...There are two types of observation, covert and overt. The difference between them is that covert observation is when the people being observed do not know they’re being watched or studied, and overt observation is when they have been told and given consent to be observed by the researcher. Observation can also be done in two ways. This is called participant and non-participant observation. In participant observation the observer joins a group and observes their activities, while at the same time taking care to observe what is going on. Often that means writing notes and reflections later on. In Non Participant observation, the sociologist simply observes the activities, but doesn’t take part in them. For example OFSTED; he or she is watching the lesson you are in, but they aren’t teaching, and they aren’t acting as a student. Everyone knows why they are there and often wish they weren’t observing them. A strength of participant observation is validity. It gives us an authentic understanding of the world views of social actors. This understanding is particularly important when researching issues such as classroom interaction and labeling in schools. The power difference between young people and adults is a major barrier to uncovering the real attitudes and behavior of pupils. They may present a false image when being observed by an adult researcher, thus undermining validity. Nevertheless, observation is more likely than most methods to overcome this problem, because it...
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...Social Issues Assess the Strengths and Limitations of Participant Observation for the Study of Labelling in Schools. In: Social Issues Assess the Strengths and Limitations of Participant Observation for the Study of Labelling in Schools. The term labelling is used when someone attaches a person with a meaning or definition to them. For example, a teacher may use labelling to label students with titles such as bright or thick, trouble maker or hardworking. Participant observation is where a researcher takes part in the event or ordinary life of a group while observing it. There are two types of types of participant observation- covert and overt observation. Covert observation is when the study is carried out undercover, and the researcher’s real identity and purpose are kept a secret. Overt observation is the complete opposite where the researcher makes their true identity and purpose known to those being studied. The provided text looks into researching gender relations in school. Gender relations can cause many issues for the researcher, especially if the researcher is of a different gender. The item suggests that teachers working in the school may disguise their sexist attitudes because they have a professional duty to treat all pupils the same but they may find it hard to put up with this act when being observed over a long period of time. A strength of participant observation is that results are usually valid. Rather than getting a participant to fill out a questionnaire...
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...spend 30 minuets on this question. • Q.3 is a theories essay for 33 marks. THIS QUESTION IS SYNOPTIC! You should spend 45 minuets on this question. Below is a list of all the areas and studies you need to know for each section of the exam. Don’t worry if you don’t know all the studies, each college/school are likely to teach slightly different ones, just make sure you know about that amount for each section. Q.1 For the first two pure crime parts you need to know: Functionalist theories of crime and deviance Durkheim – Social control, social regulation including suicide Merton-Strain theory, blocked aspirations Cohen – Status frustration Cloward and Ohlin – Deviant subcultures New Right/Right Realism James Wilson – Strict law enforcement needed Wilson and Kelling – Broken windows, zero tolerance Murray – Cultural deprivation, single parents and ineffective, the underclass Erdos – Families without fathers Subcultural theories Cohen – Delinquent subcultures Cloward and Ohlin – Delinquency and opportunity, criminal, conflict and retreatist subcultures Willis – pupil subcultures (learning to labour) Patrick – Gang culture (Glasgow gangs) Humphreys – Gay subcultures and covert participant observation Miller – Focal concerns, lower working class male subculture Matza – Delnquency and drift, techniques of neutralisation, subterranean values Marxist theories of crime and deviance Gordon...
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...Version 1.0 General Certificate of Education June 2011 Sociology 1191 SCLY2 Education with Research Methods; Health with Research Methods Unit 2 Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. The standardisation meeting ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available...
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...General Certificate of Education Advanced Subsidiary Examination January 2011 Sociology Unit 2 Tuesday 18 January 2011 For this paper you must have: an AQA 12-page answer book. SCLY2 1.30 pm to 3.30 pm Time allowed 2 hours Instructions Use black ink or black ball-point pen. Write the information required on the front of your answer book. The Examining Body for this paper is AQA. The Paper Reference is SCLY2. This paper is divided into two sections. Choose one section and answer all questions from that section. Do not answer questions from more than one section. Do all rough work in your answer book. Cross through any work you do not want to be marked. Information The marks for questions are shown in brackets. The maximum mark for this paper is 90. Questions carrying 12 marks or more should be answered in continuous prose. In these questions you will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. G/T61607/Jan11/SCLY2 6/6/ SCLY2 2 Choose either Section A or Section B and answer all the questions from that section. Section A: Education with Research Methods You are advised to spend approximately 50 minutes on Questions You are advised to spend approximately 40 minutes on Questions 0 0 1 0 6 to to 0 0 4 . 9 . You are advised to spend approximately 30 minutes on Question 5 . Total for this section: 90 marks Education Read Item A below and answer...
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...Version 3.0 General Certificate of Education January 2013 Sociology 1191 SCLY2 Education with Research Methods; Health with Research Methods Unit 2 Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. The standardisation meeting ensures that the mark scheme covers the students‟ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of students‟ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students‟ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year‟s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available to download...
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...theories (eg biological, psychological); crime and deviance as socially constructed * Functionalist theories of crime: Durkheim, anomie, collective conscience; Merton’s strain theory; manifest and latent functions; functionalist subcultural theories * Marxist and neo-Marxist theories of crime: classical Marxism, laws reflecting class interests; Neo-Marxism, hegemony, the CCCS studies, critical and new criminology * Interactionist theories of crime: labelling theory, the self-fulfilling prophecy * Feminist theories of crime: patriarchy, male control of women’s lives * Control theory and other contemporary approaches to crime: social bonds, communitarianism, situational prevention; postmodern theories; Foucault on individualisation and surveillance * Realist theories: New Left Realism and Right Realism * The relevance of the various theories to understanding different types of crime, and their implications for social policy. 2 The social distribution of crime and deviance by age, ethnicity, gender, locality and social class, including recent patterns and trends in crime * Study of statistics and other evidence on the social distribution of crime by age, ethnicity, gender, locality and social class, including recent patterns and trends * Issues related to and explanations of the social distribution of crime and deviance by age:...
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...theories (eg biological, psychological); crime and deviance as socially constructed * Functionalist theories of crime: Durkheim, anomie, collective conscience; Merton’s strain theory; manifest and latent functions; functionalist subcultural theories * Marxist and neo-Marxist theories of crime: classical Marxism, laws reflecting class interests; Neo-Marxism, hegemony, the CCCS studies, critical and new criminology * Interactionist theories of crime: labelling theory, the self-fulfilling prophecy * Feminist theories of crime: patriarchy, male control of women’s lives * Control theory and other contemporary approaches to crime: social bonds, communitarianism, situational prevention; postmodern theories; Foucault on individualisation and surveillance * Realist theories: New Left Realism and Right Realism * The relevance of the various theories to understanding different types of crime, and their implications for social policy. 2 The social distribution of crime and deviance by age, ethnicity, gender, locality and social class, including recent patterns and trends in crime * Study of statistics and other evidence on the social distribution of crime by age, ethnicity, gender, locality and social class, including recent patterns and trends * Issues related to and explanations of the social distribution of crime and deviance by age:...
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...Clinical Psychology 8 • Exemplar exam paper 9 PART A – INFORMATION TO HELP EVALUATE STUDIES • Evaluation sheet for the theories/studies of Health Psychology 10 • Guide for answering part A & part B exam questions 11 PART B – HEALTHY LIVING • Introduction to Healthy Living 14 • Theories of Health Belief 17 • Compliance with a Medical Regime for Asthma (Becker 1978) 18 • Internal versus External Locus of Control (Rotter 1966) 21 • Analysis of Self-Efficacy Theory of Behavioural Change (Bandura and Adams 1977) 23 • Summary of the health belief theories 26 • Comprehension questions for theories of health belief 27 • Part A exam question 28 • Part B exam question 29 • Evaluation sheet of health belief theories/studies 30 Introduction to Health Promotion 31 • Theories of Health Promotion • Chip pan fire prevention (Cowpe 1983) 32 • Legislation-Bicycle helmet laws and educational campaigns (Dannenberg et al. 1993) 34 • Effects of Fear arousal (Janis & Feshbeck 1953) 37 • Summary of the health promotion studies 41 • Comprehension questions for health promotion 42 • Part A exam question 43 • Part B exam question 44 • Evaluation sheet of health promotion theories/studies 45 Introduction to Theories of Adherence 46 • Theories of Adherence • Reasons...
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...The Influence of Affective Empathy and Autism Spectrum Traits on Empathic Accuracy Marije aan het Rot*, Koen Hogenelst Department of Psychology and School of Behavioral and Cognitive Neurosciences, University of Groningen, Groningen, Netherlands Abstract Autism spectrum disorder is characterized by interpersonal deficits and has been associated with limited cognitive empathy, which includes perspective taking, theory of mind, and empathic accuracy (EA). The capacity for affective empathy may also be impaired. In the present study we aimed to determine if EA in normally developing individuals with varying levels of autism spectrum traits is moderated by trait affective empathy. Fifty male and fifty female participants (‘perceivers’) completed the Autism-Spectrum Quotient and the Balanced Emotional Empathy Scale to assess autism spectrum traits and trait affective empathy, respectively. EA was assessed using a Dutch-language version of a previously developed task and involved rating the feelings of others (‘targets’) verbally recounting autobiographical emotional events. Targets varied in trait emotional expressivity, assessed using the Berkeley Expressivity Questionnaire. Perceivers with more autism spectrum traits performed worse on the EA task, particularly when their trait affective empathy was relatively low. Interpersonal deficits in autism spectrum disorder may be partially explained by low cognitive empathy. Further, they might be aggravated by a limited capacity...
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...0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 Wellington New Zelaand CONTENTS ACKNOWLEDGMENTS v EXECUTIVE SUMMARY Enhancing pedagogy Contributing to child outcomes Building linkages between early childhood settings and other settings Eight characteristics of effective professional development Structural features of effective professional development Professional development programmes Participants Professional...
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...POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Donna E. Stewart, MD, FRCPC E. Robertson, M.Phil, PhD Cindy-Lee Dennis, RN, PhD Sherry L. Grace, MA, PhD Tamara Wallington, MA, MD, FRCPC ©University Health Network Women’s Health Program 2003 Prepared for: Toronto Public Health October 2003 Women’s Health Program Financial assistance by Health Canada Toronto Public Health Advisory Committee: Jan Fordham, Manager, Planning & Policy – Family Health Juanita Hogg-Devine, Family Health Manager Tobie Mathew, Health Promotion Consultant – Early Child Development Project Karen Wade, Clinical Nurse Specialist, Planning & Policy – Family Health Mary Lou Walker, Family Health Manager Karen Whitworth, Mental Health Manager Copyright: Copyright of this document is owned by University Health Network Women’s Health Program. The document has been reproduced for purposes of disseminating information to health and social service providers, as well as for teaching purposes. Citation: The following citation should be used when referring to the entire document. Specific chapter citations are noted at the beginning of each chapter. Stewart, D.E., Robertson, E., Dennis, C-L., Grace, S.L., & Wallington, T. (2003). Postpartum depression: Literature review of risk factors and interventions. POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Table of Contents EXECUTIVE SUMMARY 2 OVERALL METHODOLOGICAL FRAMEWORK 5 CHAPTER 1: RISK FACTORS FOR...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...Toward Sustainability The Roles and Limitations of Certification Final RepoRt June 2012 prepared by the Steering Committee of the State-of-Knowledge assessment of Standards and Certification Toward Sustainability The Roles and Limitations of Certification Steering Committee Mike Barry Head of Sustainable Business, Marks & Spencer Ben Cashore Professor, Environmental Governance and Political Science; Director, Governance, Environment and Markets (GEM) Initiative; and Director, Program on Forest Policy and Governance; Yale University Jason Clay Senior Vice President, Market Transformation, World Wildlife Fund Michael Fernandez Director of Public Policy and Global Partnerships, Mars, Incorporated Louis Lebel Director, Unit for Social and Environmental Research, Chiang Mai University Tom Lyon Director, Erb Institute for Global Sustainable Enterprise, University of Michigan Patrick Mallet (Steering Committee chair) Director of Credibility, ISEAL Alliance Kira Matus Lecturer in Public Policy and Management, London School of Economics and Political Science Peter Melchett Policy Director, Soil Association Michael Vandenbergh Professor of Law, Tarkington Chair in Teaching Excellence; Director, Climate Change Research Network, Vanderbilt University Jan Kees Vis Global Director, Sustainable Sourcing Development, Unilever Tensie Whelan President, Rainforest Alliance RESOLVE Staff Abby Dilley Vice President of Program Development Jennifer Peyser Senior Mediator Taylor...
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...your research project your research project a step-by-step guide for the first-time researcher NICHOLAS WALLIMAN with Bousmaha Baiche SAGE Publications London • Thousand Oaks • New Delhi To my wife, Ursula © Nicholas Walliman 2001 Chapter 2 © Dr Bousmaha Baiche 2001 First published 2001 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd 32, M-Block Market Greater Kailash – I New Delhi 110 048 British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 0 7619 6538 6 ISBN 0 7619 6539 4 (pbk) Library of Congress catalog record available Typeset by Keystroke, Jacaranda Lodge, Wolverhampton. Printed in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire CONTENTS Acknowledgements Introduction 1 2 3 4 5 6 7 8 Research and the Research Problem Information...
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