...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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...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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...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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...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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...SOC 100 WK 10 Assignment 4 - Part 4 Investigate a Social Issue - Final Paper Working from your previous assignments and from the feedback of your professor, you will now write the final draft of your paper. Specifically, you will submit a three to five (3-5) page paper in which you address all of the following: 1. Specific Hypothesis. Introduce your paper by identifying the specific hypothesis you are evaluating in this paper. 2. Applicable Sociological Concepts. Identify the sociological theories and terminology from the text that apply to your social issue 3. Practical Implications. Discuss the value of sociological research into your issue. Determine whether or not there are (or would be) practical implications of sociological inquiry into this issue. 4. Evidence. This is the most important part of the paper. Analyze at least two (2) lines of evidence that pertain to the hypothesis you are evaluating. Does the evidence support your hypothesis? For each type of evidence, consider possible biases and alternative interpretations. 5. Conclusions. Draw conclusions based on the evidence that you have discovered. Does the evidence confirm or refute your hypothesis? Is the evidence sufficiently convincing to draw firm conclusions about your hypothesis? Activity mode aims to provide quality study notes and tutorials to the students of SOC 100 WK 10 Assignment 4 Part 4 in order to ace their studies. SOC 100 WK 10 ASSIGNMENT 4 PART 4 To purchase this visit here: http://www...
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...approaches. Sociologists analyze social phenomena at different levels and from different perspectives. From interpretations to sweeping generalizations of society and social behavior, sociologists study everything from specific events; the micro level of analysis of small social patterns, to the big picture; the macro level of analysis of large social patterns. Sociologists today use three theoretical perspectives: the interactionist perspective, the functionalist perspective, and the conflict perspective. These perspectives offer sociologists theoretical examples for explaining how society influences people, and vice versa. “While the functionalist and conflict approaches were initiated in Europe, interactionism developed first in the United States (p. 15).” Herbert Mead is credited as the founder of the interactionist perspective. The interactionist perspective, directs sociologists to consider the symbols and details of everyday life, what these symbols mean, and how people interact with each other. According to the interactionist perspective, people attach meanings to symbols, and then they act according to their subjective interpretation of these symbols. Verbal conversations, in which spoken words serve as the predominant symbols, make this subjective interpretation especially evident. Words are not fixed things; they require intention and interpretation. Conversation is an interaction of symbols between individuals who constantly interpret the world around them...
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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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...4123000401 PREPARED FOR: TUAN HAJI BAGHAWI SARBINI 2.1 Definition of Educational Sociology Emile Durkheim (1858-1917) who is regarded as the ‘father’ of sociology of education clearly defines sociology of education as “a systematic study sociological perspective”. This definition of sociology of education is suitable because it speaks much of what goes on in education system. It clearly states that it is important to know sociology before knowing what sociology of education is. This is because sociology is related sociology of education. The statement “sociological perspective” stresses the social context in which people live such as society. Society is a group of people who share a certain culture and a territory. Perspective is a view of the world and it is referred to as a sociological preservative or sociological imagination. Durkheim’s statement helps us to understand that sociological perspective opens a window to another world or unfamiliar world. As we look at other world or our own, sociological imagination casts another form of light on us. This in return enables us to gain a new vision of social life. In other words it helps us to find out why people do what they do like eating, talking and many more. Sociological imagination also looks at social locations. A social location is where people are located in a particular society. Sociologists consider jobs, age, race, income, gender and they also look at types of jobs we are doing in order to understand our behavior...
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...freedom and democracy. The idea behind the thinkers of Enlightenment was to stimulate people to solve their problems rather than wait for the church to provide solutions. It posed a challenge to the traditional conceptions of the world. Summarize the basic focus and main points of each of the three main modern theories/perspectives/paradigms of sociology (from the text and discussion in class) Symbolic Internationalism The perspective borrows the idea that members of the society act according to how they interpret the social world. It directs sociologists to consider symbols and their meanings in explaining details of everyday life. The theory advances the idea that people attach subjective, symbolic interpretation of symbols, and their actions depend on their different interpretations. The Structural–functional Approach This perspective was advanced by August Comte, who views the society as a complex social organism....
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...Positivism means “scientific” and positivist methodologies argue it’s possible and desirable to study social behaviour in ways similar to those used by natural scientists to study behaviour in the natural world. Positivism A basic principle is that social systems consist of structures that exist independently of individuals; they represent behaviour at the 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)...
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...Video Games and Sociological Theory July 22, 2012 Video games have become as pervasive an aspect of our society as television, with many people spending more time playing video games than watching television. There are many perspectives with which to gauge videos games’ effect on society, from a functionalist, conflict or interactionist perspective. (Schaefer, 2011) Each of these sociological theories can provide a different view of video games, how they affect society and the subcultures that develop around them. The functionalist perspective would emphasize the way in which the parts of a society are structured to maintain its stability. (Schaefer, 2011) A functionalist may point out the manifest functions of video games as a facilitator of social interaction among friends, or the function of educational games in younger children. The functionalist may also observe latent functions, such as improving hand-eye coordination, or even unintended educational aspect of video games not intended for children (such as police coming and arresting the player character when crimes are committed in games, mirroring the real-life consequences of one’s actions) A functionalist can also characterize video games as a dysfunction I n society, with individuals neglecting other responsibilities in favor of playing the games, or stating that the games encourage violent or antisocial behaviors. The conflict theory would focus on tensions between groups (Schaefer, 2011), so someone analyzing...
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...AQA AS Sociology SCLY2: Education with Sociological Research Methods Student Guide Introduction According to sociologist Michael Rutter we spend 15000 hours in the education system. Consequently the schooling process has a large role in forming our personalities. For some, education also manages to act as a way of socialising people into the norms and values that are seen to be important for a particular society. For others it can be seen as a source of conflict particularly when issues surrounding gender, class and ethnicity are put under the sociologists, ‘microscope’. It also provides an excellent indicator of how political ideology affects social policy, with the changing of governments impacting on educational policy. Some questions sociologists are interested in about education are: * Why do some pupils achieve more than others? * What is the relationship between education and the economy? * What is the purpose of education? * Do pupil’s school experiences vary? Assessment The course will be assessed by examination only. The examination will consist of various short answer question and essay style questions. Date of Exam: June 2010 Duration: 2 hr The Unit 2 exam is worth 60% of your final AS level grade. There will be 90 marks available on the paper. You will answer one question on the chosen topic, one question on sociological research methods in context and one question on research methods. Assessment Objectives ...
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...Applying Sociological Perspectives Stephanie Ann Tombline SOC/100 May 30, 2016 Jennifer Hudgins Applying Sociological Perspectives Social networking sites - such as Facebook, Instagram, Twitter, LinkedIn, and, Pinterest, just to name a few - provide individuals with an online web of global networking that allows maintaining social ties with one another. Sociologists often ponder, "How do these social websites impact society?" Above all, this is the question that is the central focus shared by all three of the primary sociological perspectives (Structural Functionalism, Conflict Theory, and, Symbolic Interactionism) when studying and performing research on the topic. Otherwise, the three paradigms of sociological theories are differentiating interpretations of how they perceive social networking sites. Namely, I find this subject intriguing because humans are perpetually seeking innovations intended to ameliorate the quality of life, and diverse opinions pertinent to the effect on the gamut of society and individuals within a community, is inevitable. Albeit, each perspective's view generated as a result of these social milestones, equally hold valid points. Therefore, while social networking sites provide a multitude of beneficial improvements to the world, there are just as many issues that arise, and all three sociological perspectives serve to complement one another in the comprehension of social media networks and the sway they bring to societies. As Viewed Through...
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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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