...Abstract This is a project in the form of an essay which focuses on the life of Walter A. Rodney. This essay includes Walter A. Rodney historical background, major ideas, his contribution to the Caribbean development, his impact on world affairs and his weaknesses. Content Page Introduction ………………………………………………………………………….. 3 Historical Background……………………………………………………………….. 4 Major Ideas…………………………………………………………………………… 5 Contribution to Caribbean Development……………………………………………. 8 Impact on World Affairs…………………………………………………………….. 9 Weakness……………………………………………………………………………. 10 Reference……………………………………………………………………………. 12 Introduction “For the only great men among the unfree and the oppressed are those who struggle to destroy the oppressor” (The Grounding With My Brothers, pg. 131). Walter A. Rodney otherwise known as 'Brother Wally' was a charismatic Caribbean intellectual. Rodney’s humanity poured out of his personality with a profound sense of the personal. He was articulate and well-spoken, well-educated and informed, a personable listener and one who was in tune with the 'grassroots'. He was able to fuse his knowledge of history, especially African history, with liberation politics. Many of his talks can be found in his book "The Groundings with My Brothers," however a brief portrait does no justice to the heritage he left. Walter A. Rodney was a revolutionary and scholar that combined his scholarship...
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...Education inequalities and achievements In this essay different in educational achievements of social groups including class, gender and ethnicity as well as difference in achievement caused by out of school factors and in school factors will be discussed. Education has had a huge impact to peoples lives and there is a significant difference in the educational achievement based class, ethnicity and gender. A child`s social background has a huge impact on the success in education and their life in future. On average children from middle class families perform well in school, get better GCSE results, stay longer in full time education than children from the working class families. Majority of children from middle class families will go to university compared to the children from working class families. Statistics show that 77% of students from parents with higher professional jobs will achieve 5 or more GCSE, 66% from parents with lower professional, 40% from parents with intermediate jobs and 33% from parents with routine jobs or unemployed, reason being that most middle class parents will afford to take children to private schools or pay for private tuition (webb, r etal2008). We operationalize the concept of class in school by using the access of free school meals (FSM), which is offered to children whose parents get unemployment benefit and come from deprived areas. There is a huge difference in education attainment between pupil receiving FSM and not receiving FSM, Statistics...
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...relationship of the family to the social structure and social change * Functionalist views: the importance of the nuclear family, the universality of the family, changing functions, how the nuclear family ‘fits’ modern society. * Marxist views: the family as part of the ideological state apparatus, as an agent of social control. * Feminist views: patriarchy; liberal, radical and Marxist feminism. Consensus/Positive views of the family | Conflict/critical views of the family | * Functionalist theories: the family performs positive functions for individuals and society * New Right theories: the family is the cornerstone of society, but it is under threat | * Marxist theories: the family provides important functions for capitalism * Feminist theories: the family reinforces gender inequality and patriarchy | Functionalist theories GP Murdock | Evaluation | Murdock argues that the family is a universal institution (it exists everywhere) that performs four major functions: * Stable satisfaction of the sex drive with the same partner, preventing the social disruption caused by sexual ‘free-for-all’. * Reproduction of the next generation, without which society would not be able to continue. * Socialisation of the young into society’s shared norms and values. * Meeting its members’ economic needs, such as shelter and food. * | However, other sociologists have criticised his functionalist approach. Marxists and Feminists reject...
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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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...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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...source is acknowledged and that no profit accrues at any stage. Other users of these publications should contact Learning and Teaching Scotland before reproducing any of them. Please note all rights held by the former Higher Still Development Unit continue to be held by Learning and Teaching Scotland. Contents Statement of Standards 3 Guide to Learning and Teaching Pack 7 Introduction to the Unit and Learning and Teaching Approaches 8 Class stratification 9 Recommended reading and recommended websites for class stratification 10 Introduction to social stratification 11 Class stratification 15 Functionalist theory of class stratification 24 Summary of functionalism 29 Marxist theory of class stratification 33 Summary of Marxism 39 Weberian theory of class stratification 42 Summary of Weberianism 47 Aspect: social mobility 50 Aspect: social closure 52 Practice exam essay question...
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...Literary Theory and Schools of Criticism Introduction A very basic way of thinking about literary theory is that these ideas act as different lenses critics use to view and talk about art, literature, and even culture. These different lenses allow critics to consider works of art based on certain assumptions within that school of theory. The different lenses also allow critics to focus on particular aspects of a work they consider important. For example, if a critic is working with certain Marxist theories, s/he might focus on how the characters in a story interact based on their economic situation. If a critic is working with post-colonial theories, s/he might consider the same story but look at how characters from colonial powers (Britain, France, and even America) treat characters from, say, Africa or the Caribbean. Hopefully, after reading through and working with the resources in this area of the OWL, literary theory will become a little easier to understand and use. Disclaimer Please note that the schools of literary criticism and their explanations included here are by no means the only ways of distinguishing these separate areas of theory. Indeed, many critics use tools from two or more schools in their work. Some would define differently or greatly expand the (very) general statements given here. Our explanations are meant only as starting places for your own investigation into literary theory. We encourage you to use the list of scholars and works provided for each...
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...SCLY 3: Beliefs in Society Revision Guide 2009-10 Name: Remember: You have to revise everything, because essay questions will focus on more than one area of the specification. The specification: The relationship between religious beliefs and social change and stability * Functionalism: conservative force, inhibition of change, collective conscience, Durkheim and totemism, anomie; civil religions * Marxism: religion as ideology, legitimating social inequality, disguising exploitation etc * Weber: religion as a force for social change: theodicies, the Protestant ethic * Neo-Marxism: religion used by those opposing the ruling class, liberation theology * Feminism: religious beliefs supporting patriarchy * Fundamentalist beliefs: rejecting change by reverting to supposed traditional values and practices. Religious organisations, including cults, sects, denominations, churches and New Age movements, and their relationship to religious and spiritual belief and practice * Typologies of religious organisations: churches, denominations, sects and cults, with examples of each New Religious Movements and typologies of NRMs eg world rejecting/accommodating/affirming; millenarian beliefs, with examples of each * New Age movements and spirituality, with examples * The relationship of these organisations to religious and spiritual belief and practice. The relationship between different social groups and religious/spiritual organisations and movements, beliefs...
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...SCLY 3: Beliefs in Society Revision Guide 2009-10 Name: Remember: You have to revise everything, because essay questions will focus on more than one area of the specification. The specification: The relationship between religious beliefs and social change and stability * Functionalism: conservative force, inhibition of change, collective conscience, Durkheim and totemism, anomie; civil religions * Marxism: religion as ideology, legitimating social inequality, disguising exploitation etc * Weber: religion as a force for social change: theodicies, the Protestant ethic * Neo-Marxism: religion used by those opposing the ruling class, liberation theology * Feminism: religious beliefs supporting patriarchy * Fundamentalist beliefs: rejecting change by reverting to supposed traditional values and practices. Religious organisations, including cults, sects, denominations, churches and New Age movements, and their relationship to religious and spiritual belief and practice * Typologies of religious organisations: churches, denominations, sects and cults, with examples of each New Religious Movements and typologies of NRMs eg world rejecting/accommodating/affirming; millenarian beliefs, with examples of each * New Age movements and spirituality, with examples * The relationship of these organisations to religious and spiritual belief and practice. The relationship between different social groups and religious/spiritual ...
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...Hensley Typeset in Minion Pro by Keystone Typesetting, Inc. Library of Congress Cataloging-in-Publication Data appear on the last printed page of this book. THIS BOOK IS DEDICATED WITH LOVE TO JulieWalwick (1959-2010) Contents ix Acknowledgments INTRODUCTION i The Problem with Work i CHAPTF1 37 Mapping the Work Ethic CHAPTER 2 79 Marxism, Productivism, and the Refusal of Work CHAPTER 3 113 Working Demands: From Wages for Housework to Basic Income CHAPTER 4 151 "Hours for What We Will": Work, Family, and the Demand for Shorter Hours 5 CHAPTER 175 The Future Is Now: Utopian Demands and the Temporalities of Hope EPILOGUE 227 A Life beyond Work 235 255 Notes References 275 Index Acknowledgments thank the following friends and colleagues for their helpful feedback on versions of these arguments and portions of the manuscript: Anne Allison, Courtney Berger, Tina Campt, ChristineDiStefano, Greg Grandin, Judith Grant, Michael Hardt, Stefano Harney, Rebecca I would like to Karl, Ranji Khanna, Corey Robin, Rudy, Karen Kathy Stuhldreher, and Robyn Wiegman. Thanks also go to Robert Adelman, Brittany Faullmer, Dennis Keenan, Marcie Patton, the Seattle FOJ, Julie Walwick, Cat Warren and David Auerbach, Diana Weeks, Lee Weeks, and Regan Weeks. An earlier version of a portion ofchapter 2 was published as "The Refusal of Work as Demand and Perspective' in Resistance in Practice: The Philosophy...
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...Beginning theory An introduction to literary and cultural theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? -...
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...UNDERGRADUATE REGULATIONS & SYLLABUSES 2014 - 2015 THE FACULTY OF SOCIAL SCIENCES TABLE OF CONTENTS MESSAGE FROM THE DEAN ............................................................. 3 UNDERGRADUATE PROGRAMMES ................................................ 4 ACADEMIC CALENDAR 2014-2015 ................................................ 5 DEFINITIONS ...................................................................................... 13 GENERAL INFORMATION & REGULATIONS .............................. 14 General Regulations for Bachelor of Science Degrees 14 Special Regulations for Degrees in Hospitality and Tourism Management........................................................... 27 Franchise Agreements .......................................................... 27 EVENING UNIVERSITY -GENERAL INFORMATION & REGULATIONS ................................................................................... 28 General Regulations for Bachelor of Science Degrees 28 General Regulations for Diploma Programmes ............ 36 General Regulations for Certificate Programmes ......... 37 STUDENT PRIZES .............................................................................. 38 CODE OF CONDUCT ........................................................................ 39 UNIVERSITY REGULATIONS ON PLAGIARISM .......................... 40 THE ACADEMIC SUPPORT/ DISABILITIES LIAISON UNIT (ASDLU) ..............................................................................................
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...1970s From Wikipedia, the free encyclopedia Jump to: navigation, search "Seventies" redirects here. For decades comprising years 70–79 of other centuries, see List of decades. From left, clockwise: U.S. President Richard Nixon doing the V for Victory sign after his resignation from office after the Watergate scandal in 1974; Refugees aboard a US naval boat after the Fall of Saigon, leading to the end of the Vietnam War in 1975; The 1973 oil crisis put the nation of America in gridlock and caused economic damage throughout the developed world; Both the leaders of Israel and Egypt shake hands after the signing of the Camp David Accords in 1978; The 1970 Bhola cyclone kills an estimated 500,000 people in the densely populated Ganges Delta region of East Pakistan (which would become independent as Bangladesh in 1971) in November 1970; The Iranian Revolution of 1979 ousted Mohammad Reza Shah Pahlavi who was later replaced by an Islamic theocracy led by Ayatollah Khomeini; The popularity of the disco music genre peaked during the middle to late 1970s. Millennium: | 2nd millennium | Centuries: | 19th century – 20th century – 21st century | Decades: | 1940s 1950s 1960s – 1970s – 1980s 1990s 2000s | Years: | 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 | Categories: | Births – Deaths – ArchitectureEstablishments – Disestablishments | The 1970s, pronounced "the Nineteen Seventies", refers to a decade within the Gregorian calendar that began on January 1, 1970, and...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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