Unit 4 Chapter 9 Wla103
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The document discusses national unity and integration in Malaysia. It identifies Malaysia as a plural society with diverse cultures, languages, religions, and economic backgrounds. It outlines the government's efforts since independence to integrate the various ethnic groups, including establishing levels of unity and integration. It notes that while progress has been made, tensions remain that could threaten disintegration if not properly addressed. Citizen participation is important for achieving and maintaining national unity.
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The document discusses unity and integration efforts in Malaysia after independence. It describes some of the internal problems Malaysia faced related to unity among its multiracial population. The New Economic Policy (NEP) and Rukun Negara (Pillars of Principles) were introduced to promote unity. The NEP had objectives of achieving national unity, restructuring society, and reducing poverty. The document also discusses definitions of unity and integration, as well as strategies used like assimilation, amalgamation, and pluralism. The Ministry of National Unity and key departments play a role in unity efforts through various activities.
Topic 9 integration and national unity
This document discusses integration and national unity in Malaysia. It begins by defining integration and unity as processes of unifying groups across physical, social, economic, and political dimensions. It notes Malaysia comprises diverse ethnic groups with different cultures, languages and beliefs. The document then outlines government policies and approaches to promote integration, such as territorial development, education integration, and cultural programs. It also discusses the New Economic Policy and Rukun Negara, which were implemented to reduce economic disparities between ethnic groups and foster national identity following racial tensions in 1969.
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The document discusses national integration in India. It begins by defining national integration as the combination of various parts to make a country unified. It then outlines some key objectives like understanding the importance of integration and promoting core values of integration through education. Some challenges to integration in India are identified as casteism, communalism, linguistic differences, regionalism, social disparity and economic inequality. Finally, the document argues that education must play a role in achieving integration by incorporating related themes in curriculums and co-curricular activities and by teachers serving as living examples of unity.
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1) National integration in India aims to promote unity among people of different cultures, races, castes and religions in the country. It encourages sharing of ideas and values to strengthen emotional bonds between people.
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3) Measures like expanding education, encouraging migration and interaction between groups, and promoting national symbols through media can help strengthen national integration in India's multi-lingual society. Teachers and students have an important role to play as well through
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The document discusses the provisions in the Indian Constitution relating to education. It outlines how the Preamble promotes education by ensuring equal access to educational institutions and facilities regardless of social status. It describes how secularism, equality of opportunities, and fundamental rights enshrine educational principles. Finally, it analyzes specific articles that aim to provide free and compulsory education, promote minority rights, prohibit religious instruction in state schools, and establish other educational policies and objectives in India.
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This document discusses several models of Caribbean society: plantation society, plural society, and creole society. It provides details on the plantation society model proposed by Best, Levitt, and Beckford, describing it as characterized by hierarchical class relations and unstable family units. It also summarizes George Beckford's influential outline of plantation society, focusing on its roots in slave systems and production of commodities for international markets. The document then briefly outlines M.G. Smith's plural society model and concepts of creole society proposed by scholars like Braithwaite and Goveia.
Ethnicity and race
This document discusses the concepts of ethnicity and race. It defines ethnicity as being based on cultural similarities and differences within a society, and ethnic groups as sharing certain beliefs, values, customs, and origins. Race is defined as an ethnic group assumed to have a biological basis. The document examines how ethnicity and race are socially constructed, and explores related concepts like status, nation, nationality, assimilation, plural societies, multiculturalism, and the roots of ethnic conflict.
Hybridization in the Caribbean
An easy to understand presentation that explains creolisation, describes cultural, racial and religious hybridisation, and the theories put forward by Edward Kamau Brathwaite to explain European domination strategies
A2 media theory part 1
These slides are a summary overview of, in some cases, a few very complex theories. Apologies for the over-simplification.
This resource is designed to be a helpful starting point for further study and revision. It should always be used alongside specific contexts and examples.
It is also intended to persuade skeptics that Media Studies deserve to be taken seriously.
L2 malaysian studies- chapter 1
This document provides an introduction to Malaysian studies, focusing on the community and society of Malaysia. It discusses the main ethnic groups in Malaysia - the Malay, Chinese, Indian, and indigenous peoples of East Malaysia. It describes their different languages, religions, cultures, and histories. It also discusses how British colonial policies divided and impacted the ethnic groups, and Malaysia's ongoing efforts to unite its diverse population after independence.
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C-SAP teaching resources: Teaching race and ethnicity mapping theories
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In Class Session 3; Society, Social Structure, Essay Review
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Slide 2 WestCal Political Science 1 - US Government 2015-2016
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Political Science 7 – International Relations - Power Point #1
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Bab 9 Pengalaman Harian: Menjalin Kesepaduan dan Melahirkan Keharmonian
Bab 9 Pengalaman Harian: Menjalin Kesepaduan dan Melahirkan Keharmonian
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Mahathir Mohamad introduced Vision 2020 as Prime Minister of Malaysia in 1991 to make Malaysia a fully developed nation by 2020. This involved ambitious economic and social development goals. To achieve this, Vision 2020 outlined 9 central strategic challenges for Malaysia, including establishing a united Malaysian nation, developing a democratic society, fostering social and economic justice, and creating a prosperous, competitive economy. Mahathir also introduced the National Development Policy to succeed the New Economic Policy and further promote entrepreneurship and skills development among the Malay population to address racial imbalances from colonial policies.
Malaysia's nation building under mahathir mohamad
Elisa 1. This is my article about Nation Building and its significance on Malaysia's economic and Political Development.
Malaysia's nation building under mahathir mohamad
Mahathir Mohamad introduced Vision 2020 as Prime Minister of Malaysia in 1991 to make Malaysia a fully developed nation by 2020. This involved ambitious economic and social development goals. To achieve this, Vision 2020 outlined 9 strategic challenges for Malaysia, including establishing a united Malaysian nation, developing a democratic society, creating an economically just society, and establishing a prosperous economy. Mahathir also introduced the National Development Policy to succeed the New Economic Policy and further promote entrepreneurship and skills development among the Malay population to address racial imbalances from colonial policies.
Lesson 1 - Community Dynamics.pptx
This document discusses community dynamics and community action. It begins by explaining that studying community allows us to understand our own socialization and how we perceive reality through daily social interactions. It then states that community action aims to increase understanding, engagement, and empowerment of communities to provide services. Finally, it discusses that understanding issues, engaging communities, and empowering people to take control are important aspects of community action.
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1) The document discusses the role of colleges in developing social values among students. It defines society and discusses socialism in India and the characteristics of a socialistic society as conceived for India.
2) A key characteristic of a socialistic Indian society is decentralization of economic and political power through promotion of cottage industries and gram panchayats. All individuals should have equal opportunities and wealth should be distributed based on needs.
3) Education can help establish such a society by increasing national income, providing employment, promoting self-reliance, decentralization, equality, and enabling a peaceful democratic revolution. Education gives priority to the lowest and most backward in society.
Year 6, Unit 2: Proud to be malaysians_describing malaysia (worksheets)
This document contains an activity worksheet for a 6th grade social studies class on Malaysia. The worksheet has 3 activities: 1) Define key words about Malaysian culture, 2) Fill in blanks with words describing Malaysia's multi-racial, multi-cultural, and multi-religious society, and 3) Write paragraphs describing Malaysia based on textbook notes. The worksheet aims to teach students about Malaysia's diversity of peoples and religions, national unity and holidays like National Day.
CESC Module 1.pdf
This document discusses community engagement, solidarity, and citizenship. It covers the following key points:
1. It introduces the first quarter module on community dynamics and community action. The module will explain the importance of studying these topics using social science perspectives.
2. It provides definitions for important terms like community, community action, community dynamics, and empowerment.
3. It discusses how community participation and social capital are important to understand policies that promote community involvement. Understanding community life helps people value their daily interactions and social relationships.
Community Engagement for Grade 12 Module 1.pdf
Community Engagement, Solidarity and Citizenship is a specialized subject for the Senior High School (SHS) students of Humanities and Social Sciences (HUMSS) strand. The community engagement, solidarity and citizenship subject will help the humanities and social sciences students interact to their respective community, were they can engage and know the importance of leaders and community to their lives.
QUIZ TIME !!!.pptx
This document provides a learning activity that involves filling in the blanks of 15 statements with related concepts from anthropology, sociology, political science, and other fields. The concepts to be used are cultural diversity, social change, social activism, social forces, anthropology, sociology, and political science. Upon completion, the filled statements will provide information about how these concepts and fields relate to matters of human ancestry, economic processes, social change, history, group behavior, political actors, culture, government relations, social connections and more.
Study guide colonial history
The document provides an outline for a lesson plan on colonialism and imperialism in Southeast Asia between November 2011 and January 2012. It includes a table to fill in with the colonizer of 11 Southeast Asian countries. It also lists guiding questions for research and presentation on the colonization of a selected Southeast Asian country, focusing on motives, key people involved, effects, and benefits/drawbacks for both the colonizer and indigenous people.
perspective.pptx
There are different perspectives on what constitutes a community. The social science perspective sees a community as a group of people connected through shared history, experiences, geography and identities. The institutional perspective views communities as formed around core institutions like government, economics, religion, education, and family that establish norms and conventions. The civil society perspective defines communities as groups of people organized to advocate for solutions to social issues impacting disadvantaged groups.
Module 6: PHILOSOPHY The human person in society
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
3) Within society, individuals occupy various social statuses and play different roles, and are socialized by different agents like family, schools, peers and media.
S3 SS Handout 1 - Bonding Singapore (Students)
This document summarizes three key challenges to bonding Singapore as a multi-ethnic society: 1) Managing perceptions between different racial groups to prevent feelings of dissatisfaction that could lead to riots, as shown by the 1964 racial riots. 2) Managing perceptions between different religious groups to prevent disputes, as shown by the 1950 Maria Hertogh riots. 3) External threats from terrorism that could exploit Singapore's diversity and openness to divide Singaporeans, as demonstrated by arrests of Jemaah Islamiyah members in Singapore since 2001 who targeted the country. The document asks which challenge is most difficult and prompts discussion of these challenges.
URBAN DEVELOPMENT
The learning module discusses urban development and migration in the Philippines. It aims to describe key terms, explain the reasons for migration using push-pull factors and economic approaches, and discuss the causes and effects of migration on urban development. The module contains activities where students describe characteristics of rural and urban areas, identify reasons for migration, and recommend reforms to the Philippine urban structure.
Socialism and Capitalism
Socialism calls for public rather than private ownership of property and resources. It is based on the idea that people cooperate in production and should share in what is produced. Society should own or control property for the benefit of all. There are many variations of socialism but common elements include criticism of private capital causing issues like poverty, and a view that collective control of production/distribution can create a more just society.
Society and social groups
This document discusses different types of societies including tribal, horticultural, agrarian, feudal, industrial, and post-industrial societies. It also examines professional, charitable, economic cooperative, and religious/cultural societies. The document then analyzes social groups and case studies a cooperative society in India, finding factors for its success included location, leadership, village prosperity, and efficient management. In conclusion, the document states that society provides security, progress, and development for humans.
FINAL-Understanding-Culture-Society-and-Politics-11-LAS-9.docx
The document examines the concept of social stratification from a sociological perspective. It discusses how society is divided into different social classes or statuses, such as intellectual, administrative, mercantile, and labor classes. These classes are compared to the different parts of the human body that work interdependently. The document also notes that while some view social stratification as competitive, others see society functioning as a cohesive whole for mutual benefit.
Study Guide Colonial History of SEA
The document provides guidance for students on a project about colonialism in Southeast Asia. It instructs students to fill in a table identifying the European colonizer of 11 Southeast Asian countries. It then lists several research questions for students to answer about the country they choose to focus on, including the motivations for colonization, when the area became colonized, the effects on both the colonizer and indigenous people, and key people involved in the colonization movement.
Culture and its differences ppt done
This document discusses the key elements of culture, including values, norms, social structure, religion, language, and education. It defines culture as a system of shared values and norms that provide a design for living. Key aspects of social structure examined are individualism vs collectivism and social stratification. The document emphasizes that understanding cultural differences is important for international business success and that culture influences competitive advantage and ethics.
Grupo Jade English June 2007
Grupo Jade is a Mexican cooperative group formed in 2005 to promote social and common economy enterprises. It aims to generate better living conditions for poor communities through cooperatives, education, and sustainable local development projects. The group has over 13,000 individual members and operates various businesses across multiple Mexican states, with annual sales of over $700 million. It follows principles of democracy, solidarity, education, and social justice in its organizational structure and economic activities.
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Year 6, Unit 2: Proud to be malaysians_describing malaysia (worksheets)
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【业务选择办理准则】
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二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Unit 4 Chapter 9 Wla103
- 6. Activity 4.3 In your opinion, the Malaysian society is at which level of the Integration process ? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ANS
- 8. Refer to page 167 for sketch of history of racial relations in Malaysia.
- 10. Activity 4.4 Why is unity so important in a multi-racial country like Malaysia? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ANS
- 11. If these problems are not properly addressed, they may cause ethnic tension, and disintegration of the Country.
- 12. Acitivity 4.5 What are some suggestions to overcome the problems and challenges of integration? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ANS
- 16. Activity 4.6 How can you as a student contribute towards achieving national integration ? What is your role ? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ANS