...To break down the word, social means having to do with the society and interaction with others, while structure “is a key to sociological practice, because it points to a great deal of what gives social life its familiar and predictable shape” (Johnson 64). Therefore, concluding that social structure is the formation and administration of a social system. Social structure also deals with two key concepts including organization and distribution. Organization is all about the positions and relationships held in a social system, while distribution is concerned with the responsibilities of a social position. These social positions are also referred to as social statuses (Bobbitt-Zeher 02/06/17). A social status can begin from something you achieve or from being born into. With these statuses come expectations for how ones should behave, also called roles. These roles are a...
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...industries and distributes goods equally." Keep this in mind it will be important later. The theory of socialism sounds pretty good, and even I, who is very opposed to socialism, can see the appeal by the raw definition. If only it was easier done than said. As many who have lived in Socialist countries have said, "it sounds good at first, but the charm quickly lessens." There are many problems with socialism including a lacking work ethic, extreme taxation, and limited freedom. Work ethic is the building block of capitalism. As defined work ethic is the "principal that hard work is worthy of reward." In capitalism the harder you work the more you are rewarded, this is not the case in socialism. My favorite example of socialism not working is the "school house" example... One day the class was talking and they had a sudden realization that socialism was a great system. They approach their professor and communicate their discovery, and the professor says sure socialism sounds great, then he suggests that they try it out, all the class grades would be averaged, and everyone should be happy. "OK" reply the class, and then they go about their normal business. At the end of the week they have a test, the class average was a B. The students who studied hard were very upset, because they knew they should have gotten A's. However the students who didn't study were very happy because they got a B when they should have gotten a C or a D. The next week there was another test, the class...
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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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...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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...Provide an example to illustrate how the three levels of analysis might apply to the same social phenomenon. In sociology social life is examined at three different levels, micro-level, macro-level, and global-level. The micro-level examines social dynamics of face-to-face interactions between people. The macro-level studies the larger scale dynamics of social interactions that occur within a society. At the global level, social life is examined through the structures and processes that occur beyond state borders or specific societies. It is common that more than one level may be effective when studying...
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...Version 1.0 General Certificate of Education January 2012 Sociology SCLY1 1191 Culture and Identity; Families and Households; Wealth, Poverty and Welfare Unit 1 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 from the...
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...Section A: Education 0 1 Explain what is meant by the term ... (2 marks) • Meritocracy: such as equal opportunity or a system in which rewards are based on achievement/ability or similar. Partial answer: [fair rewards] • Immediate gratification: wanting rewards now, or leaving school as soon as possible to get a job, or similar. • Cultural capital: the values, etc that the middle class transmit to their children or that confer advantage in the education system. • Compensatory education: additional educational opportunities/resources directed at deprived or under-achieving pupils. • Cultural deprivation: a lack or deficit of values (or of norms, attitudes, skills or knowledge). Partial answer [immediate gratification / a lack of culture] • Vocational education: relating to a career or specific work roles. • Ethnocentric curriculum: the subjects taught in school being biased towards one particular culture. One mark for a partially satisfactory answer. 02 Suggest three ways/reasons ... (6 marks) Two marks for each of three appropriate ways. One mark will be awarded where there is a partially appropriate answers. Marxists see school as being similar to the world of work: • A hierarchy of authority • Fragmentation of work/learning • Extrinsic rewards • Based on competition • Alienation • Status differences. Boys’ educational under-achievement: • Lack of male teacher role models • Feminisation...
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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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...GCE Sociology Advanced GCE Unit G674: Exploring Social Inequality and Difference Mark Scheme for June 2012 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, OCR Nationals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the...
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...PROJECT OPTION #2: SOCIOLOGICAL MEDIA ANALYSIS Purpose: We are constantly bombarded with messages from the vast and pervasive social institution, mass media, yet much of these messages are gone unnoticed. As critical consumers of mass media, what might we see? It is often argued that mass media is simply a means of obtaining information and/or a source of entertainment. With an in-depth analysis, is this really the case? Assignment: First: For this option, you are to pick an example from mass media that you will be able to relate to sociology. Your item can be from an advertisement, a magazine, a movie, a television show, a cartoon, a comic, a song, etc. How does this media relate to something sociological? Look at media through sociological perspective (theoretical approach). For instance, how might you analyze beer/liquor advertisements through Goffman’s dramaturgical approach? Or, how might Goffman analyze Facebook? Another example: How would one analyze the film, Gone in 60 Seconds, through a feminist approach? Second: Write a paper explaining this piece of media through sociological perspective. You may want to consider using the following theories/terms: Feminist theory, conflict theory, functionalist theory, symbolic-interactionism, hyper-reality, Frankfurt school of thought, moral panic, or narcotizing dysfunction. Please define/summarize the term, theory, or idea, and then apply it to your media. This paper needs to have a central thesis (topic). The thesis...
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...political science. C. anthropology. D. sociology. Answer: D Type: D 3. Sociology A. is the scientific study of social behavior and human groups. B. focuses primarily on how social relationships influence people’s behavior. C. focuses on how societies develop and change. D. all of these Answer: D Type: D 4. The awareness that allows people to comprehend the link between their immediate, personal social settings and the remote, impersonal social world is called A. the sociological imagination. B. anthropology. C. a theory. D. verstehen. Answer: A Type: D 5. ____________ is most closely associated with the concept of the sociological imagination. A. Émile Durkheim B. Max Weber C. Karl Marx D. C. Wright Mills Answer: D Type: S 6. A key element in the sociological imagination is the ability to view one’s own society A. from the perspective of personal experience. B. from the perspective of cultural biases. C. as an outsider. D. as an insider. Answer: C Type: I 7. A sociologist observing behavior at a college football game would probably focus on A. what books the coach of the team has read during the past year. B. a “fan” who has fallen asleep during...
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... Table of Contents Course Description (Catalog) | This course examines a diverse sample of social problems facing the United States today, and it identifies how these problems affect and are affected by our institutions and culture. The sociological perspective and key theories will be used to understand the beginnings of the civil society, how problems develop and are defined, and the role of social change (particularly contemporary technological innovation). Key social problems covered will include social stratification/inequality, crime, drug abuse, prostitution, aging, infectious disease, family violence, health care, racial/ethnic conflict, terrorism, etc. Sociological research on social problems will be explored, and social policies to remedy the negative consequences of these issues on society will be discussed. Table of Contents Course Scope | This 8-week course is a critical analysis of the social problems in contemporary America. The course examines the history, dynamics, and structural persistence of social problems. This course will help students develop an understanding of how social problems are defined; when/where/how and why interventions are developed for the...
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...Mid-Term Assignment By: Table of Content Cover……………………………………………….………………………..Page 1 Introduction…………………………………….…………………….…..Page3 Question 1) What is Sociological Imagination?...........Page4/5 Question 2) What do We mean when we say nobody understands Insanity?.......................................................................Page6 Conclusion/References……………………………………………..Page7 Introduction In this assignment I will answer the Two questions given in class by the lecturer which are: • What is Sociological Imagination? and • What do we mean, when we say no one understands insanity? I will use help from online sources and material given in class (slide about D.L. Rosenhan, 1973, on being sane in insane places.) given by the lecturer to help me develop ideas and reach a good conclusion and understanding of the questions above. I will also analyse Sociological Imagination based on C. Wright Mills ideas, I will develop my own ideas on sociological imagination and also have a critical analysis on insanity and sanity, explaining why is difficult or almost impossible to differentiate the sane from the insane. I will also relate inanity to Sociological imagination. This assignment contains references and aconclusion. Question 1) What is Sociological Imagination? Sociological imagination, is a neologism of sociology, analysed by the American social scientist C. Wright Mills in 1959, that seeks to describe the connection process between...
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...Theoretical Analysis Paper Using Sociological Themes to Analyze a Movie For this assignment, you will use sociological themes to analyze a movie. As you are watching one of the movies from the list provided by you T.A., think about the sociological themes that are presented either directly or indirectly in the film. Sociological themes may emerge in many different ways: the setting that the film is placed in; the relationship of the characters; dialogue; dialogue that is not said but expressed in different ways; symbolicism . . . . and the list could go on. This assignment has several goals: 1. Learning sociological themes 2. Gaining fluency in these themes 3. Lay the groundwork for future sociology or social science courses 4. Learning and practicing university-level writing What are “Sociological Themes?” By sociological themes we mean the generic categories of concepts and processes, institutions, and theories. These general categories are sufficiently broad enough to capture most of what we as sociologists collect, arrange, and share with one another—they form the “stuff” of what we do. |Sociological Themes | |Concept/Process |Institution |Theory | |Class |Family ...
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...A PESTLE Analysis for Tesco A PESTLE analysis for Tesco must consider all the important external factors impacting on the company. These factors may have political, economic, sociological, technological, legal or environmental dimensions. The political analysis must include the impact of local and national government, and the international situation. The Economic analysis needs to investigate the influences of the stock market and tax increases, amongst many other monetary matters. Sociological factors are difficult to determine, as they are part of our background culture. This is part of the reason why using systematic analysis techniques is important. Technological factors are usually easier to spot, because new technologies involve change, and change is always noticed. For instance, online shopping has had a major impact on Tesco's recent success. The change created by technological advances often lead to legal problems, which is why legal analysis is always an important part of a PESTLE analysis. Tesco's operations obviously have a significant environmental impact, from fossil fuel use to packaging issues. Reducing the demand on the planet is a challenge for any big company. A PESTLE Analysis for Tesco must look at all the six factors we have mentioned. Here they are again, with some more examples: • political: an increase in unemployment due to a downward turn in the world economy. • economic: impact on sales of the credit crunch. • sociological: an increase in...
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