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Ucsp q2 Module 7 Forms and Functions of State and Non State Institutions
Ucsp q2 Module 7 Forms and Functions of State and Non State Institutions
Understanding Culture,
Society and Politics
Module 7:
Forms and Functions of State and
Non-State Institutions
AIRs - LM
LU_Understanding Culture, Society and Politics_Module7
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Copyright © 2021
La Union Schools Division
Region I
All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.
Management Team:
Understanding Culture,
Society and Politics
Module 7:
Forms and Functions of State and
Non-State Institutions
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.
In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before performing
each task.
Thank you.
Target
Society consists of social structures and social institutions that are governed
by norms and values. Each individual in a society has specific roles and functions
that are meant to achieve balance in the society. However, the pursuit of interests
generates various conflicts in the society. Competition over resources is often the
source of conflict.
By the end of World War II, various humanitarian issues and crises took
place. More than 6 million was displaced at the end of war. Faced with this large-
scale of humanitarian crisis, international community responded with various
measures including the establishment of the Office of the United Nations High
Commissioner for Refugees (UNHCR) in 1950.
The large-scale of human predicament show how human rights are being
violated by the institutional actors such as government. This incidence leads to the
creation of state and non-state institutions. These institutions became relevant in
the advent of globalization and urbanization.
In this module, you are going to learn the different forms and functions of
State and Non-State Institutions. Specifically, you are expected to:
Jumpstart
Activity 1: Unscramble the Letters. Re-arrange the letters to identity the concepts
being described. Put your answer to the box provided for.
An organized political
community acting under a
ATEST government and united by
common set of laws
A form of business
operation that declares the
business as a separate
RANIOTROC
entity guided by a group of
officers known as the
Board of Directors.
A financial institution
licensed to provide several
SKABN financial services to
different types of
customers.
Organizations formed by
workers from related fields
DETRA ONUNI
that work for common
interest of its members
Discover
What is a State?
At the time of the initial development of the modern human rights system,
States were the dominant actors in the international arena.
The concept of the state is also different from the concept of a nation, which
refers to a large geographical area, and the people therein who perceives themselves
as having a common identity. The state is a political geopolitical entity; the nation
is a cultural or ethnic entity.
a. People
It is the people who make the state. Population is essential for the
state. Without population there can be no State.
b. Territory
There can be no state without a fixed territory. People need territory to
live and organize themselves socially and politically. It may be remembered
that the territory of the states includes land, water and air-space.
c. Government
It is the organization or machinery or agency of the State which
makes, implements, enforces and adjudicates the laws of the state.
d. Sovereignty
It is the most exclusive elements of State. Without sovereignty no
state can exist. State has the exclusive title and prerogative to exercise
supreme power over all its people and territory. It is the basis which the
State regulates all aspects of the life of the people living in its territory.
States come in a variety of forms that vary on who holds power, how
positions of leadership are obtained, and how authority is maintained.
1. Authoritarian Government
Authoritarian governments differ in who holds power and in how
control they assume over those who govern. The following are examples
of Authoritarian government:
2. Oligarchic Government
An oligarchy is a form of government in which power effectively rests
with a small-elite segment of society distinguished by royalty, wealth, family,
military, or religious hegemony. An oligarchy does not have one clear ruler,
but several powerful people who rule. One common example is theocracy.
3. Democratic Government
Democracy is a form of government in which the right to governs is
held by the majority of citizens within a country or a state. The two
principles of democracy are that all citizens have equal access to power
and that all citizens enjoy universally recognized freedoms and liberties.
People can either become country leaders through electoral process or
elect leaders who represent the core values and beliefs. There are 99
democratic nations globally. Examples of democratic nations are
Philippines, Norway, New Zealand, United States of America, Canada,
Columbia, Italy, and South Africa.
The following are the roles of States; but not limited to:
1. State provides security against external aggressions and war. For this
purpose, the state maintains an army.
2. State ensures security against internal disturbances disorders and
crimes. For this purpose, the state maintains police.
3. State legally grants and guarantees the rights of the people.
4. The state issues and regulates currency and coinage.
5. State undertakes steps for the creation of necessary conditions for the
socio-economic-politico-cultural development of the people.
6. State grants citizenship and protects their interests and rights.
7. State conducts foreign relations, foreign trade and economic relations.
8. State secures the goals of national interest in international relations
Non-State Institutions
✓ Banks
✓ Corporations
A form of business operation that declares the business as a separate
entity guided by a group of officers known as the Board of Directors. They
were created by individuals, stockholders or shareholders, with the purpose
of operating for profit. They have all legal rights of an individual, except for
the right to vote and certain limitations. They are given the right to exist by
the state that issues their charter. Corporation example includes General
Motors Corporation an icon of American craftsmanship, Apple Corporation
as one of the famous tech companies, Amazon Corporation founded by Jeff
Bezos is the world’s leading e-commerce and innovation company, Domino’s
Pizza is a global food chain company delivering quality food worldwide.
Check out the big names of MNCs that are already exist in the
Philippines:
Google HSBC
Viber Citibank
Palo Alto Networks Maersk
Procter and Gamble Hewlett Packard
Thomson Reuters Coca Cola Far East
Accenture Deutsche Bank
✓ Cooperatives
• They often provide quality goods and services to areas that have
been shunned by traditional businesses because they are deemed
less profitable.
• They typically invest in local communities
• Since most cooperative members are local residents, business
profits remain and circulate in the community
• Cooperative membership builds social networks and strengthens
social cohesion which are essential elements of a strong, healthy
communities by connecting diverse community residents
• Purchasing cooperatives help small, local businesses remains
competitive within markets dominated by large, national retailers
• Worker cooperatives create quality, empowering jobs for
community members
Human Rights Watch and Amnesty are active in the human rights
field. Oxfam and Save children deal with humanitarian issues. Greenpeace
and Friends of the Earth represent environmental concerns.
✓ Development Agencies
10
11
Explore
1. The COVID-19 pandemic has affected almost all aspects of human life. In the
early period of the pandemic in the Philippines, there were some reported
incidences that some wealthy and influential people have immediate and instant
access in COVID-19 testing services under government affiliated agencies.
However, the rest of the general public have difficulty to have access in such
kind of health services. As a lawmaker, what can be done to avoid social
inequality in this scenario?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. The number of men who contract prostate cancer is about the same as the
number of women getting breast cancer. The disparity in annual government
research funding between the two cancers is striking and discriminatory,
illustrating yet again the institutionalized misandry existing in Western
Societies. (Ray Blumhorst, National Coalition for Men)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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3 2 1 0
Exceeded Satisfactorily Came close Did not meet
Criteria expectations Met all to meeting the
expectations the expectations
expectations
Details and
content
Reflect prsonal
thoughts/knowled
ge/learning
Mechanics
/grammar
Conclusion
Deepen
Activity 1: My_Socio_Class_Autobiography
Directions: You are tasked to make your own Social Class Autobiography. In this
activity you are given a chance to tell or describe the social class (upper, middle,
lower) where you currently belong to. What made you think that it is where that
you belong? In your own social class autobiography, make sure to link your
experiences to different class privileges or social inequality that you might think
you had encountered. Connect I to ideas that we have discussed in this module like
issues on poverty, education, healthcare, food, water, etc. you might also include
your dreams and aspirations in life and things that you want to be and how you
can reach that goals and objectives. Your autobiography should contain
introduction and conclusion, and it should address the following questions:
1. Cite at least two events from your life that you experienced social inequality.
Describe how these occurred.
2. From these experiences, take time to reflect on each event and tell us its
relation to poverty, wealth, inequality, or privilege.
3. Reflect on what you have learned from those experiences.
4. Suggest solutions on how to address such experiences; how can that be
avoided.
5. What can the government do to help you and the social class you think you
belong to address problems you have encountered most especially in this
time of pandemic?
13
14
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15
Gauge
Directions: Read the sentences carefully and write the letter of the correct answer
on a separate sheet of paper.
16
8. What concept refers to the unequal access to social desirables and life
opportunities between the social classes in society?
A. Social Inequality
B. Social Equality
C. Social Concept
D. Social Deviance
17
Answer Key
Text…
10.D
9. C
8. A
7. B
6. B/C
5. D
4. D
3. A
2. B
1. D
Answer Key
Post Test
18
References
Books
Algeria, M., Vallas, M., & Pumariega, A. (2010). Racial and ethnic disparities in
pediatric mental health. Child and Adolescent Psychiatric Clinics of North America,
19, 759-774.
Arnett, Jeffrey J. 1995. „Broad and Narrow Socialization: The Family in the Context
of a Cultural Theory‟, Journal of Marriage and the Family, 57 (3): 617-28.
Lee, Jr., J. M., & Rawls, A. (2010). The College cpmpletion agenda: 2010 progress
report. New York: College Board.
Online Sources
https://www.scribd.com/presentation/421717405/Module-6-Enculturation-and-
Socialization
https://sustainabledevelopment.un.org/post2015/transformingourworld
https://link.quipper.com/en/organizations/547ffe5ed2b76d0002003367/curricul
um#curriculum
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