring form of social stratification in Indian society, based on hierarchical divisions and restrictions in occupations, social interactions, marriage and more.
This document discusses dowry practices in India. It defines dowry as property given to a man or woman at marriage. The causes of dowry listed include pressure from the caste system, aspirations of marrying into wealth, false conceptions, heterogamous marriage systems, and the practice of child marriage. Arguments in favor of dowry include helping newlyweds start their family and providing marriage prospects for unattractive women. However, the document also lists evil effects such as economic burden, lowering women's status, child marriages, dowry harassment, and murders. Suggested remedial measures include propaganda against dowry, encouraging inter-caste marriage, education, and gender equity.
Sounak Pramanik, a 2nd semester BCA student at Swami Vivekananda Institute Of Modern Science, presented a project on the caste system in India. The project acknowledges the help of several professors and the director. It defines the caste system and varna classes, describes the rigid hierarchy of the past and how the British Raj intensified it. It notes reforms after independence through reservation policies and anti-discrimination laws aimed at improving opportunities for lower castes. The conclusion states that lower castes now have more chances in studies and jobs compared to the past.
The document discusses social stratification and the caste system in India. It begins by defining social stratification as a society's categorization of people into hierarchies based on factors like wealth, income, education and power. In India, the caste system is the classic example of social stratification, dividing Hindus into four varnas or classes - Brahmins, Kshatriyas, Vaishyas and Sudras. It provides details on the historical roles and status of each caste. While the caste system is now illegal, stratification continues to influence Indian society and positive discrimination policies have been implemented to help lower castes.
The document discusses minority rights in India. It defines minorities as groups differentiated by religion, nationality, language or culture that see themselves and are seen by others as distinct within society. The constitution guarantees minorities several rights, including cultural and educational rights. Specifically, it protects minorities' right to conserve their own language, script and culture (Article 29) and establishes and administers their own educational institutions (Article 30). However, minority institutions must still adhere to reasonable regulations regarding curriculum, admissions and management. The document outlines various court cases that have interpreted and applied these constitutional rights.
This document provides an overview of social stratification and related concepts. It discusses the meaning and types of social stratification including caste system, class system, and race. It then focuses on the Indian caste system, outlining theories about its origin and key features both historically and in modern India. The document also addresses social class and status, social mobility, and how class, caste, and race can influence health and health practices.
This document discusses various rights related to children and women in India. It covers child rights as outlined in the Charter of Child Rights. It discusses the importance of upholding child rights and the work done by organizations like CRY to support child rights. It outlines several key child rights like the right to education, nutrition, health care, and protection from exploitation. It also discusses women's rights in India throughout history from ancient times to the modern era post-independence. It covers political rights like the right to vote and participate in politics as well as land rights and the right to education.
This document discusses minorities in India and the problems they face. It defines minority as a group that is less than half the total population based on religion or language, including Muslims, Christians, Sikhs, Jains, Buddhists and Zoroastrians. The key problems minorities face are issues of identity, security, equity, feeling deprived, and psychological insecurity. The government has implemented some measures to address these problems, but challenges remain around discriminatory laws, access to justice, and representation of minorities in areas like employment and education.
Religions, caste, and class are the three main social phenomena in India. The caste system is based on varna and jati divisions and is characterized by its innate and hierarchical nature where one's caste determines status and occupation. Caste restricts food and marriage practices and maintains social control. Recent trends show changes in education, jobs, food, and marriage customs are challenging the caste system. In India, classes are divided into upper, middle, and lower in both rural areas defined by land ownership and in urban areas by occupations like capitalists, professionals, traders, and workers.
This document discusses various aspects of social control. It defines social control as the methods used by society to influence and regulate individual behavior to maintain social order. It identifies both formal and informal means of social control, such as law, education, religion, norms, values, folkways, mores, customs, and fashion. The role of these different social controls is to promote social stability by enforcing shared standards of conduct. As members of society, nurses must understand social controls and how deviations from these norms can impact health.
Indian social problems | Dowry system | definition, causes, effect, preventio...BrindaThirumalkumar
To check the video of dowry system
https://youtu.be/FN4S2Gvc2yc
Indian social problems
dowry system
sociology
causes, effects, prevention, definition
In this we have told a lot more about dowry system
I hope this will help you
Thank you.
This document discusses social disorganization and social control. It defines social disorganization as a breakdown in a society's rules, norms, and social relationships that leads to disorder and instability. It can occur when there is no agreement on important social interests or a change in social equilibrium. The causes of social disorganization include psychological, cultural, biological, physical, and social problems. Social control refers to enforcing social values and patterns on deviant members through rewards and punishments to maintain order. It is necessary for orderly social life and establishes social unity through conformity. Formal and informal social controls are used directly and indirectly.
The document discusses marriage, families, and recent changes in mate selection in India. It describes marriage as a socially recognized union that establishes rights and obligations between spouses. It outlines various forms of marriage like monogamy, polygamy, and norms around selecting partners. Indian families have traditionally been joint or extended, but are becoming more nuclear. Legislation has changed practices around things like dowry, child marriage, widow remarriage, and divorce. Selection of partners is becoming less restricted by caste and more influenced by individual choice.
Social disorganization refers to a lack of consensus or equilibrium within a society. It occurs when the relationship between different parts of culture is disturbed. There are several approaches to studying social disorganization, including viewing it as a result of social problems, biological and psychological factors, geographical influences, cultural processes, or cultural lag as traditions fail to adapt to new material conditions. Good neighborhoods enhance youth socialization through strong social ties and local networks while bad neighborhoods undermine it due to weak community bonds and parental control.
This document discusses beggary in India. It outlines different types of beggars including child beggars, the physically or mentally handicapped, and those who take up begging due to religious reasons. The document also discusses factors that contribute to beggary such as poverty, unemployment, family disorganization, and natural calamities. It provides statistics on the number of beggars in major Indian cities. The effects of beggary are discussed as well, including how it can lead to crime, disease, and an unequal distribution of wealth. Solutions proposed include strictly enforcing laws against begging and providing treatment for conditions that contribute to it.
This document discusses social control and its various forms and mechanisms. It defines social control as the methods used by society to influence individual behavior and maintain social order. It describes the different types of social control as formal (exercised through institutions like law, education) and informal (customs, norms). It then outlines several key agencies of social control, including law, the state, education, religion, family, neighborhood, and public opinion. The role of the nurse is also mentioned as understanding patient deviance and treating those who fail to conform to social controls.
This document discusses the sociology of nursing and family and marriage. It covers various topics related to family including types of families, functions of family, joint family, nuclear family, blended family, extended family, and changes in the modern family. It also discusses marriage, dowry system as a social evil, and important legislation related to family and marriage in India such as the Dowry Prohibition Act and Child Marriage Restraint Act.
This document discusses different types of communities in India, including rural, urban, and regional communities. It describes key features of village communities, including community consciousness, the role of neighborhoods, joint families, simplicity, and faith in religion. It also discusses characteristics of Indian villages, the panchayat system of local self-government, community development projects, and changes occurring in rural life. The document then covers urban communities, the growth of cities, health issues faced in urban areas, and major urban problems like poverty and overcrowding.
Social change involves alterations to social institutions, behaviors, and relations within a society. It can occur through innovation, invention, contact with other societies, or changes in areas like technology, ideas, and the environment. When one part of a culture changes faster than others, it can create tensions known as "cultural lag." Cultural lag refers to a gap between material and non-material aspects of culture that arises when technological or economic changes happen more rapidly than cultural norms and values can adapt.
This document discusses social groups and processes. It defines social groups as collections of humans brought together through social relationships and common goals. Groups are classified based on size, structure, type of contact between members, and other factors. Primary groups are small, stable, and involve direct, face-to-face contact between members. Secondary groups are larger and involve more impersonal, indirect contact. An in-group is the group an individual identifies with, while an out-group is any other group. Crowds are temporary gatherings of many people brought together in close proximity around a common focus.
The document discusses social stratification and the caste system in India. It provides definitions and characteristics of social stratification and examines theories on the origin and functions of stratification. It then focuses specifically on the caste system in India, exploring its origins, characteristics, changes over time, and the impact of British rule on the caste system. The caste system is described as a unique and enduring form of social stratification in Indian society, based on hierarchical divisions and restrictions in occupations, social interactions, marriage and more.
This document discusses dowry practices in India. It defines dowry as property given to a man or woman at marriage. The causes of dowry listed include pressure from the caste system, aspirations of marrying into wealth, false conceptions, heterogamous marriage systems, and the practice of child marriage. Arguments in favor of dowry include helping newlyweds start their family and providing marriage prospects for unattractive women. However, the document also lists evil effects such as economic burden, lowering women's status, child marriages, dowry harassment, and murders. Suggested remedial measures include propaganda against dowry, encouraging inter-caste marriage, education, and gender equity.
Sounak Pramanik, a 2nd semester BCA student at Swami Vivekananda Institute Of Modern Science, presented a project on the caste system in India. The project acknowledges the help of several professors and the director. It defines the caste system and varna classes, describes the rigid hierarchy of the past and how the British Raj intensified it. It notes reforms after independence through reservation policies and anti-discrimination laws aimed at improving opportunities for lower castes. The conclusion states that lower castes now have more chances in studies and jobs compared to the past.
The document discusses social stratification and the caste system in India. It begins by defining social stratification as a society's categorization of people into hierarchies based on factors like wealth, income, education and power. In India, the caste system is the classic example of social stratification, dividing Hindus into four varnas or classes - Brahmins, Kshatriyas, Vaishyas and Sudras. It provides details on the historical roles and status of each caste. While the caste system is now illegal, stratification continues to influence Indian society and positive discrimination policies have been implemented to help lower castes.
The document discusses minority rights in India. It defines minorities as groups differentiated by religion, nationality, language or culture that see themselves and are seen by others as distinct within society. The constitution guarantees minorities several rights, including cultural and educational rights. Specifically, it protects minorities' right to conserve their own language, script and culture (Article 29) and establishes and administers their own educational institutions (Article 30). However, minority institutions must still adhere to reasonable regulations regarding curriculum, admissions and management. The document outlines various court cases that have interpreted and applied these constitutional rights.
This document discusses cultural and educational rights for minorities in India. It outlines that India has many religious, linguistic and caste-based minorities and that minorities still face discrimination and violence despite constitutional protections. It defines minorities as numerically smaller groups distinguished by shared characteristics. The constitution guarantees minorities the right to conserve their own culture under Article 29 and the right to establish and administer their own educational institutions under Article 30 to prevent discrimination. The purpose of these rights is to allow minorities to preserve their cultures while integrating into mainstream society and ensuring equal opportunities and secular education for all citizens.
NATIONAL SEMINAR-RIGHTS OF MINORITIES.pptxsharmilaperla
The document discusses the rights and vulnerabilities of minority groups in India, including those based on caste, religion, tribe, gender, and sexual orientation. It outlines key constitutional provisions related to minority rights, such as articles 29, 30, and 46. It describes the groups recognized as minorities under Indian law and problems they often face, such as deprivation of political and social rights. The government has implemented various schemes to promote the welfare and development of vulnerable groups, including those focused on education, employment, and financial support. While progress has been made, fully realizing human rights for all minorities remains an ongoing challenge.
This document discusses the right against exploitation and cultural and educational rights under Articles 23-24 and 29-30 of the Indian Constitution. It provides an overview of the key provisions, including a prohibition on trafficking and forced labor (Article 23), a ban on child labor (Article 24), protections for minority languages, scripts and cultures (Article 29), and the right of minorities to establish and administer their own educational institutions (Article 30). It also summarizes several important court cases related to these rights and discusses debates around the definition of minorities in India.
The document discusses minority rights in India. It notes that the Indian Constitution does not define "minority" and different courts have interpreted it in different ways. It outlines several rights granted to minorities under the Constitution, including rights to protect their language/culture (Article 29), rights to education (Articles 29-30), and rights to equality and non-discrimination (Articles 15-16). However, it concludes that failing to define "minority" in the Constitution has led to differing legal interpretations and challenges in implementing policies for minority welfare.
The document discusses several provisions in the Indian Constitution related to education. It outlines how the Constitution makes elementary education compulsory and free for all children until age 14. It also discusses the rights of linguistic and religious minorities to establish their own educational institutions and the rights of scheduled castes and tribes regarding education. The Constitution grants rights related to the medium of instruction and promotion of the Hindi language. It also discusses the role of the central government in higher education.
This document discusses the rights of minority institutions under the Indian Constitution. It defines minority as a religious or linguistic group that is less than 50% of the state or national population. The Constitution protects the rights of minorities under Articles 29 and 30. Article 30 gives linguistic and religious minorities the right to establish and administer their own educational institutions. Several important Supreme Court cases have further defined and protected these rights. These include the rights to choose a governing body and staff, admit students of their own community, and have reasonable fee structures without being subject to reservation policies. The overall intent is to allow minorities to establish institutions that allow their children to receive the best general education.
Indian constitution and education: An Over ViewHathib KK
This document discusses how the Indian Constitution promotes educational opportunity and rights. It examines the values of socialism, secularism, social justice, liberty, and equality enshrined in the preamble. These values indicate that educational institutions should be equally available to all citizens regardless of religion, caste, or social status. The document also outlines citizens' fundamental rights and duties as well as the directive principles related to education. Finally, it analyzes specific articles within the constitution, such as Articles 45, 46, 30, 28, 350A, and 29, which further guarantee educational rights for minorities and children.
The Constitutional provision of education and social justiceThanavathi C
This document discusses the aims and purposes of education as outlined in the Indian Constitution. It begins by providing background on the author and their credentials. It then outlines 12 key provisions in the Constitution related to education and the aims that are derived from each one. Some of the main aims discussed include the right to free and compulsory education, education for women, promotion of education for scheduled castes and tribes, religious education, protection of minority interests, and instruction in mother tongues. The document also discusses concepts of social justice and how education serves as a means of achieving social justice in India according to the Constitution.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
This document discusses cultural and educational rights for minority groups in India. It provides examples of how minority is defined based on language rather than just religion. Cultural and educational rights guaranteed by the Indian constitution allow religious, linguistic, and other minority groups to preserve their culture, language, and script, and choose their own education. These rights are needed to protect minority cultures from being neglected or dominated by the majority. The document outlines key articles in the constitution related to cultural and educational rights, including the right of minorities to establish their own educational institutions.
The document discusses several articles from the Indian Constitution that are related to education. It outlines provisions for free and compulsory education up until age 14, the right of minorities to establish their own educational institutions, and safeguarding the educational interests of socially and educationally backward classes and scheduled castes and tribes. Several articles guarantee the right to freedom of religion and language in education institutions. The Constitution forbids discrimination in education on grounds of religion, race, caste, or language, and promotes the educational interests of women and children.
Equality and Equity-Definition and Difference between Equality and Equity.SANA FATIMA
SOCIOLOGY OF EDUCATION-TOPIC-EQUALITY AND EQUITY
Concept of Equality:
Constitutional Provisions for Equality:
Indian Constitution and the Role of Government at various Levels
Equalization of Educational Opportunities among SC, ST, Girls, and Differently Abled:
Objectives of Equalization of Educational Opportunities for the SC/ST Students
Equalization of Educational Opportunities among Girls:
Equalization of Educational Opportunities among Differently Abled
Recommendations of the NPE 1986 on Equal Opportunity of Disabled Children:
Equity: Measures taken by Central and State Government in the Equalization of Opportunities:
Measures to Equalize Educational Opportunity:
According to Article 30, all minority groups, regardless of religion or language, have the power to set up, maintain, organise and manage educational institutions of their preference.
The document discusses fundamental rights and duties in India. It defines fundamental rights as essential human rights given to all citizens regardless of attributes. The key rights discussed are equality, freedom, freedom from exploitation, freedom of religion, and right to constitutional remedies. It also discusses women's rights and dignity of women in India.
Cultural and educational rights in India guarantee minorities the right to preserve their culture, language, and religion through education. These rights protect minority groups from being dominated by the language, culture, and beliefs of the majority by enabling them to establish their own educational institutions. Specifically, Article 29 protects the interests of minorities, while Article 30 guarantees minorities the right to establish and administer their own educational institutions without discrimination based on religion or language.
This document discusses key provisions related to the right to education in India. It summarizes Article 21A, which made education a fundamental right for children ages 6 to 14. It also discusses Article 30, which gives linguistic and religious minorities the right to establish and administer their own educational institutions. Additionally, it provides an overview of fundamental duties under Article 51A, including the 11 duties of Indian citizens to promote national unity and development.
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
Kosmoderma Academy, a leading institution in the field of dermatology and aesthetics, offers comprehensive courses in cosmetology and trichology. Our specialized courses on PRP (Hair), DR+Growth Factor, GFC, and Qr678 are designed to equip practitioners with advanced skills and knowledge to excel in hair restoration and growth treatments.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
The skin is the largest organ and its health plays a vital role among the other sense organs. The skin concerns like acne breakout, psoriasis, or anything similar along the lines, finding a qualified and experienced dermatologist becomes paramount.
DECLARATION OF HELSINKI - History and principlesanaghabharat01
This SlideShare presentation provides a comprehensive overview of the Declaration of Helsinki, a foundational document outlining ethical guidelines for conducting medical research involving human subjects.
3. Introduction
1. India is a land of myriad ethnic, religious, caste and linguistic minorities affiliated to distinct
belief system, sub-cultures and regions.
2. Despite the several efforts by the govt. to improve the condition of the minority, constitutional
guaranteed rights, different institutions and commissions established to monitor, the system has
lacked and minority faces discrimination, violence and atrocities.
3. Gujarat riot where more than 2000 Muslims were killed;Indira Gandhi assassinated led to murder
of 3000 Sikhs in Delhi; atrocities against dalits in bihar, Jharkhand, Maharashtra, Goa and in north
eastern part of India is very common.
4. 4. The purpose to guarantee these rights and to distinguish them from majority was
not for creating such discrimination but was to make them able to diffuse them with
the majority.
5. Even the foreigner residing in India and forming the well defined religious and
linguistic minority also fall under preview of this article
6. What is minority?
● According to the International Encyclopedia of social science that contemporary
sociologist generally define a minority group of people- differentiated from other in
the same society by race, nationality, religion, or language- who both think of
themselves as a differentiated group and are thought of by the others as a
differentiated group with negative connotations. Thus minority group of people are
those with distinct in race, religion, language or nationality from other members of
the society in which they live
● The U.N sub commission on prevention of discrimination and protection of minorities
has defined minority as under:
7. 1. The term minority includes only those non documents groups of
population which possess wish to preserve stable ethnic, religious
or linguistic traditions or characteristics markedly different from
those of the rest population.
2. Such minorities should properly include the number of persons
sufficient by themselves to preserve such traditions or
characteristics; &
3. Such minorities should be loyal to the states of which they are
nationals.
8. ● The constitution uses the term ‘minority’ without defining it.
● Art.30(1) uses the term ‘linguistic’ or ‘religious’ minorities. The word or
means that a minority may either be linguistic or religious and that it
does not have to be both, it is sufficient if it is any one of them.
● How to determine : if state law extending to the whole of a state is in
question, the minority must be determined with reference to the entire
state population for purpose of Art.30(1)
● State: Community <50% of entire state population.
● National: community <50% of entire national population.
9. Minority rights
Minority rights are the
normal individual rights as
applied to members of
racial, ethnic, class,
religious, linguistic or
sexual minorities;and also
collective rights accorded
to minority groups.
10. Minorities in India
● Minorities in India: According to National commission of minorities,
members from following six religion belong to religious minorities. 1.
Muslims.
2 Christians.
3. Sikhs
4. Buddhists.
5. Zoroastrians (parsis).
6. Jains
● Minority rights are important because minorities are numerically
less, hence they are vulnerable. Because majority can easily abuse minority .
11. ● At International level, Art.27 of International Covenant on Civil & Political
Rights (ICCPR), says that the states in which the ethnic, religious or linguistic
minorities exist, person belonging to such minorities shall not be denied the right, in
community with the other members of their groups, to enjoy their own culture, to
profess & practice their own religion, or language
● United Nations (UN) promulgated the declaration on the rights of minorities
proclaiming that “States shall protect the existence of the national or ethnic, culture,
religious and linguistic identity of minorities within their respective territories and
encourage conditions for promotion of that identity.”
12. ● Minority rights in India: the constitution of India guarantees different rights to
minorities. These are cultural and educational rights have been guaranteed under
article 29 and 30
14. Article 29(1)
● The application of the article is upon person having a distinct language, script
or culture of its own and it takes into the consideration 2 types of minorities
one linguistic and other religious minority.
● Under Art. 29(1) any school or university can promote education in regional
language as far as it is done for minor and language of the minor.
15. Article 29 (2)
● This article is wide and unqualified. It confers a special right not on the minority but
to the majority also for the admission in the state maintained or aided educational
institutions.
● Thus it is very clear through this provision that in any case no more discrimination on
the ground of the language, caste or religion, whether it is state maintained
education institute or private aided institute.
16. ● In Case State Bombay v
Bombay Education Society's
AIR 1954 SC 561:
Supreme court held that limiting
this right only to minority groups
will amount holding that the
citizens of the majority group have
no right to be admitted into an
educational institution for the
maintenance of which contribute
by the way of taxes.
17. ● In Ravneet Kaur v Christian
Medical College, Ludhiana’s
Case AIR 1998 P&H 1:
SC Court held the private institution
receiving aid from the state cannot
discriminate on grounds of religion,
caste, race language or any of them.
18. ● D. A. V College Jullunder v State of Punjab’s case AIR 1971 SC 1737:
Supreme court rejected the argument saying that there is no mandate in the provision
compelling affiliated colleges either to study the religious teaching of Guru Nanak, or to adopt
in any way the culture of the Sikhs. If the university makes provision for an academic and
philosophical study and research on the life and teaching of a Saint, it cannot be said that the
affiliated college are being required to compulsorily study his life and teachings.
● In State of Madras v Champakam’s case, AIR 1951 SC 226:
The Supreme Court held that the classification in the government order was based on religion,
race, caste which were inconsistent with Article 29(2). Even though the petitioner had got
much higher marks than secured by many non-brahmins who were admitted in the seat alloted
to them, he could not be admitted into any institution. This is the only reason for the denail of
admission to him was that he was a brahmin and not a non-brahmin.
19. Article 30: Right of minorities to establish and
administer educational institution:
● 30(1): All minorities, whether based on the religion or language, shall have the right
to establish and administer educational institution of their choice.
● The benefits of art.30(1) extends only to linguistic or religious minorities and not to
any other section of the Indian citizen. Article here state linguistic and religious
minority. Here minority means that community which is less than 50% of the total
population with respect of the population of the state.
● If it is established by other community or by any other person then they cannot claim
the right under this article.
20. Article 30(1-A)
● 30(1-A): In making any law providing for compulsory acquisition of any property of
an educational institution established and administered by a minority, referred to in
clause ( 1 ), the State shall ensure that the amount fixed by or determined under such
law for the acquisition of such property is such as would not restrict or abrogate the
right guaranteed under that clause.
● This minorities have the right to get the compensation for the compulsory acquisition
of the property of an educational institution established by them.
21. Article 30(2)
● 30(2):The state shall not, in granting aid to educational institutions, discriminate
against any educational institution on the ground that it is under the management of
a minority, whether based on religion or language.
● Art. 30(2) says the state, govt. Aided educational institute should not be
discriminated by the states on the ground that it is under the management of
minority, whether based on religion or language.
22. ● In re Kerala Education Bill Case AIR 1958 SC 956:
Supreme Court held that article 30(1) covers institutions imparting general secular education.
The object of Article 30(1) is to enable children of linguistic and religious minorities to go out
in the world fully equipped. Protection guaranteed to minority under Article 30 is to preserve
and strengthen the integrity and unity of the country. The minority will feel isolate and
separated if they are not given the protection under Article 30.
23. ● Rt. Rev Mark Netto v State of kerala (1979) 1 SCC 23:
Permission to admit girl students in Catholic Mission High School in which, as a
matter of fact, only boy students were admitted for last more than 25 years was
refused - although there was already in existence a facility for education of girls in
locality (Muslims Girls High School) the Supreme Court held that refusal by Regional
Deputy Director of Public Instruction to admit girl students was violative of Article
30(1).
24. ● In Ahmedabad St. Xavier’s College v State of Gujarat AIR 1974 SC 1389:
The question for consideration is whether the minorities based on religion or
language have the right to establish and administer educational institutions for
imparting general secular education within the meaning of Art.30 of the
Constitution., Supreme Court has pointed out that the spirit behind Article 30(1) is
the conscience of the nation that the minorities, religious as well as linguistics, are
not prohibited from establishing and administrating educational institutions of their
choice for the purposes of giving their children the best general education so as to
make them complete men and women of the country.
25. Government Regulations
● The minority institutions are given a right to establish and administer the
educational institutions but they are not absolutely free from the regulations of the
State, they are to be controlled to keep a check on maladministration practices.
● This control is shown in the case St. Stephens College v. University of Delhi where it
is stated that the "State has the full authority to intervene and make regulations
which serves the interests of students and teacher. The minority institution cannot
claim immunity against the general pattern of education. And also discrimination in
admission of students cannot be done on the basis of community, the admission
should be made on the basis of merits irrespective of the other facts"
26. ● Honorable Supreme Court in P.A.Inamdar vs. State of Maharashtra laid down the general principle
related to establishment and administration of educational institution by the minorities that may
be summarized as:
● 1. The right of minorities to establish and administer educational institutions of their choice is
guaranteed by Article 30(1) subject to the regulatory power of the State for maintaining and
facilitating the excellence of educational standard. The quality of education imparted cannot be
compromised which is expected out of educational institutions.
● 2. The regulations made by the statutory authorities should not be impinge upon the minority
character of the institution. The regulations must satisfy a dual test that it is regulative of the
educational character of the institution and is conducive to making the institution an effective
vehicle of education for the minority community or the other person who resort it.
3. The law made by the State to regulate the administration of educational institutions, and grant-
in-aid, will apply to minority educational institutions also.
27. ● 4.The general laws of the land relating to national interest, national security, social welfare,
public order, morality, health, sanitation, taxation etc. applicable to all, will equally apply to
minority educational institutions also.
● 5.The fundamental right guaranteed under Article 30(1) is intended to be effective and should
not be cut down by any administrative exigency. No inconvenience or difficulties,
administrative and financial, can justify infringement of the fundamental right.
● 6.Receipt of aid does not alter the nature or character of the minority educational institutions
receiving aid. Article 30(1) clearly implies that any grant that is given by the State to the
minority educational institution cannot have such conditions attached to It which will in any
way dilute or abridge the rights of the minorities to establish and administer educational
institutions. But the State can lay down reasonable conditions for obtaining grant-in-aid and
for its proper utilization.
28. ● The State can regulate the service conditions of the employees of the minority educational
institutions to ensure quality of education. An law intended to regulate service conditions of
employees of educational institutions will app to minority educational institutions also, provided that
such law does not interfere with the overa administrative control of the managements over the staff.
The State can introduce a mechanism for redressal of the grievances of the employees.
● The right of minorities to establish and administer educational institutions of their comprises the
following rights:
● to choose its governing body in who the founders of the institution have faith and confidence to
conduct and manage the affairs of the institution
● to appoint teachers and non-teaching staff.
● To admit the students of its community. Non-minority students cannot be forced upon it.
● To receive a reasonable structure of its own. To take disciplinary action against any member of it's
erring staff.
29. Right to establish a Minority Educational Institution:-
● The National Commission for Minority Educational Institutions Act (2 of 2005) as amended by the
NCMEI (Amendment Act 2006) lays down rights of Minority Educational Institutions as under:-
Any person who desires to establish a Minority Institution may apply to the Competent authority for
the grant of no objection certificate for the said purpose.
● The Competent authority shall:-
o On perusal of documents, affidavits or other evidence, if any; and
o After giving an op unity of being heard to the applicant, decide every application filed under sub-
section (1) as expeditiously as possible and grant or reject the application, as the may be:
30. Provided that where an application is rejected, the Competent authority shall
communicate the same to the applicant.
● Where within a period of ninety days from the receipt of the application under sub-
section (I) for the grant of no objection certificate:-
o The Competent authority does not grant such certificate; or
● Where an application has rejected and the same has not communicated to the person who
has applied for the grant of such certificate,
It shall be deemed that the Competent authority has granted a no objection certificate to
the applicant.
31. Constitutional safeguard and minorities
● In order to safeguard the rights of minorities, along with the general provisions;
following rights has been made specifically:
1. Right to Equality: Prohibition of discrimination on ground of religion, race, caste
etc. [Article 14,15,16, 17].
2. Freedom of conscience, Free Profession, Practice, and Propagation of religion
[Article 25]
3. Freedom to manage Religious affairs [Article 26]
4. Freedom as to payment of taxes for promotion of any particular religion [Article
27]
5. Facilities for instruction in mother tongue at primary stage [Article 350A]
6. Special offer for linguistic minorities [Article 350B]
32. PURPOSE OF GRANTING CULTURAL AND EDUCATIONAL
RIGHT:
● India being a secular state, to maintain it & let the minority mix with the mainstream society.
and it can also help in the development Of the country.
● Other reason is that India is the country Of diverse cultures, & everybody is equal. Hence they have
the equal opportunity to preserve it.
● The minorities have been given protection to preserve and strengthen the integrity Of the country.
The minority will feel isolated and separated if they are not given these rights.
● General secular education will open doors Of perception and act as the natural light Of mind for our
countrymen to live in the whole. This is the true spirit Of liberty, equality and fraternity through
medium Of education.
● Ille rights to administer have been given to the minority, so that it can mold
● the institution as it thinks fit, and in accordance with its idea as to how the interest Of community in
general, and institution in particular, will be best served.
33. Conclusion
In the light of all these factors, and in view of the
importance which the Constitution attaches to
protective measures to minorities , the minority aided
educational institutions are entitled to prefer their
community candidates to maintain the minority
character of their institutions subject to, of course, in
conformity with the university standard. The State may
regulate the intake in this category with due regard to
the need of the community in the area which the
institution is intended to serve. But in no case such
intake shall exceed 50 per cent of the annual
admission. The minority institutions shall make
available at least 50 per cent of the annual
admission to members of communities Other then the
minority community.