...AS Sociology – Unit 2 Education with Research Methods Social class and Education - In-school factors 1. Paul Willis – Counter/anti school subculture * Interviewed 12 disruptive boys in a school in the North of England, and then followed their progress in the workplace. * Boys wanted to go into manual work ‘proper jobs for real men’ and saw education as ‘sissy’ and irrelevant to their future * Found that being ‘one of the lads’ was an important part of their identity * This counter school culture was carried through into the workplace Evaluation of Willi’s study However it is questionable how far Willis’ findings would apply in modern Britain because there are far fewer unskilled and manual jobs available and less chance of finding employment without qualifications. His sample size is not representative therefore generalisations cannot be made. 2. Mac an Ghail - study of Parnell School (1994) * Suggests that peer groups reproduce a range of different class based masculine identities * Traditional working class masculine roles are under threat * Working class macho lads were dismissive of other working class boys who worked hard and aspired to middle class careers * The dominant definition of masculine identity changed as boys went on to sixth form * Shift from working class definition based on toughness to a middle class one based on intellectual ability 3. Howard Becker - Labelling and the Ideal pupil * Teachers...
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...academic achievement between social classes in UK schools. In order to explain academic achievements between social classes in the UK, this essay will outline the meaning of labelling and assess its concept. It will show who uses it and why. It will give views both for and against to this controversial subject which will be backed up by references to an unprecedented amount of documentation generated by highly skilled sociologists worldwide and provide evidence to the existence of labelling and the effects on its subjects. To fully understand labelling it would be wise to inhale the highly influential and educated studies of Howard Becker, who’s in depth exploration of labelling along with W.I. Thomas’s theory on the “self-fulfilling prophecies was born mainly from studies applied to criminology and deviance but also education. Teachers tend to have their own judgments towards pupils they teach and provide themselves with a benchmark to base an ideal pupil upon, who would be motivated, intelligent and well behaved. The other side would provide deviance in the form of non-disciplined, unmotivated and unlikely to succeed and it is found that these labels would have a significant affect on careers and education. (Taylor, 1995) (Kidd, Abbott and Czerniawski, 2003) The concept of deviance is to label a person’s unparalleled activity with the society and environment in which they are in and give rise to arguments for and against. Within an educational operating system a deviant...
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...Sociological research has challenged the view that ethnic differences in achievement reflect innate differences of intelligence and ability; this has become a view that very few sociologists now put forward. Ethnicity refers to the shared cultural traditions and history, which are distinct from other groups in society. The level of achievement of different ethnic groups varies. This may be due to factors such as home background, class, language and in-school factors. Recent studies highlight the effects of racism. Ethnicity influences factors that lead to an impact on education. There are many reasons for educational underachievement and it has been said that ethnicity is one of these key factors. Item A suggests that Chinese and Indian pupils are of higher educational achievement than Bangladeshi, Pakistani, and Black pupils. One possible cause of ethnic differences in education could be at the fault of the education system. To investigate this Sewell carried out a study using semi-structured interviews and observations in an inner-city boys’ comprehensive school. His study revealed the ways in which African-Caribbean students are labelled by their teachers, peers and white students as ‘problems’ in the classroom. Sewell showed how Black boys use these negative perceptions to construct different responses to school based on their own ‘masculine’ images. Many of these belong in the anti-school culture, such as conformists and rebels, all in favour of gang culture. However...
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...LIBERTY UNIVERSITY BAPTIST THEOLOGICAL SEMINARY The Antichrist of Daniel Eleven Submitted to Dr. Alvin Thompson, Ph. D in partial fulfillment of the requirements for the completion of OBST 520 Old Testament Orientation II by Milton Rogers April 29, 2015 Table of Contents Intoduction………………………………………………………………….. page 1 Controversy of Author and Date…………………………………………….page 2 Piety and Faith of Daniel…………………………………………………….page 5 Prophecies Fulfilled………………………………………………………….page 6 Antiochus IV………………………………………………………………...Page 7 Antichrist…………………………………………………………………… page 8 Summary………………………………………………………………………page 9 Conclusion…………………………………………………………………….page 11 Bibliography …………………………………………………………………..page 12 You have no page numbers showing. See the sample paper and Turabian for correct formatting. introduction Daniel, a contemporary of Jeremiah and Ezekiel, went into captivity to Babylon in 605B.C. when he was around fifteen years old. Jeremiah warned that the Lord would was sending the Babylonians to punish Judah. In 605 B.C. , Nebuchadnezzar led the Babylonian army to victory over the Eygptians at Carchemish, establishing control over Syria and northern Israel. Then he marched south and took some exiles including Daniel.1 “The Book of Daniel is not only one of the most intriguing works in...
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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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...Over time there has been a switch in gender success throughout education; coming into the late 1980’s underachievement by girls was common; girls were less likely than boys to obtain one or more A-levels and were less likely to go on to higher education. Coming in to the next decade of the 1990’s there was a sudden reversal; girls were now doing better than boys who were now underachieving. In 2006 10% more females were obtaining 2 or more A-levels than males. Women are now getting better degrees than men. Sociologists have looked into this gender diversion from a social perspective. What made this reversal so sudden and why did it occur? Feminists believe that the education system is patriarchal and dominated by men, just like the work force is. Feminists argue that the education system is just a primary preparation for leading into the future work force. They believe there are still gender differences in subject choice in schools. Sociologists Heaton and Lawson (1996) argue that the ‘hidden’ curriculum is a major source of gender socialisation; within education, various subjects are aimed at a certain gender group; for example cooking would be aimed at girls doing house work and cooking. While most schools now title this course, Food Technology, feminists believe that the subject is still designed to 'snare' girls into adopting a mode of behaviour a patriarchal society accept and that the gap between girls and boys is still there in today’s society. Feminists also believe that...
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...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 hidden curriculum transmits values such as obedience and respect for authority. · Bowles and Gintis (1976) school mirrors the workplace (correspondence principle) prepares children to fit with their exploited future by the proletariat. Use strict hierarchy, share the same values (punctuality), external rewards (grades/money) and fragmentation and alienation in both (individuals are split...
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...Sociology revision Education School factors [Cultural:] • Labelling theory / self-fulfilling prophecy • Streaming / Banding / Setting • Class, gender, ethnic background • Formal Curriculum (middle class knowledge) • Hidden curriculum • Anti-school subcultures (Male: Willis / Female: Lees) • Language and textbooks (anti-female / black bias) • Gender relationships (teacher -pupil / pupil-pupil) • Gendered curriculum (patriarchal) • Teacher expectations, attitudes and behaviour (Nash) • Single / Dual sex schooling • Examination and skill changes (GCSE, A-level, Coursework) • Changing attitudes to / expectations of work (males and females) Functionalist approach to education Meritocracy- System where people are rewarded on the basis of ability and talent 1. Socialisation- education helps to maintain society by socializing young people into the norms and values. Durkheim argued that education was promoting individualism and that it could lead to social solidarity ( a state with of lack of shared norms) 2. Parsons suggested that educations form a bridge between the family and the wider society by socializing children to adapt a meritocratic view. 3. Davis and Moore – role allocation, Education allocates people to the most appropriate job for their talents 4. Skills provision- education teaches the skills requires by the modern industrial society. 5. Durkheim says that education passes on norms...
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...Crime | Behaviour which breaks laws and is punished by the legal system | Deviance | Behaviour which goes against the norms, values and expectations of a social group or society | Downes and Rock | Defined deviance: ‘Deviance may be considered as banned or controlled behaviour which is likely to attract punishment or disproval’ | Foucault | Wrote about how definitions of criminal deviance, sexual deviance and madness have changed throughout history i.e. women wearing trousers was seen as deviant, now it is ‘normal’(supports: Kuhn: paradigms) | Plummer | An act can be seen as deviant or non deviant depending on the situation * Societal deviance (that are seen by most as deviant in society in most situations) such as child abuse * Situational deviance (acts that can be defined as deviant or normal) such as killing someone, its okay if it is a soldier but deviant otherwise. | Social order and social control maintain the status quo within society and creates a value consensus of how to behave. Therefore people are socialised to follow social norms. | Some norms become second nature to people such as face to face conversations. However there are norms that we are conscious of, such as stopping at a red traffic light. | Formal sanctions (carried out by official agencies) | Positive (conforming to the norm) * Certificate for passing A level exam * Medal for braveryNegative (punishment from deviating from the norm) * Fine for breaking the law * Points on a drivers...
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...Names and Education – there will be 4 questions on Education. These are simply names – you do not need to remember them all – you need to choose which ones you want to remember. Cut and paste to reduce. It is vital that you also have a generaloverview of the key ideas so do the same for key concepts / theories 1. Theories of Education – What is the role and purpose of education? |Functionalism | | |E.Durkheim and T.Parsons |Passing on society’s culture: this then unites people together by giving them shared values (value consensus). | | |According to Durkheim schools are societies in miniature - he argues that the key role of education was to teach | | |children moral responsibilities in order to promote social solidarity. Education provides secondary socialisation. | | |(Meaning the teaching of norms and values of society) to add to the primary socialisation provided by the family. | | |Examples of the values that education teaches to children include the importance of achievement, meritocracy and | | |competition. ...
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...by physical features such as skin colour. Although many ethnic minority groups in the UK are non-white, this is not applicable to all groups. According to Crystal (03), well over 100 languages are in routine use in the UK. Today, children from minority backgrounds make about21% of the pupils in English schools. The level of achievement of different ethnic groups varies greatly in Great Britain. This may be due to factors such as home background, class, language and in-school factors. Recent studies highlight the effects of racism. It is believed that ethnicity influences such factors, leading to an impact upon their education. When ethnic minority students do underachieve in education this may be explained partly by social class disadvantages and partly by educational disadvantages related specifically to their ethnicity. Although members of ethnic minorities are found throughout the UK class structure, Afro-Caribbean, Pakistani and Bangladeshi origin students are especially likely to be found in the lower sections of the working class and to experience poverty. Social theorists working with a relative definition of poverty usually define poverty to exist where individuals are receiving an income below 60% of the median income in the UK as a whole and relative poverty in the UK can be shown to be widespread; approximately 20% of Whites, 25%...
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...“School class differences in educational achievement are the results of factors within home” only? Differences in educational achievement can be assessed through three forms of stratification; social class, ethnicity and gender. Moreover, the main factor s which spill light on the matter are both the home and school factors. For instance, the picture of academic achievement by social class is consistent. The survey of Halsey, Heath and Ridge (1980) showed that boys from the service class (top strata) had 40 times more chance of attending a public than a boy from the working class. Even after the abolition of the tripartite system, with 1944 Act, the chance of a working class boy to rise through academic ranks, is four time less than a service class boy of still being in school at the age of 16 , eight times less at 17, ten times less at 18 and eleven times less at university while the above is a general review of the relation between class and educational achievement, it is essential to isolate the two distinct contribute factors: home factor and school factor a concrete discussion. Primarily, let’s take into consideration the home factors; subdivided in material factors and cultural factors. J.W.B Douglas (1964) carried out a survey of over 5,000 children born in 1946.He found out that on overall, children from the working class are less performing in ability test. According to him, the home background, parent attitudes, parents’ hours of work and mostly parental interest...
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...Ricardo Semler: A Revolutionary Model of Leadership TEACHING NOTE 04/2014-5982 This teaching note was written by William W. Maddux, Associate Professor of Organisational Behaviour at INSEAD, and Roderick I. Swaab, Assistant Professor of Organisational Behaviour at INSEAD, in conjunction with Betania Tanure, Professor of Organisational Behaviour at PUC / BTA, and case writer Elin Williams, as an aid to instructors in the classroom use of the case “Ricardo Semler: A Revolutionary Model of Leadership”. Financial support from INSEAD Alumni Fund is gratefully acknowledged. Instructors can register and login at cases.insead.edu to access instructor-only material supporting INSEAD case studies (e.g., videos, handouts, spreadsheets, links). Copyright © 2014 INSEAD COPIES MAY NOT BE MADE WITHOUT PERMISSION. NO PART OF THIS PUBLICATION MAY BE COPIED, STORED, TRANSMITTED, REPRODUCED OR DISTRIBUTED IN ANY FORM OR MEDIUM WHATSOEVER WITHOUT THE PERMISSION OF THE COPYRIGHT OWNER. This complimentary copy is for the authors’ use only. Copying or posting online is a copyright infringement. The Story The case follows the story of Brazilian business leader Ricardo Semler, who took the family marine-pump business to multi-national, multi-sector success. However, this is no typical business success story. First, Semler dramatically changed his own leadership style by relinquishing control and working less hard. Next, he set about transforming Semco, the company founded by...
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...Get Instant Access to PDF Read Books Cases In Financial Management Brigham Solutions at our eBook Document Library Cases In Financial Management Brigham Solutions PDF Download Cases In Financial Management Brigham Solutions.PDF Getting the screenshots prepared is a good approach that might time savings. But having screenshots already prepared in addition to callouts, explanations, and annotations is an excellent approach which you will save much longer. More than likely, you've all that stuff prepared inside your cases in financial management brigham solutions but it's not very polite to deal to the person: "Read that fantastic manual". User may do not know the location where the manual is on the PC as well as on what page is the looked-for solution located. On the other hand, you may also have zero time and energy to manually cut particular pages with screenshots and related instructions from your manual also to attach them to each support message. Consider virtually any kind of services or products is now purchased or enlisted online, getting repair manuals is effortless. With many suppliers, immediate accessibility to manuals is done possible since they will be stored and ready for download in Portable Document Format (PDF). And unlike traditional printed service manuals that may be easily lost or damaged over time, these cases in financial management brigham solutions might be safely held in your pc for future repairs. This is really going to save you...
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...Official Statistics highlight that high offending groups are: the young, blacks, males and the working class. Discuss the accuracy of UK crime statistics and evaluate sociological explanations for offending in two of these groups. The official statistics consistently show that the working class, the young, males and members of some minority ethnic groups are more likely to commit crimes than the middle class (Haralambos & Holborn, 2008). The main source of these statistics is gathered from crimes recorded by the police and courts and through the British Crime Survey (BSC). The British Crime Survey was sent out to a random sample of the population and asked respondents for their experiences of crime over the previous year. This survey has been carried out by the Home Office since 1982. The results highlighted a discrepancy between the official statistics and people’s experiences of crime, showing that there was a high level of unrecorded crime. The combination of both of these statistics should provide a picture of the full extent of crime in Britain, however, sociologists believe there are a number of factors that influence these figures and that these official statistics do not reflect a true representation of crime in Britain today (www.studyzones.com). The official statistics provide information on the total number of crimes recorded by the police. A crime is only recorded when it comes to someone’s attention that a crime has been committed, reported to the relevant...
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