...General Certificate of Education Advanced Subsidiary Examination June 2013 Sociology Unit 2 Tuesday 21 May 2013 9.00 am to 11.00 am SCLY2 For this paper you must have: an AQA 12-page answer book. 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 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. A G/K92851/Jun13/SCLY2 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 1 0 6 to 0 4 . 9 . You are advised to spend approximately 30 minutes on question You are advised to spend approximately 40 minutes on questions 0 5 . to 0 Total for this section: 90 marks Education Read Item A below and answer questions...
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...AQA Qualifications A-level Sociology SCLY2/Education with Research Methods; Health with Research Methods Report on the Examination (Specification 2190) June 2013 Version: 1 Further copies of this Report are available from aqa.org.uk Copyright © 2013 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. REPORT ON THE EXAMINATION – A-level Sociology – SCLY2 – June 2013 SCLY2 General Most students appeared to have sufficient time to answer all questions to the best of their ability and very few committed rubric errors such as answering questions from both sections of the paper. There were some outstandingly good answers from well-prepared students; more generally, students seem to have found the set questions accessible. However, it is worth reiterating two points made in previous examination series in relation to AO2 skills. Firstly, students continue to fall short when it comes to evaluating knowledge of sociological material. Secondly, some schools and colleges appear not to be focusing sufficiently on the importance of the skill of Application in answering the Methods in Context questions 05 and 14. The legibility of handwriting...
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...General Certificate of Education Advanced Subsidiary Examination June 2012 Sociology SCLY2 Unit 2 Friday 25 May 2012 1.30 pm to 3.30 pm For this paper you must have: an AQA 12-page answer book. 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 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:...
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...interview is conducted affects the likelihood of the respondents to report incidents that are distressing. One should consider the gender of the interviewer, special training in sensitive interviewing and privacy during the interview. The presence of a violent partner in the room where the woman is being interviewed reduces the reporting of the violence (Walby & Myhill, 2001). Dedicated surveys can also be used to research violence against women since they focus on the issue of violence against women and facilitate a further number of methodological adjustments, reduce the time spent on such questions and remove the potentially restrictive crime context. Face-to-face interviews, telephone, self-completion on a computer and using postal questionnaires can be used to conduct surveys (Walby & Myhill, 2001). Interpretive and critical frameworks Violence against women can be studied using the quantitative and qualitative methods. The qualitative method is from an interpretive framework. The qualitative method gathers information that is presented in text form through case studies, lists, narratives, descriptions and verbatim quotes. The qualitative method is more appropriate when an issue is being studied for the first time in a particular setting or when the aim is to gain understanding about a process (Jansen, n.d). The critical framework is the development of approaches that have the potential of...
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...Sociology Education AQA Unit 2 & Research Methods 1) ROLE OF EDUCATION & ECONOMY CONSENSUS PERSPECTIVES (FUNCTIONALISTS – EMILE DURKHEIM) 1) teaches skills needed in work and economy 2) sifts and sorts people into their appropriate job roles - allocation 3) plays a part in secondary socialisation · Positive aspects of school going,Durkheim noted the importance of education in preventing anomie (state of chaos) also emphasized the role of subjects such as History for teaching the students heritage, integration and solidarity. · Teaches children to interact outside their families. Durkheim said families use affective relationships society is based in instrumental relationships. Children’s experiences with adults become increasingly formal. Parsonsdeveloped this idea, saying children gain achieved status through education; also school rules acclimatised children to universalistic standards. Parsons also argued that education instils values of competition, equality and individualism. All help to function a capitalist society. CONFLICT PERSPECTIVES (MARXISTS and FEMINISTS) 1) prepares children for work 2) justifies inequality 3)ruling class ideology that supports capitalism · Education operates as an ideological tool, manipulating people to think certain ways to legitimise exploitation by the ruling class and inequality. · Schools render the proletariat passive and resigned to their fate. Louis Althusser argued that education operates as an ideological apparatus, therefore...
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...DEPARTMENT OF SOCIOLOGY MA (Sociology) MA (Social and behavioural studies in HIV-AIDS) (Delete the one that is not applicable) A RESEARCH PROPOSAL BY: Full names: Student no: Postal address: TITLE: (See notes on page 4) Telephone number: E-mail: Date of submission: SUPERVISORS: (Fill out the details above) I declare that the work I am submitting for assessment contains no section copied in whole or in part from any other source unless explicitly identified in quotation marks and with detailed, complete and accurate referencing. …………………………………….. (Signature) CONTENTS PAGE 1. INTRODUCTION 3 1.1 The research problem. 4 1.2 Rationale or purpose of the study. 4 1.3 The objectives of the study. 4 1.4 Research question(s). 4 2. LITERATURE REVIEW 5 3. PROPOSED METHODOLOGY 6 3.1 Research design. 6 3.2 Data sources 7 3.3 Data collection techniques. 7 3.4. Issues of reliability and validity. 8 3.5 Sampling techniques. 8 3.6 Definitions of key terms, concepts and variables. 9 3.7 Data analysis and interpretation. 9 3.8 Ethical considerations. 10 3.8.1 Confidentiality. 10 3.8.2 Informed consent 10 3.8.3 Provision of debriefing, counseling and additional information. 10 3.9. Pretest or pilot study. 11 4. MY PERSONAL WORK PLAN 12 LIST OF SOURCES 12 From here on, please use 1, 5...
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...DEPARTMENT OF SOCIOLOGY MA (Sociology) MA (Social and behavioural studies in HIV-AIDS) (Delete the one that is not applicable) A RESEARCH PROPOSAL BY: Full names: Student no: Postal address: TITLE: (See notes on page 4) Telephone number: E-mail: Date of submission: SUPERVISORS: (Fill out the details above) I declare that the work I am submitting for assessment contains no section copied in whole or in part from any other source unless explicitly identified in quotation marks and with detailed, complete and accurate referencing. …………………………………….. (Signature) CONTENTS PAGE 1. INTRODUCTION 3 1.1 The research problem. 4 1.2 Rationale or purpose of the study. 4 1.3 The objectives of the study. 4 1.4 Research question(s). 4 2. LITERATURE REVIEW 5 3. PROPOSED METHODOLOGY 6 3.1 Research design. 6 3.2 Data sources 7 3.3 Data collection techniques. 7 3.4. Issues of reliability and validity. 8 3.5 Sampling techniques. 8 3.6 Definitions of key terms, concepts and variables. 9 3.7 Data analysis and interpretation. 9 3.8 Ethical considerations. 10 3.8.1 Confidentiality. 10 3.8.2 Informed consent 10 3.8.3 Provision of debriefing, counseling and additional information. 10 3.9. Pretest or pilot study. 11 4. MY PERSONAL WORK PLAN 12 LIST OF SOURCES 12 From here on, please use 1, 5...
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...A Comparison of Methods in Business Research By Song Gao This essay compares the research method of case study with five other methods in business research. The five methods are focus group, in-depth interview, observation, questionnaires and field experiment. This essay provides the definition, advantages, disadvantages/limitations for each of the six methods. Moreover, five published articles related to case study method and two published articles related to each of the other five methods were found to further discuss their application in research. Case Study Definition It is an understatement that there is confusion among students, teachers and researchers about the definition of case study research. In this essay, I use the definition as follows: A case study is a study in which (a) one case (single case study) or a small number of cases (comparative case study) in their real life context are selected, and (b) scores obtained from these cases are analysed in a qualitative manner.(Dul & Hak, 2008). Advantages The case study method involves detailed, holistic investigation and can utilise a range of different measurement techniques (the case study researcher is not limited to any one methodological tool). Data can be collected over a period of time, and it is contextual. The histories and stories that can be told about the company are also something that can be assessed and documented.(The university of Melbourne, 2010) Limitations The case study involves analysis...
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...to be creating a table comparing the different research methodologies in health and social care. Research methods are “the various specific tools or ways data can be collected and analysed, e.g. a questionnaire, interview, etc.” (Neville, C, 2007). Methods | Advantages | Disadvantages | Validity | Questionnaires are “a series of questions asked to individuals to obtain statistically useful information about a given topic” (Bryant, L, 2014). There are different types of questionnaires that include face to face, phone, post and online. | -Practical-Large amount of information from a large amount of people can be collected in a cost effective way.-The results can be easily quantified.-It can be carried out by the researcher or any number of people without affecting its validity and reliability.-The results can be analysed more ‘scientifically’ and objectively than other forms of research (University of Surrey, 2014). | -Format makes it difficult to for the researcher to examine complex issues and opinions.-The person which the questionnaire has been send to may not actually fill it.-If the researcher is not present it may be hard to tell whether the participant has understood the question.-The meaning of the questions may be different to the each participant.-In postal questionnaires, the number of them being returned tends to be very low (Bryant, L, 2014). | Low validity because it does not explore questions in any detail or depth. | Interviews can be grouped into three main...
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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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...CONTENTS Page Appendices List................................................................................. 1. Introduction 1.1Justification and structure of report ……………………………… 3 1.2. Aims and Objectives …………………….…….…………………4 1.3. Background of Oxford city. …………….………………………..4 2. Literature Review 2.1. Urban Tourism................................................................................5 2.2. City Typologies...............................................................................8 2.3 Tourism in historical cities...............................................................9 2.4 Urban tourism supply and Jansen-Verbeke Model (1986)………...9 3. Methodology 3.1. Methodology and Methods...........................................................11 3.2. Field work.....................................................................................13 3.3. Research Limitations and Ethical consideration….......................13 4. Results and Discussions.......................................................................14 5. Conclusion...........................................................................................23 Bibliography............................................................................................25 1.Introduction 1.1 Justification and structure of report This report...
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...Chapter- One Introduction Report Objective The objective of this report is to identify “Causes of Low Market Demand of Rupali Bank Ltd and Measures to Change the Situation”. This report is done in order to analyze the causes of low market demand which influence customer satisfaction from Rupali Bank Ltd and measures to change the situation. In the current competitive market though different banks are providing different services to grab maximum market share, still customers have their own evaluation or judgment to find the satisfaction level of the service provided by the banks. Market demand depends on customer satisfaction. Analyzing the causes of low market demand is a complex process and sometimes customers even measure their satisfaction based on such factors that they even don’t have clear idea about those issues or factors. The underlying problem in predicting customer choice resides much more in the fact that market demand depends on many different criteria simultaneously, including brand, service and product quality, performance, price, features, and so on. This problem is further confounded in service applications, where customers may consider intangible features and characteristics of the market offerings for e.g., service quality, benefits, safety and trust; interactions between service providers and customers. Thus, incorporating customer preferences and choices into day-to-day managerial decisions is extremely important for today’s highly competitive environment...
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...Research Methodologies in Supply Chain Management Herbert Kotzab ´ Stefan Seuring Martin Mçller ´ Gerald Reiner (Editors) Research Methodologies in Supply Chain Management In Collaboration with Magnus Westhaus With 71 Figures and 67 Tables Physica-Verlag A Springer Company Professor Dr. Herbert Kotzab Copenhagen Business School Department of Operations Management SCM-Group Solbjerg Plads 3 2000 Frederiksberg Denmark hk.om@cbs.dk PD Dr. Stefan Seuring PD Dr. Martin Mçller Supply Chain Management Center Institute of Business Administration Faculty of Business, Economics and Law Uhlhornsweg 26111 Oldenburg Germany stefan.seuring@uni-oldenburg.de martin.mueller@uni-oldenburg.de Dr. Gerald Reiner Vienna University of Economics and Business Administration Department of Production Management Nordbergstraûe 15 1090 Vienna Austria gerald.reiner@wu-wien.ac.at Cataloging-in-Publication Data Library of Congress Control Number: 2005924508 ISBN 3-7908-1583-7 Physica-Verlag Heidelberg New York This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must...
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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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....WHAT IS QUALITY OF LIFE AND HEALTH-RELATED QUALITY OF LIFE? A REVIEW OF THE CONCEPTS AND SOME ATTEMPTS AT MEASUREMENT Quality of life research, then, spans a range of topics, from quality of life in the last year of life (Lawton et al. 1990) to quality of life in urban environments (Rogerson et al. 1989). As was illustrated earlier, quality of life is an amorphous concept, that has a usage across many disciplines -- geography, literature, philosophy, health economics, advertising, health promotion and the medical and social sciences (e.g. sociology and psychology). It is a vague concept; it is multidimensional and theoretically incorporates all aspects of an individual's life. Quality of life has also been defined as the `output' of the inputs of the physical and the spiritual (Liu 1974); as the degree to which a person accomplishes life goals (Cella and Cherin 1987); and even quantified crudely as a formula in which quality of life (QL) is a product of one's natural endowment (NE) and the effort made on one's behalf by the family (H) and society (S), such that QL ]] NE ]] H ]] S (Shaw 1977). The meaning of the concept of quality of life is thus arguably dependent on the user of the term, his or her understanding of it, and his or her position and agenda in the social and political structure (Edlund and Tancredi 1985): `Quality of life is a vague and ethereal entity, something that many people talk about, but which nobody very clearly knows what to do about' (Campbell...
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