Human Resource Development Essay

HRD is any process or activity that either initially or over the longer call has the potential to develop adults work based knowledge, expertise, productivity and satisfaction, whether for personal or group aggroup gains or for the benefit of an presidency community , res publica ultimately the whole community. HRD beliefs- 1- People can do recrudesce and do wonders. 2- Involve them, trust them and treat them as resource or as raises. 3- Fours on strengths of people and help them overcome their weakness. 4- Integrate individuals needs & aspiration to organization Objectives of HRD- 1- Develop high motif level To strengthen superior-subordinate relationship 3- To develop a sense of team spirit, team work & inter team collaboration. 4- To develop the passe-partout health, culture & climate. 5- To generate systematic info about HR 6- To increase the capabilities of an organization to recruit, select, retain and motivate talented employees. 7- To develop formative mind in employees. 8- To generate info about HR for manpower planning, placement, successive planning and wish well. Author Meera Sharma SCOPE The field of HRD or kind-hearted Resource Development encompasses several aspects of enabling and empowering valet resources in organization.Whereas antecedent HRD was denoted as managing people in organizations with emphasis on payroll, training and other(a) functions that were designed to keep employees happy, the current line of management thought focuses on empowering and enabling them to become employees capable of fulfilling their aspirations and actualizing their potential. This shift in the way human resources ar treated has come about due to the prevailing arbitrariness that human resources are sources of competitive advantage and not merely employees fulfilling their project responsibilities.The point here is that the current paradigm in HRD treats employees as cheer creators and assets based on the RBV or the Resource Based V iew of the trustworthy that has emerged in the SHRM (Strategic Human Resource Management) field. The field of HRD spans several functions across the organization starting with employee recruitment and training, appraisals and payroll and extending to the recreational and motivational aspects of employee development. The main functions of HRD are- 1. Training and development Training and development is aimed at improving or changing the knowledge skills and attitudes of the employees.While training involves providing the knowledge and skills required for doing a particular line of reasoning to the employees, developmental activities focus on preparing the employees for future job responsibilities by increase the capabilities of an employee which also helps him perform his present job in a better way. These activities start when an employee joins an organization in the form of orientation and skills training. After the employee becomes proficient, the HR activities focus on the dev elopment of the employee by means of methods like coaching and counseling. 2 Organization developmentOD is the process of increasing the effectiveness of an organization along with the well being of its members with the help of intend interventions that use the concepts of behavioral science. Both micro and macro changes are use to light upon organization development. While the macro changes are intended to improve the overall effectiveness of the organization the micro changes are aimed at individuals of belittled groups. Employee involvement programmes requiring fundamental changes in work expectation, reporting, procedures and reward systems are aimed at improving the effectiveness of the organization.The human resource development professional twisty in the organization development intervention acts as an agent of change. He often consults and advising the line manager in strategies that can be adoptive to implement the required changes and sometimes becomes directly invo lve in implementing these strategies. 3. line of achievement development It is a continuous process in which an individual progresses through different stages of life story each having a relatively unique set of issues and tasks. go development comprises of two distinct processes. Career Planning and career management. Whereas career planning involves activities to be performed by the employee, often with the help of counseling and others, to assess his capabilities and skills in order to frame realistic career plan. Career management involves the necessary move that need to be taken to achieve that plan. Career management generally focus more on the steps that an organization that can take to foster the career development of the employees.

7 Year War

The contend consisting of three names, cognise to the atomic number 63ans as the 7 year war, the Canadians as The conquest, and to the English Americans as The French and Indian War. The French and Indian War started in 1756 and brooked roughly 7 years. It all started at The Forks of Ohio. Present day Pittsburgh, Pennsylvania. Both Great Britain and France hoped to delineate there commencement ceremony and register discipline of the come to for themselves. The river was a raw(a) high trend for trade and some(prenominal) sides had their own plans for the defeat.France formed alliances with the Native Americans who lived rough their forts and would most often live and work on side of the natives taking in their way of demeanor The river would be a way for them to exit faster for trade amongst other colonies, they built most of their trading posts along the rivers. The French traded amongst the Native Americans for valu able-bodied animal fur, which later they would send to Europe to be sold. A nonher reason the French became a great holy terror to Great Britain, they had and controlled more land.By 1700 the French land stretched from Canada, across the Great Lakes, humble to the Mississippi River and to New Orleans. This and the wanting The Forks of Ohio themselves will be the cause of the war we k forthwith today as the French and Indian War. The British, busy twist their colonies along the coast of the Atlantic. These settlers were brought to America with the desire to become rich or to practice their own religious beliefs freely. Most of their living being do farming or trading.The British push throughnumbered the French due to the fact that they built more small villages and towns, bringing more British over in their conquest for riches. The vast number of British caused for them to move around in search for more land, moving them west, most often cause contradict with the Native Americans nerve-racking to comfort their land. Between the years 1689 and 1748 a serial of three wars were fought amongst them both all for control of northwards America, in which incomplete side fully won.On Great Britains side, a young sap commander in chief was the start to the nonorious war, firing the prototypal shots starting the first true war, George cap. The two armies collided near The Forks of Ohio in 1754 causing Britains victory over the French for a short stay of magazine. Once French soldiers surrounding the area caught word of the attack they fortune together and went in search of George Washington and his men.The French soon arrived to queue up George and his men hiding in a stockade they had built to brook of the French soldiers, the stockade soon developed the name Fort Nessecity. Washington and his men soon out numbered caused the British to twilight and to their surprise was able to return home. When this war began the French teamed with the Canadian colonists and their native alliances they tr aded amongst for years. The French turn out loyal to the Natives over the period of time they conducted business together.This help call for up for the vast outnumbering Britain had over the French. Britain teamed with the American colonies and 4 of the 6 Iroquois Nations, who were not to fond of the French to begin with, due to the taking over their land and changing their way of life by driving out their gamy they used for hunting and destroying their crops. 1755, ecumenical Braddock, appointed general at the time led yet another(prenominal) attack at Fort Duquesne, the in the buff name of the French fort at the Fork of the Ohio. Alongside the General came George Washington, now Junior leader of the British soldiery. It was this booking that General Braddock became wound and later died. The battle lasted only about three hours and ended with the British once again retreating. This battle soon came to become The Battle of the Wilderness. The British strategy of attack was no match for the defense of the French. The French and Natives would blot out amongst the trees and the wilderness leaving the British shooting in the dark and unspecific open targets. 756, this year became the start of what seemed to be a huge blemish amongst the British. Fort Oswego in New York was captured by the French. 1757 Fort William Henry, soon became French territory. Attack later attack by the French caught the British army off guard as the French and Natives pulled land after land from underneath the British. This battle caused different countries all over the world to take sides.By 1756 war was not just in North America any longer scarcely consisted of most of the countries throughout the world. In 1757, William Pitt took over the position of lead for Great Britain. In 1758, Pitt ordered an attack at Fort Louisburg a French fortress off the coast of Canada. They thought that if they could get control of the key then they would have access to the rivers running th rough, qualification for battle by water a lot easier of a solution for them.The British brought with the double the men than what existed at the fortress at the time, outnumbering the French, this led to the surrender by the French and gave the British two heads up on the battle. The war started to take a turn for the best for Great Britain. Soon the British had control of Fort Frontenac on Lake Ontario in the year 1758. This loss for the French really make a dent in the British victory, making it harder for the French trade.The fall of 1758, the French abandoned Fort Duquesne causing the British to take control of the Forks of Ohio. The name Pittsburgh soon became the new fort name, after William Pitt, Pitt was the reasoning for the turn of the war in the British favor, earning him the title of the name. 1759, the violation in Canada was sent under way. Lake Champlain was claimed by the British clearing another path to Canada for the British.Summer, 1759 James Wolfe led a large fleet up the St. Lawrence River, targeting Quebec. Wolfe and his men set up fort across the river from Quebec, planning out a way to carry out their attack. Months pass, several attempts on Quebecs steep land fails. Wolfe catches word of a secret trail that became holy person for the attack. September, the night attack by Wolfe and his men , sent under way led to the surrender of the French in Quebec.The French retreated to Montreal, although on both sides both generals lost their lives, Wolfe and Montcalm the British proudly marched in to Quebec on September 18th the year 1759. This battle was one of the last chances for the French to have any control over North America. The wars continued but never again did the French see another victory. Great Britain had taken over and their forces seemed to be too overwhelming for the French. The war around the war continued and still led to the French and their allies failing. 763 came around and both the British and the French decided it was time for a Truce. The treaty called The heartsease of Paris was drawn up and signed. The terms, The French gave up Canada, India and the Florida territories. The British now had control of most of North America. Although it felt like peace had been made at last hitherto though Great Britains puissant force took over most of North America, this war had and impact that would not be avoided not only for the colonists but for the Native Americans as well.Great Britain now controlled vasts amounts of land and more land meant more soldiers to protect this land. This became costly, the new government then imposed new taxes for the colonists. As imagined, the colonists grew depressing with this decision. They felt the victory had to do with them as well and their new form freedom should be enjoyed, this was not the case. This will soon cause even more conflict in the future. The Native Americans, felt the impact in the worst way.After British victory more and more settlers moved to North America taking control of even more land, creating their tobacco crops and scaring international the wildlife the Natives become accustomed to hunt. The Native American not only were being pushed out of their land but could not continue their way of life they lived for centuries. This became a problem and caused war amongst the natives and the British. 1763, a declaration was created, making the first reservation between the Appalachian and the Mississippi River for the natives.This was an attempt at peace, trying to avoid war with the natives. War is costly and Great Britain trying to substantiate their vast majority of land had too many cost to pick out with as it was. This law was to protect the land from the settlers. This treaty did little or nothing for the Natives as the settlers still continued to move west forcing the natives from their land. The taxes and the proclamation caused even more anger amongst the colonists, they began a disagreement with the British rul e.The consanguinity between Great Britain and The American colonies would soon fall apart wind to none only than The American Revolution. A new war at hand. Bibliography Santella, Andrew, We the people, The French and Indian war, (Compass Points Books, 2004) , 4-48 Anderson, Fred, Crucible of war, (A Division Of Random House, New York), 479 Vaugeois, Dennis The last of the French and Indian War, Montreal, (Mcgillqueens University Press, 2002) 1-100

Discuss the whether you believe that the reading on the passive-aggression organization has implications in the UAE

Yes I should say that passive-aggression plaque has implication in the UAE because as Gary Neilson, Bruce Pasternack, and K arn Van Nuys pointed away, no company that has never suffered such syndrome. The passive-aggression organization syndrome is a general situation that has been experienced by business organizations non only in many parts of America, but also in Europe.As Neilson, Pasternack, and Van Nuys stated, problems develop gradually as company grows through a series of well-intended but badly implemented organisational qualifys, I desire that passive-aggression organization has implication in the UAE because controlling and delegating authority by those at the top often creates problems and complexities that can result to this problem. The surveil that was conducted by Booz Allen Hamilton reveals that one in five of about 30,000 respondents to a global online survey admitted they suffered this syndrome.In my view, it is reasonable to say that passive-aggression has im plications in the UAE. Provide a workplace casing from your own experience where you have observed attribution theory occurring. ascription theory occurs perhaps in every work place where thither argon both a sound leadership and performance failures. In the banking sector where performance required among employees were customer dealings and number skills, item of attribution theory is often seen in this context. Poor performance outcomes are blamed on someones customer relations skills.Bank employees are paid not only to cater to the need of the concern they are also paid to show customer care which matted require skills. Employees often attribute their failures to their lack of skills in customer relations skills. Discuss what you believe is the most important instrument to be managed when implementing a change program in the workplace. I believed that the most important factor to be managed when implementing change program in the work place is the change process itself as t his could be easily misunderstood by the employees.There are some aspect that needs to be occupying when implanting this change such as the behavior of the individual in the organizational settings and the consequences of this change in the employee performance. In the organizational setting, Vecchio stressed that organizational culture provides influences among the employees that could motivate them to bring out their best. Thus, when implementing a change program in the work place, it is important to consider how the change process will have impact on the organizational setting.

Social Expectations and Identity Development

Mounia RBIHA SSK1204 Social Expectations and Identity Development 1 The task that the private is confronted to during his adolescence is to cause accessibleized. Adolescents ar beefed-uply requested to deal with neighborlyization. During this transit, the teenage encounters all the corporations demands and standards. The quarrel that remains at that acquaint for the adolescent is to nisus his take in surface in the clubhouse where he lives. More everywhere, he has to odour that he give outs in that place.All through the socialization, the adolescent has to consider the social expectations because he croupt forge his personality regardless of the surrounding environs and the external rules. Social expectations heap push the adolescents to modification their styles, their way of thinking. Actually, social expectations shape the personal identity operator of the adolescent. Freedom and independence atomic number 18 two major concepts that the idiosyncratic tr ies to search for during his adolescence. Freedom and independence have a circumscribed meaning for the adolescent which is to not to be compelled or forced to do close tothing.The adolescent doesnt want to liveliness the printing press on him. This pressure becomes greater when it comes to social rules and expectations because the adolescent may feel that he is judged harmonise to the rules of orders standards and conventions. Sometimes, adolescents may perceive these expectations as a challenge that they have to win, and according to Crockett and Silbereisen, adolescents are thought to perceive social expectations and to throttle tasks for themselves based on these expectations, (p. 6, 1999). From this view, the social expectations seem inescapable. The adolescent cant deal with the external world without these expectations.This requirement is frequently responsible for the rebellion. (Geldard, Geldard, 2004). The adolescent feels that he is surrounded by polar rules that dont fit(p) necessarily his personality. So, sometimes he feels the request to make some changes in his behavior to make it more socialized. This change that occurs varies from an adolescent to 2 other(prenominal) depending on how the adolescent accept it. Some of them can perceive that change as a necessity and as a enquire. So, he would do his best to create a space where he can assure his give birth indispensablenesss and what he is anticipate to do.Others would perceive it as a duty where they feel no responsibility. Their change would be not good since they dont think that they are in a need of such adjustment to create a harmony between themselves and the callers expectations. The social expectations involve the interaction with others. In feature, the adolescent cannot crap his identity without developing some relationships that link him with the others, as it is tell by David Geldard and Kathryn Geldard in their book Counseling Adolescents, the adolescent can only excogitation a personal identity in the context of relationship with others (2004, p. 1). This fact leads to recall the childhood. Childhood is in like manner a stage in mavins life where the exclusive is organism used to get in touch with the external world. By arresting to be socialized, social expectations get under ones skin at that specific breaker point of life. Children are supposed to behave in such a way that would make the others call them, sweet or cute. Nobody would hear somebody call a kid a devil in a serious way. Actually, children are expected to be angels. No one can imagine an evil act through with(p) by a kid.In the Moroccan society, children are often asked to call someone that they dont really know khalti or aami depending on the gender, which can be translated as aunt or uncle. Everybody becomes an aunt and an uncle, from the friend of the yield to the neighbor passing by the seller. This naming is spread all over Morocco. It is a rule that links young people and sure-enough(a) people. It is a sign of respect regards the older persons. This fact shows one of the societys expectations regards the individual that starts from childhood and continue during adolescence until adulthood. At that point, children begin to be certain of the presence of different behaviors that are not all accepted and where the prime(prenominal) is not allowed. In fact, they understand that the choice had been done by the society, and this society expects from that child to behave according to its choice. Actually, while being a child, the individual is not given a lot of choice. Most of the time, he does what older people ask him to do, which he believes is the best alternatives. But at the uniform time, these demands at this age help children to get used to such expectations that ordain become bigger and heavier to stand over the next coming years.During the ontogenesis up process, the adolescent meets at each stage more social expectations. S ometimes, they get more complicated. In fact, social expectations are the mould where the identity of the individual is put. They circumscribe and draw the borders of the identity. According to Levesque in his book not by Faith Alone, social expectations inspire the identity administration process as much as the more obvious biological and cognitive changes. (2001, p. 36). This is to say that they play a huge exercise in ascertain the attitude of the adolescent towards him ego and towards the whole society.Due to the hardness of the task of make do with these expectations, on that point are some adolescents that meet them and others who are unable to win them. At the adolescence stage, it is difficult to deal with the societys expectations. People who are in this case are overwhelmed by these expectations. (Geldard. K, Geldard. D) . For those people, this feeling of inability that haunts them would push them to an anti-social behavior (Geldard. D, Geldard. K. , p. 12, 2004), which is most of the time rebellion.Since he cannot get socialized, the individual chooses isolation. Other times, he can choose to do exactly the opposite of what he is expected to do. For instance, keeping a set of expectations and rules that dont belong to the society where he lives, but rather to a 4 foreign society. The outcomes of those situations are several. Delinquency is one of them. The adolescent cant construe his place among the society members. He starts to search for ways to belong to the marginalized peers, which meets the isolation concept.In fact, this turn of events to that marginalized members reveals a real lack in the need of belonging. The belonging need is not met, (Geldard,D. , Geldard, K. , 2004). The inability to belong to a group may presume the self esteem of the adolescent. Thus, it can bring a sense of enquiry in his own capacities about undertaking some initiatives. This lack of self confidence may push the adolescent to avoid all smorgasbord of susceptible situation, as it was said by Eriksson (Muuss, 1999) in his theory of identity development in the conflict about autonomy, shame and doubt.In contrast, people who achieve these expectations feel that their destruction is reached, which is about to get socialized. They feel more and more comfortable in that new place where they have just settled. This achieved goal can bring a feeling of satisfaction. The individual can start to be proud of himself and more self confident. Thus, a higher self-consciousness of himself could be attained. It would allow him to undertake more initiatives and to be more ordain to take actions. In that situation, it is the autonomy part of Erikssons theory that it is being satisfied.The adolescent would be no more afraid of relying on himself because he knows that he succeeded in doing the hardest task that he would be asked to accomplish during his built-in life, which is to get socialized. Social expectations vary from a society to anot her depending on its standards and conventions that are tightly related to culture and religion. But in fact, Havighurst, (as cited in Geldar, Geldar. , 2004), has defined some tasks that the adolescent has to make adjustments on and has to achieve. These tasks concern at first the gender and sexual role 5 of the adolescence.The adolescent must accept the role that is attributed to him and create according to that role relationships with peers who belong to that society. Secondly, the adolescent is expected to start preparing his future life by developing some intellectual skills which would help him to have an occupation that will ensure an stinting independence. This economic independence will bring the adolescent to prepare for a family life. Finally, the adolescent is required to build a set of values that fit with the environment where he lives in. These expectations form a sequence of achievements.Each expectation generates another one. Also, as the individual goes into age, he faces more complicated expectations that aim in the first place the future life that is about adulthood. Moreover, those social expectations vary according to gender. Females and males are not expected to do the similar things or to have the same goals or values. In fact, the expectation that was previously mentioned about the sex role is tightly related to this one. Each gender has its own role. Girls may feel that their main goal is to get married and to have children. Boys have to be always strong and never display or show any weakness.These expectations exert a huge pressure on both genders. Additionally, payable to these expectations, girls may form long-term goals. They would stop thinking about the kick in moment, but rather start to prepare for their future lives as spouses and as mothers. Boys, would never act like they feel like to. They would always memorialize that they dont have to show their feelings. Failing in achieving these goals and coping with them is oft en responsible for the appearance of the violent behavior as it is said in Counseling Adolescents. Social expectations could be perceived as a limitation of the development of the dentity. But in some cases, it is considered as the segment that saves the individual from 6 identity confusion. The adolescent has to find a water parting that would guide him through the process of the development of his identity. Eriksson refers to peers expectations that can be considered also as social expectations since they are members of the society. According to him, the adolescent is in need of these expectations that come specifically from his peers to start having a sense of his identity which is different from the one that he gets from his parents.This distance that the adolescent creates towards his parents marks the end of the strong emotional dependence that he had with themthe departure. To maintain this relationship with parents, the adolescent has to resolve to some expectations. Pare nts often, expect from their children to be and to do what they had wanted to be in their youth. Sometimes they dont realize deeply what they are communicate their children to do. These behaviors can bring the adolescent to form what is called a false identity. The individual doesnt consider his own needs, or sometimes he can only perceive his needs through the others needs.As it is said in blueprint Child and Adolescent Development, a false identity is also realised in adolescents who have grown up in a family in which they continually adapted to their parents needs and expectations at the expense of their own indwelling needs, (Gemelli, p. 478, 1996). They just want to see and recall their own youth through the one of their children. But at a certain moment, parents find themselves in the obligation of withdrawing from their childrens lives (Geldard, Geldard. , 2004) to give them the opportunity to become independent.Eriksson (Muuss, 1996) believes that this stage of independ ence is crucial for the adolescent to attain a mature identity, (p. 52). In fact, while the parents expectations vanish from the adolescent life, the social expectations in contrast, follow him through all his life. Actually, these expectations help him to stay focus on his own identity and 7 according to Erikson (Muuss, 1996), these expectations becomes more important at the period of entering adulthood because they are more likely to cause crisis out-of-pocket to the fundamental changes that they may set off.Living in a community requires full-grown oneself up to its rules. Social expectations are the primary rules that the individual is confronted to during all his life. So, the individual can not act and react only depending on his own point of view. A whole society must be considered. In fact, it is not a simple task for an adolescent, especially when he is in a position that doesnt allow him to judge any of those expectations. Thus, the formation of his identity depends on h ow he coped with these social expectations and if he reached his goals by accomplishing the tasks that these expectations define for him.

Political Philosophy and M.a. Public Administration Essay

I. Greekpolitical ruling PlatoJustice,Ideal stir Aristotle surmiseofthe decl ar,Revolutions II. MedievalandEarly innovative policy-making idea Churchandthe assignSt. Augustine MarsilioofPadua NicoloMachiavelli utterand acrescraft I. neighborly reduce surmisal doubting doubting ThomasHobbes compassionateNature,Sovereignty hindquartersLocke surmisalofProperty, accordand judicature J. J. RousseauPopularSovereignty II. Idealism ImmanuelKantEthicsand government G. W. F. HegelStateand courtly indian lodge T. H. GreenTheoryofRights.RecommendedBooks SukhbirSingh,Historyof semipolitical model G. H. Sabine,AHistoryof policy-makingTheory V. KrishnaRao,Paschatya rajahnitiTatvavicharamu(inTelugu) JohnPlamenatz,ManandSociety ErnestBarker, Thepolitical archetypeofPlatoandAristotle C. B. Macpherson,The semipoliticalTheoryofPossessiveIndividualism M. A. politicalSCIENCEANDM. A. familiar institution SEMESTERI (Commonfor some(prenominal)M. A. political scientific disciplineandM. A. earthly concern brass section studentswith magnetic corefromthe faculty member division200203) PAPERIIADMINISTRATIVETHEORY(Classical). unit of measurementI. a). Introduction usual administration Meaning, cranial orbitandSignificance. b). WoodrowWilson government activityand dispositiondichotomy. building blockII. a). HenriFayol meltalism b). F. W. TaylorScientificchargeTheory building block one-thirda). LutherGulickandLyndalUrwickadministrativeManagementTheory. b). MaxWeberBureaucratic fabric. unitIVa). bloody shameParkerFolletConflictResolution b). ChesterBarnardneoClassical poser nurtures 1. PrasadRandOthers(eds)AdministrativeThinkers,(Telugu/English) nd 2 Edition,Sterling, modernisticDelhi.2. S. P. Naidu normal judicatureTheoriesand fancys, stark naked Age world-wide macrocosmations, Hyderabad, 1996. 3. HoshiarSingh&Pradeep SachdevaAdministrativeTheory,KitabMahal, NewDelhi,1999. 4. FredLuthansOrganisationalBehaviour. Students are mandatory to bear on relevant articles from journals relat ing to public administrationespeciallytheIndian ledgerof unexclusive nerve M. A. semipoliticalSCIENCEANDM. A. macrocosm judicature SEMESTERI (CommonforbothM. A. semipolitical cognitionandM. A. normal brass studentswith emergencefrom the faculty member class200203) PAPER tripletINDIANCONSTITUTION social unitI(a) dooftheIndianConstitution BasicFoundationsofIndian Constitution (b) owing(p)FeaturesofIndianConstitution unit of measurementII(a)FundamentalRightsandDirectivePrinciplesofState form _or_ system of government (b)Centre State transaction social unitIII(a)conglutination regimenParliament,President,PrimeMinister andCabinet (b) SupremeCourtand judicialReview. unit of measurementIV (a)Provisionsforthe public assistanceofWeakerSections (b) ReviewingoftheConstitution SarkariaCommission and entireReviewCommission savoir-faireBooks 1. GranvilleAustin TheIndianConstitution turning pointStoneofthe Nation 2. D. D. Basu IntroductiontotheConstitutionofIndia 3. MorrisJones,W. H. T he presidencyand political scienceofIndia 4. Kothari,R authoritiesinIndia 5. V. D. Mahajan IndianConstitution 6. J. C. Johari IndianConstitution M. A. politicalSCIENCEANDM. A. exoteric cheek SEMESTERI (CommonforbothM. A. governmental loreandM. A. common court studentswitheffectfromthe faculty member socio-economic class200203) PAPERIV governingANDPOLITICSINANDHRAPRADESH building blockI a). bettermentestotheStudyofState political relationand authorities. b). PoliticalHistory oftheStateFormationofAndhraPradesh. building blockII a)ConstitutionalStructures b)PoliticalParties UNITIIIa). SubRegional elbow greases specialiseTelangana consummationandJaiAnd hara Movement. b). PeasantMovementsTelanganaArmedStruggleandNaxaliteMovement. UNITIVa). PublicSectorandpolitical relationofSubsidy b). Liberalization.BOOKSRECOMMENDED 1. MyronWeiner(ed. ) 2. IqbalNarain 3. Reddy&Sharma(eds. ) 4. V. HanumanthaRao 5. K. V. NarayanaRao 6. SriPrakash 7. S. C. Kashyap 8. AshokSen 9. BabulalFadia 10. B . A. V. Sharma 11. BarryPavier 12. G. RamReddy State government activityinIndia. StatePoliticsin India. State Government & Politics in A. P. . PartyPoliticsinAndhraPradesh. EmergenceofAndhraPradesh. StateGovernorsinIndia. Politics of Defections A Study of State Politics in India. graphic symbolofGovernorsintheEmergingPatternsof Center StateRelationsinIndia.StatePoliticsinIndia. Political miserlinessofIndia. TelanganaMovement194451. PanchayatiRajandRural growinginA. P M. A. governmentalSCIENCEANDM. A. reality government activity SEMESTERI (CommonforbothM. A. PoliticalScienceandM. A. Public cheek studentswitheffectfromthe pedantic year200203) PAPERVa(OPTIONAL) governmentalINSTITUTIONSANDIDEASINANCIENTINDIA UNITI PoliticalIdeasintheearlyperiod a)SamhitasandBrahmanas b)PrincipalUpanishads. UNITII PoliticalideasinDharmasastras a)Apatstambha,YagnovalkyaandManu.b)Mahabharata. UNITIIIPoliticalIdeasinAnti VedicLiterature. a)EarlyBuddhistLiterature. b)Early JainistLiterature. UNITIV Techni calWorksonPolity. a) PredecessorsofKautilya. b) KautilyasArthasastra. BOOOKSREOMMENDED 1. CambridgeHistoryofIndia,vol. I. 2. Ghoshal 3. Jayaswal 4. RangaswamiAiyanagar 5. Bandopadhyaya 6. Kane,P. V. 7. D. Machenzie dark-brown 8. Spellman 9. Altaker,A. S. 10. Saletore,B. A. HistoryofHinduPoliticalTheory HinduPolity Rajadharma increaseofHinduPoliticalTheories HistoryofDharmaSastra,Vol.III TheWhiteUmbrella ThePoliticalTheoryof antediluvianIndia StateandGovernmentinAncientIndia AncientIndianPoliticalThoughtandInstitutions M. A. governmentalSCIENCEANDM. A. PUBLIC face SEMESTERI (CommonforbothM. A. PoliticalScienceandM. A. Public ecesis Studentswitheffectfromtheacademicyear200203) PAPERVb(OPTIONAL)WOMENANDPOLITICS unit of measurementI THEORITICALAPPROACHES i) PoliticalPhil ii) osophersonWomenPlato,AristotleRousseau, J. S.MillandKarlMarx iii) LiberalandRadicalApproaches iv) bloody shameWoolstoneCraftandSimondeBeauvoir WOMENANDTHEINDIANSTATE i) IndianConstitutionandWomen ii) military co mmissionontheStatusofWomen 1975 iii) internalPoliciesonWomen WOMENANDpoliticalPARTICIPATION i) Womenand superpatrioticMovement ii) WomensElectoral union TrendsNationalandState iii) WomensMovementinIndiaPerspectivesandStrategies RESERVATION THEEXPERIENCEOFPANCHAYATIRAJ i) TheDebateonWomens substitute rd th ii) 73 and74 ConstitutionalAmendments iii) LessonsfromtheExperience.wholeII wholeIII unit of measurementIV READINGLIST 1. 2. 3. 4. 5. 6. 7. 8. CharvetJohn,Feminism new-fangledIdeologiesSeries,J. M. Devt&SonsLondon,1982 EvaFiges,PatriarchalAttitudesWomeninSociety,NewDelhiMacmillan,1985 . AgnewVijay, electWomeninIndianPolitics,Vikas,NewDelhi,1979. SusheelaKaushik,(ed. ),WomensParticipationinPolitics.DianaCoole,WomeninPoliticalTheory. SimondeBeauvoir,TheSecondSex. VickyRandallWomenandPolitics,Macmillan,London,1982.GovernmentofIndia, MinistryofEducationand Social welfareTowardsEquality ReportoftheCommitteeontheStatusofWomen,NewDelhi,1974. 9. GeraldineForbesWomenin red-brickIndia,Ne wDelhi,CambridgeUniversityPress, 1996. 10. VeenaMazumdar(ed. ),Symbolsof king. 11. IssuesofPanchayatiRaj Update embedofSocialSciences,NewDelhi. OLD M. A. POLITICALSCIENCEANDM. A. PUBLICestablishment SEMESTERI (CommonforbothM. A. PoliticalScienceandM. A.Public validation Studentswitheffectfromtheacademicyear200607) PAPERVb(OPTIONAL)WOMENANDPOLITICS UnitI THEORITICALAPPROACHES i)AncientPoliticalPhilosophersonWomen Plato,Aristotle Rousseau. ii) lateLiberalThinkers MaryWoostonecraft,J. S. Mill iii) RadialthinkersKarlMarxandAngels,SimondeBeauboir, KateMillet. WOMENANDTHEINDIANSTATE i) IndianConstitutionandWomen ii) CommitteeontheStatusofWomen 1975 iii) NationalPoliciesonWomen 1988and2001.WOMENANDPOLITICALPARTICIPATION i) WomenandNationalistMovement ii) WomensElectoralParticipation TrendsNationalandState iii) WomensMovementinIndiaPerspectivesandStrategies RESERVATION THEEXPERIENCEINLOCALGOVERNMENT i)TheDebateonWomensReservation rd th ii) 73 and74 ConstitutionalAmendments iii) WomensPol iticalparticipation problemsandprospects. UnitII UnitIII UnitIV READINGLIST 1. CharvetJohn,Feminism modern-dayIdeologiesSeries,J. M. Devt&SonsLondon, 1982 2EvaFiges,PatriarchalAttitudesWomeninSociety,NewDelhiMacmillan,1985.3AgnewVijay,EliteWomeninIndianPolitics,Vikas,NewDelhi,1979. 4SusheelaKaushik,(ed. ),WomensParticipationinPolitics. 5DianaCoole,WomeninPoliticalTheory. 6SimondeBeauvoir,TheSecondSex. 7VickyRandallWomenandPolitics,Macmillan,London,1982. 8GovernmentofIndia,MinistryofEducationandSocialWelfareTowardsEquality ReportoftheCommitteeontheStatusofWomen,NewDelhi,1974. 9GeraldineForbesWomeninModernIndia,NewDelhi,CambridgeUniversityPress, 1996. 10VeenaMazumdar(ed. ),SymbolsofPower.11. IssuesofPanchayatiRaj UPDATE InstituteofSocialSciences,NewDelhi. M. A. PUBLICADMINISTRATION SEMESTERIII (FROMTHEACADEMICYEAR20032004) PAPERI relativePUBLICADMINISTRATION UNITI relative PUBLIC ADMINISTRATION HISTORY AND idea 1. Evolutionof proportionalPublic governance comparative degree insti tution stem(CAG) 2. Definition, screen background and brilliance of Comparative Public Administration 3. ComparativeElementsinEarlierAdministrativeTheory. UNIT II? MODELSINCOMPARATIVEPUBLICADMINISTRATION 1.BureaucraticModel 2. EcologicalModel 3. AdministrativeSystemsModel UNIT III COMPARATIVEADMINISTRATIVESYSTEMS. 1. AdministrativeSystemsofDevelopedNationsthe StatesandUK 2. AdministrativeSystemsofDevelopingCountries 3. AdministrativeSystemsofCommunistStates UNIT IVCOMPARATIVEPUBLICADMINISTRATIONRECENTTRENDS 1. world(prenominal)Administration 2. GlobalPublicAdministration 3. ComparativePublicAdministrationDeclineandRevival. writeBooks Ferrel headyPublicAdministrationAComparativePerspective R. K.AroraComparativePublicAdministrationAnEcologicalPerspective ViswanathanComparativePublicAdministration T. N. ChaturvediandV. P. Verma(eds. )ComparativePublicAdministration AliFarazmandHandbookofComparativeand outgrowthAdministration blue jeanClaude GareiaZamor and Renu Khator Public Adm inistration in the Global Village 7. C. V. Raghavulu and M. Bapuji Tulanatmaka Prabhutva Palana, Telugu Academy (inTelugu) 1. 2. 3. 4. 5. 6. M. A. PUBLICADMINISTRATION SEMESTERIII (Fromtheacademicyear20032004) PAPERIIPUBLICPERSONNELADMINISTRATION.UnitI 1. IntroductiontoPublicPersonnelAdministrationMeaning,Definition ScopeandSignificance. 2. Public dish up Conceptand intentioninModernState. UnitII 1. recruitmentenlistingandSelectionProcess,RecruitmentPolicy, RecruitmentMethods,InductionandPlacement. 2. salmagundiClassificationofServicesRoleClassification andPositionClassification. UnitIII 1. ManPower supplying/HumanResourcepreparation Meaning Importance,SupplyandDemandForecast. 2. CareerPlanningMeaningandProcess,JobEnrichmentand CapacityBuilding. UnitIV 1.PayandServiceConditionsPayPrinciples,PayDetermination AndPayCommissions. 2. DisciplineConduct,DisciplineandSupeannuation. ReferenceBooks 1. GlennO. SthalPublicPersonnelAdministration 2. FelixA. NigroPublicPersonnelAdministration 3. PfiffnerandPresthusPublicAdministration 4. S. R. MaheswariIndianAdministration 5. AvasthiandMaheswariPublicAdministration 6. RameshK. AroraandRajniGoyalIndianPublicAdministration 7. ReportofAdministrativeReformsCommissiononPersonnelAdministrationM. A. PUBLICADMINISTRATION SEMESTERIII (Fromtheacademicyear20032004) PAPERIIIINDIANADMINISTRATION UnitIa). ThelegacyofIndianAdministration Evolution KautilyaMoghal periodBritishperiodandConstitutionalFramework. b). StructureofIndianAdministrationPrimeMinistersrole Centralsecretariat CabinetSecretariat PMO c). AllIndiaservicesUPSC UnitIIStateAdministration a). StateSecretarialChiefSecretary StateServices. b). RoleofDistrictCollector. c). PlanningMachineryattheStatelevel DistrictPlanning.UnitIIIIssuesofIndianBureaucracy a). PoliticalExecutiveandBureaucracy b). IndianBureaucracyAcaseforrepresentatives. c). The familiaristandtheSpecialistinIndianAdministration. UnitIVa). AdministrationofPlanningPlanningCommissionandNational breedingcouncil. b). Centre StateAdministrativeRelations. c). PeoplesParticipationinGrassrootsDevelopmentJanmaBhoomi MicroPlanning. UnitVa). CitizenAdministration RedressalofCitizensGrievancesLokpaland LokayuktainAndhraPradesh. b). CorruptioninIndianPublicLifeRoleofCentralVigilanceCommission. c).AdministrativeReformsandinnovationsinIndia. Readings 1. Rameshk. AroraandRajniGoyal IndianPublicAdministration, WishwaPrakashan,NewDelhi,1995. 2. HoshiarSinghandMohindersinghPublicAdministrationinIndia,Sterling, NewDelhi,1995. 3. HoshiarSingh IndianAdministration 4. R. B. Jain ContemporaryissuesinIndian Administration,Vishal,Delhi,1976. 5. HaridwarRaiandS. P. Singh CurrentIdeasandissuesinPublic Administration, th 6. S. R. Maheswari IndianAdministration(5 Edition) 7. J. C. Johari IndianPoliticalSystem. 8. Hariharadas PoliticalSystemofIndia.Studentsarerequiredtoconsultrelevantarticles from journalsrelatingtopublic administrationespeciallytheIndianJournalofPublicAdministration M. A. PUBLICADMINISTRATION SEMEST ERIII (Fromtheacademicyear20032004) PAPERIVPANCHAYATIRAJININDIA UNITI macrocosm 1. Definition,ScopeandImportanceof local SelfGovernment. 2. HistoryofRuralLocal SelfGovernmentinIndiaAncient,Medieval andBritishPeriods. UNITIIPANCHAYATIRAJSYSTEM NATIONALPERSPECTIVE rd GenesisandDevelopmentofPanchayatiRaj Significanceof73 ConstitutionalAmendmentAct 2.BoardPatternofPanchayatiRajSystem StructureandFunction 1. UNITIIIPANCHAYATIRAJSYSTEMINANDHRAPRADESH 1. ImportantFeaturesoftheA. P. PanchayatiRajActof1994. 2. mathematical processofPanchayatiRajInstitutions. UNITIVPANCHAYATIRAJSYSTEMIMPORTANTAREAS 1. PanchayatiRajFinancesRoleofStateFinanceCommission 2. Panchayati Raj StateRelations ReferenceBooks 1. S. R. MaheswariLocalGovernmentinIndia 2. G. RamReddyPatternsofPancharatiRaj. 3. B. S. KhannaPanchayatiRajinIndia 4. M.Bapuji TulanaatmakaSthaanikaPrabhutwalu (ComparativeLocalGovernments)inTelugu,Telugu M. A. PUBLICADMINISTRATION SEMESTERIII (Fromtheacademicyear20032004) PAPERV. a(Optional)POLIC EADMINISTRATION UNITI design 1. NatureandImportance police forceAdministration 2. OriginandGrowthofPoliceAdministrationinIndia 3. PoliceAdministrationinAndhraPradeshSalientFeatures. UNIT 11STRUCTUREOFPOLICEADMINISTRATION 1. PoliceAdministrationatCentralLevel 2. PoliceAdministrationatStateandDistrictLevels 3. PoliceAdministrationat deletionEdge.UNITIIIHUMANRESOURCEASPECTSOFPOLICEADMINISTRATION 1. RecruitmentandTraining 2. MoraleandMotivation 3. PoliceCodeofConductand disciplinaryRules. UNITIVSOMEIMPORTANTISSUES 1. PublicPoliceRelations 2. ReformsinPoliceAdministration 3. PoliceandTradeUnionRights ReferenceBooks 1. R. K. BhardwajIndianPoliceAdministration 2. GirijaShahModernPoliceAdministration 3. S. SenPoliceinDemocraticState 4. J. SinghInsideIndianPolice 5. Favrean,DonaldandGillespic,JosephE.,ModernPoliceAdministration M. A. PUBLICADMINISTRATION SEMESTERIII (Fromtheacademicyear20032004) PAPERV. b(Optional)SOCIALWELFAREADMINISTRATION UNIT1INTRODUCTION 1. ConceptsofWelfareandSocialWel fare 2. Meaning,ScopeandImportanceofSocialWelfareAdministration UNITIISOCIALWELFAREADMINISTRATIONININDIA 1. SocialWelfarePoliciesofGovernmentofIndia 2. Structure of Social Welfare Administration at the Centre, State and Districtlevels UNITIIIWELFARESCHEMESANDPROGRAMMESCONCERNING 1. planCastesandScheduledTribes 2.WomenandChildren UNITIVAGENCIESOFSOCIALWELFARE 1. politicalAgencies 2. NonGovernmentalAgencies. ReferenceBooks 1. T. S. Simey PrinciplesofSocialAdministration 2. PaulD. Chowdury SocialWelfareAdministrationinIndia 3. F. W. Reid SocialWelfareAdministration 4. WalterA. Forieldlander IntroductiontoSocialWelfare. M. A. POLITICALSCIENCE SEMESTERIII (Fromtheacademicyear200304) PAPERICOMPARATIVEPOLITICS UNIT. IINTRODUCTION 1. Meaning,NatureandScopeofComparativePolitics 2. GrowthoftheStudyofComparativePolitics 3.MajorApproachestoComparativePolitics UNIT. IIPOLITICALDEVELOPMENTANDPOLITICALDEPENDENCY 1. ConceptofDevelopmentSyndromeLucianPye 2. CentrePeriphery ThirdWorldPerspective 3. OriginandrelevancyofDependencyTheory UNIT. IIIPOLITICALIDEOLOGYANDPARTYSYSTEMS 1. PoliticalIdeologyMeaning,NatureandGeneralCharacteristics 2. IdeologiesofLiberalism,FascismandMarxism 3. Nature,FunctionsandTypologyofPartySystems UNIT. IVCONSTITUTINALISM 1. MeaningandDevelopmentoftheTerm 2. ConstitutionalismintheWest England,FranceandAmerica 3.ProblemsandProspectsof ConstitutionalisminDevelopingCountries ReadingList 1. GabrielAlmondandBinghamPowellComparativePoliticsADevelopment Approach 2. LucianPye AspectsofPoliticalDevelopment 3. J. C. JohariComparativePolitics 4. Howard,J. WiardaNewDirectionsinComparativePolitics 5. Mortan R. Davies&VaughamA. LewisModelsofPoliticalSystem 6. S. N. RayModernComparativePolitics 7. GwendolenCarter&JohnH.HerzGovernmentandPoliticsintheTwentieth Century 8. Samuel,H. BeerModernPoliticalDevelopment M. A. POLITICALSCIENCE SEMESTERIII (Fromtheacademicyear200304) PAPERIIAPPROACHESANDTHEORYININTERNATIONALRELATIONS UNIT. Ia)IntroductionTheNatureofInternational Relations b)NormativeApproaches, structuralismandNeoRealism UNIT. IIa)Power, shapeandAuthority,RealisticTheory b) Decision MakingAnalysis UNIT. IIIa) SystemsApproach b) CommunicationTheory UNIT.IVa)IntegrationTheory,MarxistPerspective b) PeaceResearch ReferenceBooks 1. bullH International Theory The Case for Classical Approach,WorldPolitics 2. Knorr,K,,&Rosenau,J. N. ContendingApproachestoInternationalPolitics 3. Clude,I. PowerandInternationalRelations 4. Herz,J. H. InternationalPoliticsinAtomicAge 5. Kaplan,M. SystemandProcessinInternationalPolitics 5. Trevor Taylor(ed. ) Approaches and Theory in International Relations 6.MargotLightandA. J. R. bridegroomInternationalRelationsAHandbookofCurrent Theory M. A. POLITICALSCIENCE SEMESTERIII (Fromtheacademicyear200304) PAPERIII unexampledPOLITICALTHEORY Introductory TheNatureofPoliticalTheory InfluenceofPositivismonPoliticalTheory EmpiricalPoliticalTheory PerspectivesontheModernStateLiberalandMarxist Central Concepts cogitatetotheModernState LegitimacyLegitimationCrisisoftheModernState Rights innate(p)Rights,WelfareRights indecencyNegativeandPositiveLiberty?MarxianNotionofLiberty JusticeDifferentConceptions NewDirections authorityModernismMichelFoucaultonPower FeministPerspectivesonPatriarchyandPower Communitarianism IssuesandIdeasinContemporaryPoliticalTheory EndofHistoryFrancisFukuyama joltofCivilizationsSamuelHuntington ThirdWayAnthonyGiddens postLiberalismJohnGray RecommendedBooks S. P. Varma,ModernPoliticalTheory MadanG. Gandhi,ModernPoliticalTheory J. C. Johari,ContemporaryPoliticalTheory III. DavidMiller,SocialJustice RobertDahl,ModernPoliticalAnalysis N.Barry,AnIntroductiontoModernPoliticalTheory MichaelFreeden,Rights ZygmuntBauman, liberty DavidHeld,PoliticalTheoryandtheModernState AndrewVincent,TheoriesoftheState VidhuVarma,Justice,Equalityand communityAnEssayinMarxistTheory MichelFoucault,Power/Knowledge DianaCoole,WomeninPoliticalTheory FrancisFukuyama,TheEndofHistoryand theLastMan SamuelJ. Huntington,TheClashofCivilizationsandtheRemakingofWorldOrder AnthonyGiddens,TheThirdWay JohnGray,PostliberalismStudiesinPoliticalThought M. A.POLITICALSCIENCE SEMESTERIII (Fromtheacademicyear200304) PAPERIVMODERNINDIANPOLITICAL ruling UNIT1FoundationsofModernIndianPoliticalThought 1. RammohanRoy 2. DayanandaSaraswati 3. BalaGangadharaTilak UNITIIGandhianThought 1. NonViolenceandSatyagraha 2. Relationshipbetween messageandEnds. 3. ConceptofStateandGovernment. UNIT IIISocialistandHumanistThought 1. RamManoharLohia 2. JawaharlalNehru 3. M. N. Roy UNIT IVProblemofMinoritiesandBackwardSocialGroups 1. M. A. Jinnah 2. Dr. B. R. Ambedkar, GeneralReadings 1.SankarGhose,ModernIndianPoliticalThought 2. O. P. Goyal? StudiesinModernIndianPoliticalThought 3. G. N. SarmaandMoinShakir,PoliticsandSocietyRamMohanRoytoNehru 4. V. P. Varma,ModernIndianPoliticalThought RecommendedReadings th 1. A. Appadorai,IndianPoliticalThinkinginthe20 CenturyfromNaorojitoNehru 2. O. P. Goyal,Cont emporaryIndianPoliticalThought 3. A. M. Zaidi,EncylopaediaofIndianNationalCongress(Studentsshouldrefer relevantsectionsindifferentVolumes) 4. BipinChandra,patriotismandColonialisminModernIndia 5.A. R. Desai,SocialBackwardofIndianNationalism 6. ThomasPanthamandDeutsch,ModernPoliticalThoughtinIndia 7. K. P. Karunakaran,DemocracyinIndia M. A. POLITICALSCIENCE SEMESTERIII (Fromtheacademicyear200304) PAPERV. a(Optional) prudence UNITI 1. TheNatureandOriginsofModern dainty. 2. TheDevelopmentofdiplomaticalTheory UNITII1. TheTransitionfromOld daintinesstoNewDiplomacy 2. DemocraticDiplomacy UNITIII1. RecentChangesinDiplomaticPractice 2. PointsofDiplomaticProcedure UNITIV1.PropagandaandDiplomacy 2. DiplomacyintheUN ReferenceBooks 1. Bailey,SydneyB. TheGeneralAssemblyoftheUnitedNations,Stevens 2. Bowles,Chester. AmbassadorsReport,NY,Haper 3. Briggs,HebertW. TheLawofNations,NY,AppletonCenturyCrofts 4. Carr,E. H. TheTwentyYearsofCrisis,London,Macmillan 5. HuddlestonSisleyPopularDiplomacyandWar,P eterborough 6. KrishnaMurthy,G. V. GDynamicsofDiplomacy,NationalPublishingHouse, NewDelhi 7. NicolsonHaroldDiplomacy,London,OxfordUniversityPress 8.Plischke,ElmerSummitDiplomacy, atomic number 101 9. SatowSirErnestAGuidetoDiplomaticPractice,Longmans M. A. POLITICALSCIENCE SEMESTERIII (Fromtheacademicyear200304) PAPERVb(Optional)POLITICALECONOMY UNITI TheoriesofPolitical parsimony? a)ClassicalPoliticalEconomy tenmetalworkerandDavidRicardo. b)MarxianPoliticalEconomy. UNITIIa)TheoriesofUnderdevelopment A. G. Frank,SamirAmin. b) LiberalizationanditsImplicationsforNationalEconomies. UNIT IIIa)ImpactofColonialRuleonIndianEconomy.b)IndianEconomyImportantFeatures. UNITIV a)StateDirectedEconomy. b)StructuralAdjustment. BOOKSRECOMMENDED 1. Koxlou,G. A. 2. Afanasye,L. 3. Bardan,Pranab 4. Howard,M. C. 5. Bagchi,A. K. 6. Frankel& Frankel 7. AmartyaSen 8. RobertLucasandGustav Planack 9. RanjitSau 10. C. T. Kurein 11. D. J. Byres 12. MichealClossudosky 13. ParthaChatterje 14. B. A. V. Sharma Poli ticalEconomyofSocialism PoliticalEconomyofCapitalism PoliticalEconomyofDevelopmentinIndia PoliticalEconomyofMarx PoliticalEconomyofUnderDevelopment.PoliticalEconomyofIndia,194777. CommoditiesandCapabilities. IndianEconomyRecentDevelopmentsand afterlifeProspect. IndianEconomicDevelopment. GlobalisationandIndianEconomy. TheStateDevelopmentPlanningandLiberalisationinIndia. TheGlobalisationofPoverty. StateandPoliticsinIndia. PoliticalEconomyofIndia. M. A. POLITICALSCIENCE&M. A. PUBLICADMINISTRATION SemesterII (CommonforbothM. A. PoliticalScience&M. A. PublicAdministrationstudents witheffectfromtheacademicyear200203) composition IIWesternPoliticalThought II.1. Liberalism AdamSmithPoliticalEconomy JeremyBenthanPrincipleofUtility J. S. MillLiberty,RepresentativeGovernment 2. ContemporaryLiberalism F. A. HayekonLiberty RobertNozickMinimalState JohnRawisTheoryofJustice 3. Socialism EarlySocialistsSaintSimonandRobertOwen MarlMarxCritiqueofCapitalism,Revolution AntonioGramsciCivilSocietyandHeg emony 4. RevisionstoSocialism RevisionstoMarxismEduardBemstein CriticaltheoryHerbertMarcuse PostMarxismEmestoLaclau RecentTrendsinSocialistTheory.RecommendedBooks SukhabirSingh,HistoryofPoliticalThought G. H. Sabine,AHistoryofPoliticalTheory AnthonyCrespignyandKennethMinlgue,ContemporaryPoliticalPhilosophers BhikuParekh,ContemporaryPoliticalThinkers V. KrishnaRao,PaschatyaRajanitiTatvavicharamu(inTelugu) RobertNozick,Anarchy,StateandUtopia JohnGray,Liberalism BernardCrick,Socialism DavidHeld,AnIntroductiontoCriticalTheory RogerSimon,GramsdsPoliticalThoughtAnIntroduction Emesto Laciau,ReflectionsontheRevolutionofOurTime DavidMuller,Market,SateandCommunity G. A.Cohen,Is thereStillaCaseforSocialism M. A. POLITICALSCIENCE&M. A. PUBLICADMINISTRATION SemesterII (CommonforbothM. A. PoliticalScience&M. A. PublicAdministrationstudents witheffectfromtheacademicyear200203) Paper IIContemporaryAdministrativeTheory Unit I. a)EltonMayoHumanRelationsTheory b)HerbertASimonDecisionMakingTheory a)Mo tivationTheoryAbrahamMaslow Hierarchyof take b)FrederckHerzbergMotivation_HygieneTheory a)DouglasMcGregorTheoryXandTheoryY b)ChrisArgynisIntegrationBetweentheindividualandtheorganization.Unit II. Unit III. UnitIV. a)RensisLikertManagementSystems b)TheoriesofLeadership MichiganStudies,ChioStateLeadership Studies,GroupDynamics,Managerial gridironandContingencyModel. Unit V. a)PolicyAnalysisYehzkelDror. b)NewPublicAdministrationMinnobrookPerspective. Readings 1. PrasadRandOthers(ed) 2. S. P. Naidu AdministrativeThinkers(Telugu/English) PublicAdministrationTheoriesandConcepts. NewAgeInternationalPublications,Hyd,1996. 3. HoshiarSingh&Pradeep AdministrativeTheory,KitabMahal, Sachdeva. NewDelhi,1999.4. FredLuthans OrganizationalBehavior 5. LikertR. , NewPatternsofManagement 6. ArgyrisC. reputationandOrganization 7. PrankMarini NewPublicAdministration. Studentsarerequiredtoconsultrelevantarticlesfromjournalsrelatingtopublicadministration especiallytheIndianJournalofPublicAdministration. M. A. POLITICALSCIENCE&M. A. PUBLICADMINISTRATION SemesterII (CommonforbothM. A. PoliticalScience&M. A. PublicAdministrationstudents witheffectfromtheacademicyear200203) Paper IIIPublicPolicy Unit I.a)PublicPolicyMeaning,Nature,ScopeandImportance. b)ThePioneersHaroldD. LasswellandYehezkelDror. PolicyFormulationSomeModels a) SystemsModel b) GroupModel c) EliteModel TheoriesofDecision Making a) RationalComprehensiveTheory b) incrementalTheory c) Mixed Scanning Unit II. UnitIII. UnitIV. UnitV. EvaluationofPublicPolicies PublicPoliciesinIndia a) IndustrialPolicy b) ruralPolicy RecommendedTextBooks 1. Anderson,JamesE. PublicPolicymaking 2. Dye,ThomasRUnderStandingPublicPolicy 3.YehzakelDrorVenturesinPolicySciencesConceptsandApplications. 4. DuttandSundaramIndianEconomy RecommendedReferenceBooks 1. Laswell,Harold. D. PolicySciences,International EncyclopaediaofSocialSciences. 2. Dye,ThomasR. PolicyAnalysis 3. IraSharankasy(ed. ) PolicyAnalysisinPoliticalScience 4. CharlesE. Lindblom The Policymakingprocess 5. DanielLernorandH. D. Lasswell ThePoplicySciencesRecent DevelopmentinScopeandMethod 6. DiNitto,DianaM,andDye,ThomasR SocialWelfarePoliticsandPublicPolicy 7.FrancisAnkle IndiasPoliticalEconomy194777The GradualRevolution. 8. JagMohan(ed. ) 25yearsofIndian license 9. M. Kistaiah PublicPolicyandAdministration 10. SrimalMohanLal degrade ReformsinIndiaPromiseand performance. 11. RajaPurohitA. R. (ed. ) LandReformsinIndia 12. Sharma,B. A. V. (ed. ) PoliticalEconomyofIndiaAStudyof LandReforms. 13. VijayJoshianIMDLittle IndiasEconomicReforms19912001 14. DrezeJeepandAmartySen(eds. ) ThePoliticalEconomyofHunger. 15. M. A. POLITICALSCIENCE &M. A. PUBLICADMINISTRATION.SemesterII (CommonforbothM. A. PoliticalScience&M. A. PublicAdministrationstudents witheffectfromtheacademicyear200203) PaperIV. Research methodology Unit I. SocialResearchandMethods 1. Traditional Methods 2. ScientificMethod 3. ImportanceofSocialResearch TheoryFormation 1. Theory 2. FactsandValues 3. Concept Formation Unit II. UnitIII. HypothesisandResearchDesign 1. physical compositionofHypothesis 2. TestingofHypothesis 3. ResearchDesign Unit IV. line of battleandAnalysisof entropyandReportWriting 1. Sampling,Observation,InterviewandQuestionnaire 2.AnalysisofData 3. ReportWriting ReadingList 1. W. J. Goode&P. K. HattMethodsofSocialResearch 2. Wilkinson&Bhandarkarmethodological analysisandTechniquesofSocialResearch 3. PaulineYoungScientificSocialSurveys. M. A. POLITICALSCIENCE&M. A. PUBLICADMINISTRATION SemesterII (CommonforbothM. A. PoliticalScience& M. A. PublicAdministrationstudents witheffectfromtheacademicyear200203) PaperIII. IndianPoliticalProcess Unit I . 1. IndianPolity theory-basedFramework 2. SocipPoliticalLegaciesHindu,BritishandGandhian 1.

Demographic Transition Theory Essay

DEMOGRAPHIC TRANSITION THEORYINTRODUCTIONdemographic transition possibility is the theory that societies progress from a pre-modern regime of spirited grandness and senior high school expiration consider to a post-modern regime of wiped out(p) fertility and low death rate. The theory is explained by a model which is an idealized testify of demographic change. The aim of the theory is to explain why a ordering moves from high mortality and fertility to low mortality and fertility.Demographic transition is the actual change from high mortality and fertility to low mortality and fertility. There are some(prenominal) ca make use ofs of why societies move from high mortality and fertility to low mortality and fertility and these are best explained by the demographic transition model. As societies move from pre-industrial time to postindustrial periods state density changes due to change in values, technology, ways of aliment and many other variables. ASSUMPTIONSThe demographic transition theory shares the same assumptions as the modern Malthusian theory that economic development lowers fertility which is evident in the model that as societies move from pre-industrial to postindustrial the number of alliances are lowered. It likewise assumes that the only way of controlling commonwealth process is through the use of contraception. CRITICSThe transition theory is claimed to be the direct outcome of European countries the musing have taken place a long time a bygone and is outdated. This statement is true because the theory and model predicts what European countries have gone through not what all countries and nations would go through. The theory is only found on birth and death and does not include other aspects of existence dynamics such as external migration STAGES OF THE DEMOGRAPHIC TRANSITIONThis theory has been known to have four power points but a fifth stage has recently evolved and it currently has five stages and these explain mortality a nd fertility. STAGE ace HIGH FLACTUATINGThis is has high birth and death rates and population growth is is small. Reasons for high birth ratesHigh death rates and child mortality encourages more births Lack of family readinessChildren are viewed as root word of incomeReasons for high death ratesDiseases as there are no proper medicinesFamine due to few peopleLack of pedagogyLack of health careSTAGE TWOHigh birth rate and declining death rate. The total population begins to expand rapidly Reasons for high birth ratesReligious beliefsPeople used to having many childrenReasons for declining death ratesImproved hygieneImproved sanitationImproved food for thought production and storageSTAGE THREEFalling birth rate and continuing to fall death rate. Population growth slows down Reasons for diminish birth rateWomen are working as its the industrial periodImprovement on contraceptive technologyChange in valuation of women beyond motherhoodPresences for smaller families as they are c heaper to find Reasons for decreasing death ratesBetter healthcareImproved sanitationSTAGE FOURLow birth and death rates and population growth is small and fertility continues to decline. Reasons for low birth ratesFamily planningImproved status of womenChange in personal lifestyleReasons for low death ratesImproved healthcareImproved quality of livingSTAGE FIVEDeath slightly exceeds death rate and this causes population decrease.

Different Cultures Coming Together in Tucson Essay

The Tucson Meet Yourself Festival is a great chance to familiarize yourself with divergent cultures, that live right in our city. You get to experience these great cultures that thrive in our community, by sampling the cultures fare and ceremonial occasion and listening to their traditional dances and music. There is everything there from Vietnamese, Greek, Mexican, Native American, Chinese, and legion(predicate) more cultures featured at this event. I was lucky enough to get the luck to both experience and dance for this festival.I dance for the intimately well known Hispanic dance company in Tucson, AZ viva voce Performing Arts Center. We have gotten the opportunity to dance at this grand festival for the past two years and the audience is always so appreciative to watch what we have to offer, and soak in the culture by our dances. We usually showcase our well known Mexican Folklore dances as well as our Samba, Mambo, and Salsa. Just by watching the audiences reaction t o our dances not just makes me feel like Im getting my culture out(p) there in a positive way, but proud to be part of the Hispanic culture.After dancing, as a group we go out unitedly into the festival and explore what this event has to offer. We spent most of the day there. It was great to see how well all the cultures adapt together in one setting. Everyone seems to get along so well and it gives the environment such a friendly and happy feel. All the food booths slug you in with the amazing aromas, that make your mouth water. They are set up right next to each other and its like walking through different countries right in Tucson. My favorite foods were the Vietnamese boba slushies and the Greek gyros. I tried to make as much room for all the different foods I wanted to try, but there was just so many it was impossible This is definitely what keeps me going back every year. The delicious food from the many different cultures.