...Essays and Research DocumentsThe Research Paper FactoryJoinSearchBrowseSaved PapersHome Page » 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...
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...2. Experiments |Type of Experiment |Information |Practical issues |Ethical Issues |Theoretical issues | | | | | | | |Laboratory experiments |• A laboratory experiment is controlled and is |1. Open systems – Can only |1. Informed consent |• Positivists – experiments are good because of| | |in an artificial environment. |work with science. Society is an open system |2. Harm to subjects - everything, including |their reliability. This is because | | |• There must be two groups , an experimental |where the factors cannot be controlled. |risks, must be explained but what if you are |they can control the variables, produces | | |and control group. |2. Individuals are complex – it |Milgram? |quantitative data and is detached. However, it | | ...
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...institutional level of society and people experience structures as forces that push us to behave in ways that shape our individual behavioural choices. Example: The rules of language structure the way we socially interact. Systems Actions The forces shaping social behaviour can be discovered using similar methods to those used in sciences such as Physics - systematic observations that create highly reliable knowledge, organised and tested using something like Popper’s HypotheticoDeductive model of research. Study of the causes of behaviour (social structures) rather than their effects (the different choices people make). Structures are real and objective forces; although they can’t be seen, their effects can be (empirically) observed. Reality Methods Quantitative methods are generally favoured because they allow for the collection of factual data. Objectivity Facts The researcher should not directly interact with the people they are studying since this might influence their behaviour (non-participant observation is acceptable, but participant observation is more problematic). For positivists, knowledge consists of identifying facts about how and why people behave as they do and, eventually, making connections between different facts to produce theories that explain behaviour. Reliability Methods such as questionnaires / structured interviews, experiments, comparative and observational studies are acceptable because they...
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...“Assess the usefulness of consensus theories such as functionalism, to our understanding of contemporary society”. Functionalism is a structural consensus theory; it explains society in its totality, and assumes that the social world exists in a state of harmony. For functionalists such as Durkheim, society is a living, external organism, and its existence precedes its members; “society makes man (or woman)” in other words. Such a view of society has been massively useful for understanding the world we live in on a macro scale, and the fundamental propositions of the likes of Durkheim and Parsons constitute a huge area of contemporary sociological thought, specifically for the political and sociological right. However, it is clear that functionalism is no longer “in vogue”, and many actually see it as outdated and out of fashion, as its utility has been limited by a number of damaging criticisms and challenges from other sociological theories. Nevertheless, it has paved the way for much sociological research and continues to provide a useful explanation of society. In essence, functionalists see society as a “body”, which is composed of many different “organs” (institutions) which all functions together for the benefit of the whole. The social anthropologist Radcliffe-Brown for example, proposed that individuals are organised into society just as cells are organised into a body. Individual cells may die, but they are replaced and the body lives on, just as individual members...
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...divided into two sections. Choose one section and answer all the questions in 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/T80704/Jun12/SCLY2 6/6/6/ SCLY2 2 Choose either Section A or Section B and answer all the questions in that section. Section A: Education with Research Methods You are advised to spend approximately 50 minutes on questions 0 You are advised to spend approximately 30 minutes on question You are advised to spend approximately 40 minutes on questions 0 to 1 0 6 0 4 . 5 . to 0 9 . Total for this section: 90 marks Education Read Item A below and answer questions 0 1 to 0 4 that follow. Item A There are important differences in the educational achievement of pupils from different ethnic groups. For example, at GCSE, on average, Chinese and Indian pupils perform better than White, Bangladeshi, Pakistani or Black pupils. Within all ethnic groups, girls out-perform boys –...
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...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 – Criminogenic...
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...Version 1.0 General Certificate of Education January 2012 Sociology SCLY4 2191 Crime and Deviance with Theory and Methods; Stratification and Differentiation with Theory and Methods; Unit 4 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...
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...Chavasse BA RGN Dip Nurse Tutors Postgraduate Student, Departments of Education and Nursing Sfdies, The Queens University, Belfast, Northern Ireland Accepted for publication 29 September 1993 CHAVASSE J. (1994) lournal of Advanced Nursing 19, 1024-1031 Curriculum evaluation i nursing education: a review of the literature n Most curriculum evaluations in the literature have been reported by nurse evaluators; aims, criteria and methods are drawn chiefly from sociology, general education or management. There is an absence of studies exploring relevance to national health care need, nurses’ accountability to their clients and outcomes of cumcula. There appears to be much interest in innovatory programmes, students’ experiences and sociological understandings, with some concern for specific aspects of cumcula generally recognized as being problematic. The number of qualitative or mixed methodology studies is compatible with process cumcula and with academic and professional validation. EVALUATION OF NURSING CURRICULA The following year the erstwhile Joint Board o Clinical f Nursing Studies, finding that course planners lacked Evaluation of nursing curricula as a major consideration in knowledge and skills to evaluate their courses, produced nursing education in Britain and Ireland began to be a package which helped to introduce the practice to nurse apparent in the late 1970s. It is now recognized as an educators in Britain (JBCNS 1978). integral phase of curriculum development...
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...Module 1 The Research Process * Is a scholarly activity aimed at finding new truths about a specific discipline basically designed to find solution to a problem. * Done in various fields of studies. * May be done in natural sciences like Biology, Chemistry and Physics. And in the field of social sciences such as Sociology, Psychology, Education, Anthropology, Industry and the like. Definitions of Research * a systematic patient study and investigation in some field of knowledge undertaken to discover or establish facts or principles (Webster’s New World Dictionary, 1994) * a systematic investigation in order to establish facts and new conclusions (Oxford, 1996) Definitions of Research * a systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles or theories resulting in prediction and possibly ultimate control of events (Best & Kahn, 1998) * purposive, systematic and scientific process of gathering, analyzing, classifying, organizing, presenting and interpreting data for the solution of a problem, for prediction, for invention, for the discovery of truth, or for the expansion or verification of existing knowledge, all for the preservation and improvement of the quality of life (Calderon, 2000) * a process of systematically examining and explaining the observables. It seeks to generate answers to questions but it also generates further questions for study....
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...A2 Sociology ASSESSMENT PACK 2015-16 A2 Level Sociology Student Tracking Sheet | |Current Grade |Target Grade |Lates |Attendance | |September | | | | | |November | | | | | |January | | | | | |March | | | | | |May | | | | | | |Families |Education | |UMS | | | |Grade | | | | |Handed in on |Mark |Grade |What is the target for my next piece of work? |Above/ On/ Under Target | |Assessment/Homework |time...
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... ET AL . Conclusion: Knowledge and Skills for Professional Practice Tim W. Clark Yale School of Forestry & Environmental Studies, Institution for Social and Policy Studies at Yale, Northern Rockies Conservation Cooperative Murray B. Rutherford Yale School of Forestry & Environmental Studies, Northern Rockies Conservation Cooperative Kim Ziegelmayer Yale School of Forestry & Environmental Studies Michael J. Stevenson Yale School of Forestry & Environmental Studies Most professionals beginning their careers in species and ecosystem conservation conceive of their future work in terms of hands-on tasks in the field (“doing something important in the real world”). Whether on the domestic or the international scene, typically the forester sees themselves laying out timber sales, the fisheries biologist looks forward to surveying streams, and the range specialist expects to be classifying grasslands. Current curricula in most universities largely mirror this common view. We train future foresters to address logging problems in the Pacific Northwest or in the tropics, or conservation biologists to design a reserve or study an endangered species. But in actual practice, most professionals spend only part—and sometimes a small part—of their time attending to technical tasks in the field. Professionals, over a career or a lifetime, participate in many activities well beyond fieldwork, and there is much more to building a successful professional practice today than skills...
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...BAY AREA SOCIAL SERVICES CONSORTIUM Understanding Poverty From Multiple Social Science Perspectives A Learning Resource for Staff Development In Social Service Agencies Michael J. Austin, PhD, Editor BASSC Staff Director Mack Professor of Nonprofit Management School of Social Welfare University of California, Berkeley 510-642-7066 mjaustin@berkeley.edu August 2006 1 Table of Contents Introduction – Michael J. Austin, Guest Editor Part I Multiple Social Science Perspectives of Poverty Theories of Poverty: Findings from Textbooks on Human Behavior and the Social Environment Amanda J. Lehning, Catherine M. Vu, & Indira Pintak Economic Theories of Poverty Sun Young Jung & Richard Smith Sociological Theories of Poverty in Urban America Jennifer Price Wolf Psychological Theories of Poverty Kelly Turner & Amanda Lehning An Anthropological View of Poverty Kristine Frerer & Catherine Vu Political Science Perspectives on Poverty Amanda Lehning Theories of Global Poverty in the Developed and Developing World Jennifer Morazes & Indira Pintak Part II Theory Integration and Practitioner Perspectives Social Capital and Neighborhood Poverty: Toward an Ecologically-Grounded Model of Neighborhood Effects Kathy Lemon Osterling Social Work Students’ Perceptions of Poverty Sherrill Clark The Explosive Nature of the Culture of Poverty: A Teaching Case Based on An Agency-based Training Program Catherine Vu & Michael J. Austin 2 ...
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...Glossary of Sociological Terms |11-Plus Exam |Examination introduced with the 1944 Education Act, sat by all pupils in the state sector| | |at the age of 11. If they passed they went to the selective Grammar School, or if they | | |failed to the Secondary Modern School. This exam still exists in some counties such as | | |Kent and also in Northern Ireland. | |12-Plus Exam |Exam made available only to a minority of 'high-flyers' in Secondary Modern schools, | | |offering a late chance to go to Grammar School at the age of 12. | |'30-30-40 society' |A term associated with Will Hutton to describe an increasingly insecure and polarised | | |society. The bottom 30 per cent is socially excluded by poverty from the rest of society.| | |The next 30 per cent live in fear and insecurity of falling into poverty. Only the top 40| | |per cent feel secure and confident. ...
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...GRADUATE DIPLOMA IN INTERNATIONAL RELATIONS AND DIPLOMACY STUDENT GUIDELINE NOTES GLOBAL POLITICAL ECONOMY MODULE Paste the notes here… Political economy originally was the term for studying production, buying and selling, and their relations with law, custom, and government. Political economy originated in moral philosophy (e.g. Adam Smith was Professor of Moral Philosophy at the University of Glasgow), it developed in the 18th century as the study of the economies of states — polities, hence political economy. In late nineteenth century, the term "political economy" was generally replaced by the term economics, used by those seeking to place the study of economy upon mathematical and axiomatic bases, rather than the structural relationships of production and consumption (cf. marginalism, Alfred Marshall). History of the term Originally, political economy meant the study of the conditions under which production was organized in the nation-states. The phrase économie politique (translated in English as political economy) first appeared in France in 1615 with the well known book by Antoyne de Montchrétien: Traicté de l’oeconomie politique. French physiocrats, Adam Smith, David Ricardo and Karl Marx were some of the exponents of political economy. In 1805, Thomas Malthus became England's first professor of political economy, at the East India Company College, Haileybury, Hertfordshire. The world's first professorship in political economy was established...
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...RESEARCH PROPOSAL A STUDY ON THE IMPACT AND ADDICTION BY USING THE TECH-GADGETS BY THE STUDENTS TO THEIR LEARNING PROCESS AT UNIVERSITY COLLEGE SHAHPUTRA: A STUDY ON COLLEGE STUDENTS CHAPTER I Introduction 1.0 Background of the Study The term technology comes from the Greek word “techne”, which means the art or skill used in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function; technology is the making, modification, usage and knowledge of tools, machines, techniques and method of organisation (Liddel, Scott, Jones & McKenzie, 1940). That means, it can refer to the collection of tools, including machinery, modification, arrangements and procedures. Over the last 200 years there has been a significant change in the term technology. In the 20th century i.e. during the industrial revolution the term has gained its popularity worldwide (Cradock & Baldwin, 1833). Technology is the energy that acts as the driving force to drive or to run our lives. It is nothing but the results of the innovations and creativity of human beings. It converts the natural resources into consumer goods which are used by the society and human beings. It has brought the automation level into such a height that human effort and his time has been saved to a great extent. Due to this, the access to information has now become easier and the distant locations are getting closer. IT and communication...
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