Cutco corporation Case Study Example | Topics and Well Written Essays - 500 words

Cutco corporation - Case Study Example Proper marketing is very important in making sure that information reaches the appropriate target group and gives appropriate information about the organization and what it is about. The situation analysis gives information that the cooperation may require to take on a different form of advertisement. Considering a SWOT analysis of the situation combined with the 5Cs of marketing the following can be concluded. The method of advertisement that is currently in used is based on basic factors. One of this methods is the use of social media to advertisement is the use of social media in order to recruit sales persons and gain more customers. This method helps others become aware of the Cutco Company and how their products are helpful. However, there needs to be a clearer description of the material they sell and their use. What is highly required is that the organization is able to balance between the use of directness and the promotions of their cutlery to other unknown regions. There needs to be brand recognition among the alternatives offered before the customer. Factors such as brand personality are very important in establishing an emotional connection between the customer and the particular product that they need. Therefore, the Cutco Company should attempt to find a method that will enable their product lead to a sort of connection to their customers. This will promote the attachment that the customers will have with their products and even lead to more sales for the company. The chosen alternative is much helpful to the organization in that for one, they will have earned the loyalty of the customers. Therefore, each time the customer goes to purchase cutlery, they will prefer the cutlery made by this company. The other factor is that promoting brand personality will also promote the awareness about this product as people recommend to each other the cutlery by this company. As a result, there will be more sales and more revenue being earned by the

You can decide Essay Example | Topics and Well Written Essays - 750 words - 1

You can decide - Essay Example fected the atmosphere surrounding the hoax, as with the discovery of fossils found in countries like Germany and France, and the recent publishing of Darwin’s theory of evolution kept scientists very curious to see what new fossil regarding man’s existence would suffice. 8. Woodward was an eminent geologist who accompanied Dawson to Piltdown town in order to visit the site where the fossil skull was found. They dug the site where the skull was found and found the remains of prehistoric animals, stone age tools and an ape-like jaw bone with human-like teeth that seemed to link to the skull that was initially found at the site. 11. The significance of the canine tooth that was found was to eliminate all forms of doubt that came with the reconstruction of the ancient skull by Woodward. If the canine matched its size in accordance with the jaw that was found, Smith would be able to endorse his predictions. 12. The second Piltdown man was found just two miles from where the first Piltdown man was found and was discovered by Dawson. The second find was very significant as it acted as proof of the first finding and also helped enforce how genuine the first find was. 13. Kenneth Oakley was a scientist working at London’s Natural History Museum. Kenneth was the man who applied chemical tests on the fossils so as to help authenticate and date the fossils and whose test rendered the fossils as fake as they were much younger than was expected. 14. The jaw and the canine tooth were believed to have been forged. The jaw was believed to have maybe been an orangutan’s and the teeth had simply been filed flat so as to disguise them, and the canine tooth appeared to have been crudely filed in a hurry and colored with paint. 15. Sir Arthur Conan Doyle passed by the digging site where the fossils were discovered while on his golfing rounds, and the possibility of him planting some of the fossils that were found acted as evidence of his involvement in

Final Business Model and Strategic Plan Essay Example | Topics and Well Written Essays - 1000 words - 1

Final Business Model and Strategic Plan - Essay Example The new product division will analyze the potential market for their products. They will use the available budget to conduct research that will provide insights about the competition in the markets and what the competitors are doing to win customers. In addition, the new product division will use the information received to build a strong company brand presence. Moreover the brand owners who include the brand manager and marketing manager will gather information about the prospective customers. They will conduct online surveys as well as group and personal interviews to find out about customers views and preferences, goals economic and financial status. Moreover, they will liaise with the IT department to come up with a website that will be sued to market the new product. The website will inform customers on the benefits of the product, the places where to purchase the product as well as the prices and discounts that will be provided for the product. In addition, clients can post the ir comments, recommendations as well as the challenges they have faced while using the product. Moreover some of the marketing promotions that will be used will include above the line and below the promotion. This includes the posters, newsletters, billboards, coverage on radio and television. The new product division will mostly use above the line advertisement for the purpose of reaching a massive group of people. The new product division will have an effective communication plan that will ensure effective communication both internally and externally. The new product division plans to have access to the agenda of the critical meetings by involving the senior executives to deliver on the presentations in regards to the new product division to get insights and feedback from them. The new product division also plans to have proper management by planning campaigns and tracking results and success. This will include monitoring performance of the new product

Business Process Analysis and Improvement Essay

Business Process Analysis and Improvement - Essay Example Seethamraju and Marjanovic (920) indicate that among other things increased competition, in shareholder requirements and new technologies are forcing organizations to make major changes very quickly. In TS’s case, customer requirements are driving these changes and BPM is required in order to respond appropriately. The CEO is not pleased with the current process and is concerned that the survival of the business is at stake. The recruitment process needs to be improved in order to make it faster, cheaper and more flexible as well as to achieve better quality results. The task is to investigate the process and analyze the current issues and provide well-argued proposals for the short-term and long-term future of the process. Only the first part of the process will be looked at and so the task is to carry out a detailed analysis of the coordination of the recruitment advertising and vacancy processing process. One of the aims is to ensure that information on job openings are kno wn early so that the process can be completed in an efficient and effective manner. As noted the primary goal of the recruitment process is fast processing time and high client satisfaction. The current recruitment process at TS is rather lengthy and comprehensive. The result is that the private sector gets the best candidate because their process is more efficient and effective. The following are some of the issues at TS which has been having a negative impact on the service that the organization offers. Instructions relating to the recruitment process should be applied on a consistent basis throughout the organization. Exceptions should only relate to jobs for which no specific qualifications are required. Updated instructions should be made available to all personnel to whom it is applicable. This requires updates to be done regularly as part of the continuous improvement process which is a feature of business process improvement.

Milgram’s experiment Essay Example for Free

Milgram’s experiment Essay Milgram’s experiment provided a logical answer to these questions: ‘is it possible that people will do things because they are merely obeying the orders of a person in authority or ‘what will motivate a decent person to do unethical acts? ’ The answer to these questions was very important during his time. During the World War II over 5 Million Jews were executed by the National Socialist Regime led by Adolf Hitler. Stanley Milgram, a Yale University Psychologist, theorized that it is very much possible that Adolf Eichmann executed these people because he was merely blindly obeying the orders of a superior authority. This means that he was not a principal in the crime but a mere accomplice. This also means that the execution may have been done against his will. Thus, he set up his experiment to test and determine how much pain an ordinary citizen is willing to inflict on another person simply because he was ordered to do so by a scientist, an authority figure. The result is that 60% to 65% of the participants were prepared to inflict fatal voltages against another person in obedience to the scientist’s order. In Milgram’s experiment, the authority figure represented the scientist. In our lives, a person in authority could be our parents, our professors, our boss in the office, the local policeman, the local priest, a fraternity or sorority senior, or any person in whom trust and respect is reposed. We consider a person to have authority over us because of their age, relationship, position, designation and even skill. I believe one reason why people obey a person in authority even if the latter’s order is against morality is because one thinks that by obeying a person in authority he no longer becomes the doer of the action but simply the agent. (â€Å"Milgram Experiment†) If he has done something wrong then he is not to be blamed. Thus, he rationalizes that any and all moral and legal responsibility for such action should not fall upon him and instead the responsibility should fall upon the shoulders of the person in authority. Another plausible reason why a person simply obeys a person in authority even if the deed is contrary to his sense of morality is moral ignorance. (â€Å"Milgram Experiment†) It is possible that the doer may not know what to do in such a situation as a result his only course of action would be to follow the commands of a person in authority. He may be unaware that there are better options. When people do not know what to do and how to act in a particular situation as a result we allow other person to make decisions for us whom we trust and respect to be capable of making the right decisions. II. I think children are socialized to obey authority figures primarily because the parents as the first authority figure were raised in the same culture and environment. As part of their socialization process, their own parents raised them in the similar manner where respect for authority figures was emphasized. Thus, they bring family culture and environment to their own families. Also, I think the parents, as the first authority figures in the child’s life want their children to obey them as they have obeyed their own parents. As part of the discipline process, parents want their children to give respect to them and to follow their wishes and instructions so that it will be easier for them to impose discipline on their own children. Further, from the perspective conforming to the social rules, the parents because of their vast experiences have learned how important it is for one member of the society to obey simple rules e. g. traffic rules, penal laws, company policies. They have also learned that there are times when there are rewards for obeying authority figure or the mere fact that one does not get into trouble is a reward in itself. As a result they want to pass on to their children that obedience and conformity is a social norm which everybody has to accept so that there will be order and harmony within the society. Thus, it is stated that conformity to social rules is so important that all its members must be inducted to into its moral norms, attitudes, values, motives, social roles, language and symbols because it is the only means by which social and cultural continuity are attained.

Negative Impact of Uneducated Women in Third World Countries

Negative Impact of Uneducated Women in Third World Countries Armed and Educated: Negative Impacts of Uneducated Women in Third World Countries as seen in Malala Yousafzais Memoir, I Am Malala As the Western society continues to progress, it is becoming increasingly evident that the barriers that once restricted and defied millions of women around the world, are slowly being deconstructed and reconstructed as society begins to change its views on gender parity and feminism. This is not only reflected in womens new roles and jobs within the Western society, but also in politics as women are now able to run and vote. On the other hand, despite the progress, millions of girls in non-Western developing areas such as South Asia and Sub-Saharan Africa, still continue to suffer severe disadvantages as they are often subjugated by men and stripped of their basic human rights. One of these basic rights includes the right to an education, yet, most girls in non-Western societies are excluded from the education systems throughout their lives. This is a huge problem as the lack of education is what is creating the barrier that prevents women from obtaining equality in society. Recent research and evidence has shown that education is one of the most critical areas of empowerment for a girl, overall leading to a healthier and more productive life. However, since their rights are taken away from birth, they lose the right to learn, grow, and succeed in life. In her memoir I Am Malala, Malala Yousafzai, a Pakistani activist for female education and the youngest-ever winner of the Nobel Peace Prize, accurately depicts the struggles and negative impact of uneducated women in third world countries. There are many factors that contribute to a developing nations extremely low female literacy rate. One of the primary reasons for this is the lack of proper schooling facilities, qualified teachers, and/or teaching aids such as textbooks. This is especially true for girls living in more remote areas of the country. Additionally, in many parts of the developing world, the nearest school to a community might be a four to five-hour long walk. Apart from it being exhausting and time consuming, girls also face the threat of violence or sexual assault on the way to school. Thus, many parents opt to keep their daughters at home. According to UNESCOs regional overview on sub-Saharan Africa in 2013, more than 68% of the girls that do make the long journey to school everyday end up dropping out before they complete primary school (Stepp). Malala further supports this as she witnesses most of the children in refugee settlements were not going to school. Sometimes there was no school. Sometimes it was unsafe to walk to school. And sometimes children were working instead of being educated (Yousafzai XIX). Furthermore, another main reason why many families in developing countries choose not to educate their daughters is because they cannot afford it as there are a lot of costs associated with it. The cost of uniforms, textbooks, and schooling facilities can be too much to bear for a family living in poverty. For the families that can afford it however, boys are often favored to receive an education over girls. This is especially evident during Malalas trip to Nigeria when she discovers that many girls were [her] age and all had dreams of being doctors or teachers or scientistsà ¢Ã¢â€š ¬Ã‚ ¦ but only 4 percent of girls in Northern Nigeria finish school (Yousafzai XVIII). Lastly, another reason for the lack of female education in developing countries is the cultural beliefs and gender norms of the society. In the male-dominated society, women are typically viewed as nothing m ore than the property of the men. Most cultures believe that a womens sole purpose is to serve the men of the house, do household chores, reproduce and care for the children while the man goes out to provide for the family. Due to these misguided gender norms, many girls do not have the opportunity to attend school because their contributions to the household are valued more than their personal education. These gender norms are extremely prevalent when Malala states that [she] was a girl born in a land where rifles are fired in celebration of a son, while daughters are hidden away behind a curtain, their role in life simply to prepare food and give birth to children (Yousafzai 13). In any case, millions of women in developing nations are unable to receive an education and this has several negative impacts on different aspects of womens lives. The negative effects that uneducated women have on their society include both personal and social factors. For starters, many women that are uneducated are more susceptible to early marriages usually against their will (in some cases girls as young as eight or ten). This results in millions of illiterate young girls without the appropriate tools to build healthy, educated families. The Voices of Youth organization stated that for every year a girl stays in school past fifth grade, her marriage is delayed a year (Madu). Similarly, Malala emphasizes this point when she states that à ¢Ã¢â€š ¬Ã‚ ¦[parents] are just waiting for their daughters to be married off while the sons went to school (Yousafzai 29). This in turn, leads to most girls giving birth at an extremely young age, resulting in a higher mortality rate among young girls during child birth or simply because the child is unhealthy. Studies have shown that an extra year of schooling for girls also reduces fertility rates by 17% (Joshi). Secondly, uneducated women also have a lot of difficulty communicating and expressing themselves at home or in public. Doing simple tasks like reading signs or paying at the grocery store proves to be quite difficult for many young women as they have not had the opportunity to learn how to read. Malala relates a story of a young girl she saw selling oranges. She was scratching marks on a piece of paper with a pencil to account for the oranges she sold, as she could not read or write (Yousafzai 217). Lastly, the lack of educated people in developing countries is what allows educated people to exploit their ignorance. This is especially true of the government or religious leaders that use fear and ignorance to bring themselves to power or to have a huge portion of the population under their control. For example, several times throughout her memoir, Malala states that the lack of education is the root of all of Pakistans problems, and that ignorance allowed politicians to foo l people and bad administrators to be re-elected (Yousafzai 41). The government makes promises and manipulates people to the point where people are convinced that the corrupt authorities are fit to be in power. After elections, however, all the promises that are made are forgotten and the nation suffers for years before another election takes place and the same thing happens all over again. What is worse is using a natural disaster that devastated a nation to preach religious extremes. This is portrayed several times throughout Malalas memoir- after an earthquake struck Pakistan, religious leaders called Mullahs preached the earthquake was a warning from God. They said it was caused by womens freedom and obscenity. If we did not mend our ways and introduce Sharia or Islamic lawà ¢Ã¢â€š ¬Ã‚ ¦ more severe punishments would come (Yousafzai 107). Preaching misinterpreted verses from the Quran and exploiting the ignorance of people who did not understand Arabic worked well to their adva ntage as fear made it particularly easy to manipulate them. As can be seen, the lack of education has severe negative impacts which can easily be prevented if women are educated. Education has so many benefits, but lack thereof blinds people to the fact that knowledge is power and it is one of the most powerful weapons against mass manipulation and exploitation. Education, especially in developing countries, is extremely valuable as it can solve many of the countrys problems. Educating women of the country comes with its own list of benefits, most of which people are ignorant towards. Firstly, it is no secret that poverty and illiteracy go hand in hand. Research has shown that most illiterate women live in countries with increasing economic difficulties and enormous debt burdens (Madu). What citizens of developing countries refuse to acknowledge is that the solution lies in educating their women. When women are educated, it enables them to contribute to their countrys income as more women begin to join the labor force. According to UNICEF, when ten percent more women attend school, GDP increases by three percent on average (UNICEF.org). This may potentially abolish poverty and many of the other problems developing countries are faced with. Secondly, women who are well educated and receive an independent income will naturally find their voice not just in the family, but also within their society. In other words, women gain the self-confidence and courage they need to speak out and resist the injustice they see around them, or are facing themselves. This is directly reflected in Malala herself as she found her own voice growing up in [her] fathers school (Yousafzai 118). Knowledge is addicting and having the luxury of education from an early age left her craving for more, despite the threats of Mullahs and the Taliban. Thus, she continues to advocate for womens right to education. Furthermore, the role that educated mothers play in reducing infant and child mortality is profound. Results in Africa indicate a 40% in child survival for mothers with five years of primary education (Wade). This is because educated women tend to have fewer and healthier children. In addition to this, when women are educated, they are more likely to ensure that their children are also educated leading to a future generation that is well equipp ed to contribute to society. It is rightly said that investing in a girls education is investing in a nation. In fact, there is an African proverb that says, If we educate a boy, we educate one person. If we educate a girl, we educate a family- and a whole nation (Stepp). To conclude, education not only removes ignorance, but allows for women to unleash their full potential by becoming conscious, skilled and productive citizens. All in all, it is proven that educating women in developing countries is the solution to reducing the issue of gender parity as well as enabling womens full potential, while simultaneously boosting their developing nations economy. The proof lies not only in Malala Yousafzais memoir, I Am Malala, which accurately represents the struggles of uneducated women in developing countries, but also in the statistics that show the negative impacts of uneducated women as well as the benefits of education.   Educated women obtain the knowledge, skills, and self-confidence that they need to lead healthier, more productive lives while raising the standards of living for their families and communities. It is hard to believe that the solution lies in half the worlds population, yet so many leaders are oblivious to it or are refusing to change their methods. Works Cited Girls education and gender equality. Girls education and gender equality. UNICEF, 23 July 2015. Web. 23 Nov. 2016. https://www.unicef.org/education/bege_70640.html. Girls education: A lifeline to development. Girls education: A lifeline to development. UNICEF, 22 Mar. 2011. Web. 2 Nov. 2016. https://www.unicef.org/sowc96/ngirls.htm. Joshi, Mohit, Essay on Importance of Women Education. Essay on Importance of Women Education~. WOMEN EMPOWERMENT, 1970. Web. 13 Oct. 2016. http://hamroessay.blogspot.ca/2015/06/essay-important-of-women-education.html. Madu, Chima F. Education for Aspiring Young Women. Voices of Youth. 2013. Web. 12 Dec. 2016. http://www.voicesofyouth.org/en/posts/why-we-should-support-girls-4. Stepp, Lauren. Top 10 Reasons Why Female Education is Important-TBP. The Borgen Project. UNESCO, 2016. Web. 20 Dec. 2016. http://borgenproject.org/top-10-reasons-female-education-important/. Wade, Sarah. 5 Reasons You Should Care About Girls Education. United Nations Foundation.United Nations Foundation, 8 July 2013. Web. 17 Dec. 2016. http://www.unfoundation.org/blog/5-reasons.html. Yousafzai, Malala. I am Malala: the girl who stood up for education and was shot by the Taliban. New York, NY: Little, Brown, Company, 2013. Print. MLA formatting by http://bibme.org/ Bibliography Girls education and gender equality. Girls education and gender equality. UNICEF, 23 July 2015. Web. 23 Nov. 2016. https://www.unicef.org/education/bege_70640.html. Girls Education and Gender Equality. Global Partnership for Education. N.p., Sept. 2015. Web.20 Oct. 2016. http://www.globalpartnership.org/focus-areas/girls-education. Girls education: A lifeline to development. Girls education: A lifeline to development. UNICEF, 22 Mar. 2011. Web. 2 Nov. 2016. https://www.unicef.org/sowc96/ngirls.htm. Girls Education. Girls Education. The World Bank. n.d. Wev. 16 Dec. 2016. http://www.worldbank.org/en/tropic/girlseducation. Joshi, Mohit, Essay on Importance of Women Education. Essay on Importance of Women Education~. WOMEN EMPOWERMENT, 1970. Web. 13 Oct. 2016. http://hamroessay.blogspot.ca/2015/06/essay-important-of-women-education.html. Madu, Chima F. Education for Aspiring Young Women. Voices of Youth. 2013. Web. 12 Dec. 2016. http://www.voicesofyouth.org/en/posts/why-we-should-support-girls-4. Oneil, Micheal . Top 10 Facts You Dont Know About Girls Education. ABC News. ABC News Network, 7 Oct. 2013. Web. 7 Dec. 2016. http://abcnews.go.com/International/10-facts-girls-education/story?id=20474260. Roudi-Fahimi, Farzaneh, and Valentine M. Moghadam. Empowering Women, Developing Society: Female Education in the Middle East and North Africa. Empowering Women, Developing Society: Female Education in the Middle East and North Africa.   N.p., 2009. Web. 20 Dec. 2016. http://www.prb.org/Publications/Reports/2003/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx Stepp, Lauren. Top 10 Reasons Why Female Education is Important-TBP. The Borgen Project. UNESCO, 2016. Web. 20 Dec. 2016. http://borgenproject.org/top-10-reasons-female-education-important/. The Worlds Women 2010: Trends and Statistics. United Nations Statistics Division Demographic and Social Statistics. United Nations, 12 Feb. 2011. Web. 4 Nov. 2016. http://unstats.un.org/unsd/demographic/products/Worldswomen/Executive%20summary.htm. Wade, Sarah. 5 Reasons You Should Care About Girls Education. United Nations Foundation.United Nations Foundation, 8 July 2013. Web. 17 Dec. 2016. http://www.unfoundation.org/blog/5-reasons.html. Yousafzai, Malala, and Christina Lamb. Free, safe, quality education is the right of every girl. The Malala Fund. N.p., n.d. Web. 21 Dec. 2016. https://www.malala.org/girls-education. Yousafzai, Malala. I am Malala: the girl who stood up for education and was shot by the Taliban. New York, NY: Little, Brown, Company, 2013. Print.

Theories Of Punishment Understanding Deviance

Theories Of Punishment Understanding Deviance The classical school represented by the works of Jeremy Bentham and Cesare Beccaria assumes that the rational decision is always the decision that will maximise gain and minimise pain for each individual: the felicitation principle that lies behind the penal policy of deterrence. Hence, if the actor is rational, the state can influence any given decision by ensuring that the system of investigating criminal activity will swiftly detect the person responsible and the system of law enforcement through courts will dispense sufficient pain to each offender so that there will be both specific deterrence (i.e. that a particular offender will never choose to break the law again), and general deterrence (other potential criminals, observing the punishment of the one offender, will be deterred from following in his or her footsteps.  [1]  ) The Neoclassical School continues to adopt the traditional view that the punishment imposed by the state for the crime should reflect deterrence. However, they depart from the original theory by increasing the severity of sentences and limiting judicial discretion. This emphasises the social value of punishment rather than seeing punishment as an offenders just deserts in a system of retributive justice. It uses the offender as a symbol through which to send a message to society, rather than as a human being who should be judged on his or her own merits. It abandons the idea of proportionality between severity of punishment with the gravity of offence committed by the offender. This view has certain moral implications and high costs in maintaining a prison system for an increased number of prisoners. (Something which a third world country like ours could not certainly afford). Research has consistently shown that certainty of arrest rather than severity of punishment is the major det errent. According to Clarke crime is a purposive behaviour designed to meet the offenders common place needs for such things as money, status, sex, excitement, and that meeting these needs involves the making of (sometimes quite rudimentary) decisions and choices, constrained as they are by limits of time and ability and the availability of relevant information. i.e. offenders make decisions that appear rational to themselves, and they can be persuaded not to engage in crime. Through Rational Choice Theory, Cornish and Clarke  [2]  describe crime as an event that occurs when an offender decides to take risk by breaking the law after considering his or her own need for money, personal values or learning experiences and how well a target is protected, how affluent the neighbourhood is or how efficient the local police are. Before committing a crime, the reasoning criminal weighs the chances of getting caught, the severity of the expected penalty, the values to be gained by committing the act, and his or her immediate need for that value. The intention is to increase the perceived risks of apprehension, or reduce the anticipated rewards for a crime, or remove the excuses to compliance with the law. The intention would be to design out crime, i.e. to make the disincentives to the commission of crime consistently outweigh the potential benefits. This would involve concerted efforts by the manufacturers of standard equipment less prone to theft, to design b etter security systems so that stolen goods cannot be used without a PIN or can be otherwise tracked. It also involves the adoption of surveillance technology to tag goods in stores electronically, install camera systems to monitor behaviour, improve street lighting, have more police officers on patrol, assist householders to improve their home security, etc. A co-ordinated strategy would potentially prevent more crime and so be more cost effective than imprisoning the few offenders that are currently apprehended. This theory is predicated on the assumption that humans have set of hierarchically ordered preferences, or utilities. By reducing the opportunities for the commission of crimes and target hardening, i.e. making it more difficult to break into houses or to steal from shops, and encouraging more authority figures to assume responsibility, potential offenders will be deterred. There is, however, some criticism that better protecting one area will simply displace crime into a less protected area but the evidence is yet equivocal on whether such displacement does occur. The main problem, still remains in re-ordering the political priorities away from a penal-orientation and in favour of a prevention strategy. At present many states have invested heavily in the former and see no immediate need to change their policies. To further understand the concept of deviance, the differential association theory is probably the best known Interactionist theory of deviance. This theory focuses on how people learn to be criminals, but does not concern itself with why they become criminals. Sutherland was following the tradition of Gabriel Tarde who argued that criminals were ordinary people who learned criminal behaviour through imitation of those with whom they interacted. Sutherland refined this proposition by requiring that the interaction occur in intimate groups, where the level of communication is more personal. They learn how to commit the crime; they learn motives, drives, rationalisations, and attitudes. George Herbert Mead had developed the idea of the self as a social construct, i.e. a persons self-image is continuously being constructed and reconstructed in interaction with other people. People define their lives by reference to their experiences, and then generalize those definitions to provide a framework of reference for deciding on future action. From a researchers perspective, a subject might view the world very differently if employed rather than unemployed, if in a supportive family or abused by parents. Hence, individual might respond differently to the same situation depending on how their experience predisposes them to define their current surroundings. A wallet might be found on the street. One individual might see an opportunity for altruism, returning missing property to its owner. The other might see an opportunity for self-enrichment. Differential association predicts that an individual will choose the criminal path when the balance of definitions for law-breaking exceeds those for law-abiding. This tendency will be reinforced if social association provides role models of significance to the actor. This does not deny that there may be practical motives for crime. If a person is hungry but has no money, there is a temptation to steal. However, needs and values are equivocal. To a greater or lesser extent, both non-criminal and criminal are motivated by the need for money and social status. Frustration and boredom may be felt by all. Edward Sutherland and his students, Donald Cressey in particular, became the tenacious champions of the arguments that deviance is a way of life passed from generation to generation. First advanced in 1924, his theory of differential association attempted to make systematic the thesis that crime and deviation are culturally transmitted in social groups. It holds that criminal behaviour is learned in interaction with other people, especially in personal intimate settings, in a process of communication. Learning is held to embrace techniques of committing the crime and the direction of drives, motives, attitudes, and definitions of law. It was argued that a person will become criminal if he or she is exposed to an excess of definitions favourable to the violation of law over definitions unfavourable to violation of law, the process itself being described as differential association. Such differential association will be affected by variations in frequency, duration, priority, and inten sity. Sutherland supposed the learning of criminal behaviour to involve all the social and psychological mechanisms at work in other learning. Finally he claimed that although criminal behaviour is an expression of general needs and values, it is not explained by those general needs and values because non-criminal behaviour is also an expression of those same needs and values.  [3]   Finally the social disorganization theory(Chicago school) will clear the whole concept of deviance and delinquencies. Anthropology, the science of man has been mainly concerned with the study of primitive peoples. But civilized man is quite as interesting an object of investigation, and at the same time his life is more open to observation and study. Urban life and culture are more varied, subtle and complicated, but the fundamental motives are in both instances the same. Most sociology departments are inattentive to the physical and social contexts in which they exist. But the Chicago sociology was to become the sociology of Chicago itself, a detailed anthropological mapping of the social territories that made the city.  [4]  Urban life resembled a phantasmagoria, a welter of shifting scenes and identities; where everything is in a state of agitation everything seems to be undergoing a change. Society is, apparently, not much more than a congeries and constellation of social at oms. They maintained that knowledge resided neither in properties of the world alone nor in properties of the observer alone. Facts, it was held, not self-evident. They are selected and interpreted by the mind that surveys them. People with different perspectives and different problems will not see exactly the same phenomena. Thus the meaning of food will not be identical for the chef, the waiter, and the guest at meal. It will shift in response to the peculiar dealings which one has with the object. But that shift is not wholly dependent on the whim of the contemplating intelligence. The imagination is not free to create anything which it may choose to devise. It is constrained by the capacity of the world to answer back and impose itself upon thought.  [5]  Hence it came about that pragmatism placed effective knowledge in a transaction between the observer and the environment which he observed: the knowledge was no longer defined as a state or as a condition but as a process, an action. It proceeded from experiences in the world. Experience was to become elevated to a pre-eminent position: it was a guarantee of valid knowledge. Formal speculation was regarded as a pallid and misleading substitute for personal acquaintance with phenomena. It is the personal experience of those best qualified in our circle of knowledge to have experience, to tell us what is. Now what does thinking about the experience of those persons come to, compared to directly and personally feeling it as they feel it? The philosophers are dealing in shades, while those who live and feel know truth.  [6]  The real world was the experience of actual man and women and not abbreviated and shorthand descriptions of it that we call knowledge. The business of research is to understand the social world, and the social world is itself manufactured by the practical experience of those who live in it. Practical experiences themselves are responses to situations and problems, and they change as those problems change. Sociology is not devoted to the study of states but of process, of things and people in change. It must be so organized that it can observe and report processes over time. It must also be so organized that it can reach those processes practically and not by surmise and logic alone. The most effective research strategy is one that requires sociologists to participate personally in the world which they would analyse. Without such participation, knowledge is not experience but an uncertain commentary on experience. City life and urbanization were analysed by a collection of master forms which had been borrowed from biology. They were represented as the workings of an ecological order. Ecology is an emphasis on the patterns and organized changes which are produced by different species living together in the same physical territory. Whatever else men are, they are also animals, and as such they exhibit the effects of physical aggregation and of their habitat.  [7]  People are quite capable of detaching themselves from their own territories; they display rational behaviour; they can organise themselves into institutions which impose a distinct order; their works are modified by an elaborate technology; their activities are shaped by conscious planning; and they are governed by a symbolism which interprets and changes what they do. The city is not merely an artefact, but an organism. Its growth is, fundamentally and as a whole, natural, i.e. uncontrolled and un-designed. The forms it tends to a ssume are those which represent and correspond to the functions it is called upon to perform. The emergence of Chicago itself was explained by what came to be known as the zonal hypothesis, the contention that cities evolve in a series of concentric zones of activity and life. At the very centre is the business district which is typified by a small residential population and high property values. About it is a zone of transition whose population is fluid and poor, whose housing is deteriorating and whose stability is threatened by the encroaching business district. About that zone, in turn, are areas of working-class housing, middle-class housing, and, on the fringes, suburbia. Each zone is itself composed of diverse natural areas which abut on one another. They are natural because they are not entirely intended, because they manifest a rough correspondence to the territorial division of species in nature. It was found that there was massive concentration of pathological behaviour in the zone in transition. Partly because of its great visibility, such behaviour appeared to be confined to a limited territorial belt. Within that belt there was a piling-up of all those phenomena that are conventionally identified as social problems: mental disorder, prostitution, suicide, alcoholism, infant mortality, juvenile delinquency, crime, disease and poverty. The incidence of pathology could be plotted with data collected from court records, census reports, and special surveys. Deviance may have been present elsewhere but it was hugely conspicuous in the transitional zone. The Zone in transition was taken to be unruly. It housed people who were unaccustomed to one another, to city life, and to America. Lacking substantial resources and deserting much that had been familiar, they were required to establish a way of life in a difficult and shifting environment. One of the prime problems which they faced was the sheer array of different worlds around them. When the inner composition and external relations of those worlds appeared unstable, the whole invited the descri ption of social disorganisation. Disorganization was a face of moral dissensus: the degree to which the members of a society lose their common understandings, i.e. the degree to which consensus is undermined, is the measure of a societys state of disorganization.  [8]  Disorganization also characterized the fragmented, the fluid, and the anonymous elements of urban life: contacts are extended, heterogeneous groups mingle, neighbourhoods disappear, and people, deprived of local and family ties, are forced to live under loose, transient and impersonal relations.  [9]   Integral to the conception of disorganization was the companion idea of weak social control. Those who stressed internal disorder could cite numerous obstructions to social control. Moral habits could not be properly implanted. People were neither effectively curbed, nor could they curb one another. They did not know each other well, formed few commitments to the area or to its population, were confused by moral diversity, and were loath to intervene in the affairs of their fellows. Morality could not be taken for granted. It became relativistic and circumstantial, readily adapted for selfish purposes, permitted the evolution of extenuating accounts. More particularly, its influence could not extend very far. Those entitled to exercise moral claims were confined to the family and immediate neighbours, all other becoming moral strangers.  [10]  Their lives had been punctuated by cultural discontinuities which became especially taxing for the second generation. Morally displaced, e conomically and politically peripheral, they might innovate new modes of social organization. Most typically they created a social order which corresponded to neither the old world nor the new but was a shifting amalgam of both.  [11]  They also improvised new styles of behaviour and morality which could well embrace delinquency as a possible solution to the dilemmas of exclusion and impotence.  [12]  Crime and delinquency were, thus, explained principally by the effects of the isolation of certain natural areas. They became a kind of surrogate social order, an alternative pattern, which replaced the workings of conventional institutions.  [13]  Their forms were themselves explained as a functional response to deprivation, to the social and moral structures imported by immigrants, and to the experience of growing up in the inner city. Deprived of political control and economic resources, first and second generation immigrants produced their own shadow politics and shadow economy. Children raised in the crowded zone in transition led an intensely public life, playing with others on the street, forming into small groups which eventually crystallized into gangs. Such exposure placed the child under constant surveillance from others. From an early age he was awarded a communal identity and reputation. In an insecure social environment, the preservation of reputation acquired strategic importance. What is significant is the persistence of tradition in the zone in transition. Ideas of conduct are passed on from generation to generation of boys living the public lives of the street; traditions of delinquency are preserved and transmitted through the medium of social contact with the unsupervised play group and the more highly organized delinquent and criminal gangs.  [14]   Theories of punishment Each society has its own way of social control for which it frames certain laws and also mentions the sanctions with them. These sanctions are nothing but the punishments. In primitive society punishment was left to the individuals wronged or their families, and was vindictive or retributive: in quantity and quality it would bear no special relation to the character or gravity of the offence. Ordinarily there would arise the idea of proportionate punishment, of which the characteristic type is an eye for an eye. The second stage was punishment by individuals under the control of the state, or community; in the third stage, with the growth of law, the state took over the primitive function and provided itself with the machinery of justice for the maintenance of public order. Henceforward crimes are against the state, and the exaction of punishment by the wronged individual is illegal (compared to the earlier lynch law). Even at this stage the vindictive or retributive character of punishment remains, but gradually, and especially after the humanist government under thinkers like Beccaria and Jeremy Bentham, new theories began to emerge. Two chief trains of thought have combined in the condemnation of primitive theory and practice. On the one hand the retributive principle itself has been very largely superseded by the protective and the reformative; on the other punishment s involving bodily pain have become objectional to the general sense of society. Consequently corporal and even capital punishment occupy a far less prominent position, and tend everywhere to disappear. It began to be recognized also that stereotyped punishments, such as belonging to penal codes, fail to take due account of the particular condition of an offence and the character and circumstances of the offender. A fixed fine, for example, operates very unequally on rich and poor. With new criminological developments, particularly in the field of penology, it has been generally accepted that punishment must be in proportion to the gravity of the offence. It has been further suggested that reformation of criminal rather than his expulsion from society is more purposeful for his rehabilitation. With this aim in view, the modern penologists have focused their attention on individualization of offender through treatment methods. Today, old barbarous methods of punishment such as mutilation, branding, hanging, burning, stoning, flogging, amputation, starving the criminal to death or subjecting him to pillory or poetic punishment, etc. are completely abandoned  [15]  . Pillory was a method of corporal punishment under which the offender was subjected to public ridicule by exposing him to punishment in public places. Different poetic punishments were provided for different crimes. For example, cutting off hands for theft, taking off tongue for the offence of perjury, emasculation for rape, shaving off the head of a woman in case she committed a sex-crime or whipping her in public street and similar other modes were common forms of poetic punishment during the middle ages. Modern penologists have substituted new forms of penal sanctions for the old methods of sentencing. The present modes of punishment commonly include imposition of monetary fines, segregation of the offender temporarily or permanently through imprisonment or externment or compensation by way of damages from the wrong-doer in case of civil injury. The credit for introducing these penological changes goes to eminent criminologists, like Beccaria, Garofalo, Ferri, Tarde, Bentham, and o thers who formulated sound principles of punishment and made all out efforts to ensure rehabilitation of offenders so as to make them useful member of society once again. Garofalo strongly recommended transportation or banishment of certain types of offenders who had to be segregated from society. Modern penal systems, however, limit the punishment of transportation within the homeland so that potentiality of prisoners is utilized within the country itself. Of late, open jails, parole or probation are being intensively used for long-termers so that they can earn their livelihood while in the institution.  [16]   Though opinions have differed, as regards punishment of offenders varying from age-old traditionalism to recent modernism, broadly speaking four types of views can be distinctly found to prevail. Modern penologists prefer to call them theories of punishment, which are, The Deterrent theory; The Retributive theory; The Reformative theory; and The Preventive theory. Off late however, there has been the re-emergence of the Retributive theory in a diluted form and this is called as the Expiatory theory which was mainly in vogue in Ancient India and erstwhile Europe. Deterrent theory Earlier modes of punishment were, deterrent in nature. This kind of punishment presupposes infliction of severe penalties on offenders with a view to deterring them from committing crime. The founder of this theory, Jeremy Bentham, based his theory of determine on the principle of hedonism which said that a man would be deterred from committing a crime if the punishment applied was swift, certain and severe. This theory considers punishment as an evil, but is necessary to maintain order in the society. The deterrent theory also seeks to create some kind of fear in the mind of others by providing adequate penalty and exemplary punishment to offenders which keeps them away from criminality. Thus the rigor of penal discipline acts as a sufficient warning to offenders as also others. Therefore, deterrence is undoubtedly one of the effective policies which almost every penal system accepts despite the fact that it invariably fails in its practical application. Deterrence, as a measure of punishment particularly fails in case hardened criminals because the severity of punishment hardly has any effect on them. It also fails to deter ordinary criminals because many crimes are committed on the spur of the moment without any prior intention or design. The futility of deterrent punishment is evinced from the fact that quite a large number of hardened criminals return to prison soon after their release. They prefer to remain in prison rather than leading a free life in society. Thus the object underlying deterrent punishment is unquestionably defeated. This view finds support from the fact that when capital punishment was being publicly awarded by hanging the person to death in public places, many persons committed crimes of pick-pocketing, theft, assault or even murder in those men-packed gatherings despite the ghastly scene. Suffice it to say that the doctrine concerning deterrent punishment has been closely associated with the primitive theories of crime and criminal responsibility. In earlier times, crime was attributed to the influence of evil spirit or free-will of the offender. So the society preferred severe and deterrent punishment for the offender for his act of voluntary perversity which was believed to be a challenge to God or religion.  [17]   The punishment ought to be a terror to evil-doers and an awful warning to all others who might be tempted to imitate them. This contention finds support in Benthams observation, who said:- General prevention ought to be the chief end of punishment. An unpunished crime leaves the path of crime open, not only to the same delinquent but also to all those who may have some motives and opportunities for entering upon ità ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ we perceive that punishment inflicted on the individual becomes source of security for allà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Punishment is not to be regarded as an act of wrath or vengeance against a guilty individual who has given way to mischievous inclinations, but as an indispensable sacrifice to the society. Bentham, however, believed that offenders must be provided an opportunity for reformation by the process of rehabilitation. From this point of view, his theory may be considered forward looking as it was more concerned with the consequences of punishment rather than the wrong done, which being a post, cannot be altered.  [18]   Retributive Theory Retribution is the practice of getting even with a wrongdoer-the suffering of the wrongdoer is seen as good in itself, even if it has no other benefits. One reason for societies to include this judicial element is to diminish the perceived need for street justice, blood revenge and vigilantism. Retribution sets an important standard on punishment the transgressor must get what he deserves, but no more. Therefore, a thief put to death is not retribution; a murderer put to death is. In old times when a man injured another, it was considered to be the right of the injured person to take revenge on the person causing injury. Since the formulation of the Hammurabis Code, an eye for an eye and a tooth for a tooth has been accepted by the general public that is the criminal deserves to suffer. Later this stance changed, Adam Smith, who is credited as the father of Welfare Economics, wrote extensively about punishment. In his view, an important reason for punishment is not only deterrence, b ut also satisfying the resentment of the victim. Moreover, in the case of the death penalty, the retribution goes to the dead victim, not his family. One great difficulty of this approach is that of judging exactly what it is that the transgressor deserves. For instance, it may be retribution to put a thief to death if he steals a familys only means of livelihood; conversely, mitigating circumstances may lead to the conclusion that the execution of a murderer is not retribution. The adherents of retributive theory, that punishment satisfies the feeling of revenge, are few in number. As has been observed by Lee, An act which is described as a crime today was looked upon as a private wrong previously. The wronged party and not the State or that which stood for the State brought suit. Professor Gillin  [19]  quotes many illustrations of the working of private vengeance. Citing an instance of punishment for adultery in ancient Germany he observers: Its punishment is instant and at the pleasure of the husband. He cuts off the hair of the offender, strips her and in the presence of her relations expels her from the house and pursues her with strips though the whole village. Salmond as regards the theory observes: Conception of retributive justice still retains a prominent place in popular thought. It flourishes also in the writings of the theologians and of those imbued with theological modes of thought and even among the philosophers it does not lack advocates. Kant, for example, expresses the opinion that punishment cannot rightly be inflicted for the sake or any benefit to be derived from it either by the criminal himself or by the society and that the sole and sufficient reasons and justification of it lies in the fact that evil has been done to him who suffers it. The death sentence has been used as an effective weapon of retributive justice for centuries. The justification advanced is that it is lawful to forfeit the life of a person who takes away anothers life. A person who kills another must be eliminated from the society and, therefore, fully merits his execution.  [20]  On the same lines, in the case of the Chopra children murder case where the Honble Supreme Court while upholding the death sentence observed as follows: The survival of an orderly society demands the extinction of the life of persons like Ranga and Billa who are a menace to social order and security. They are professional murderers and deserve no sympathy even in terms of the evolving standards of decency of a maturing soc