Essay about How do we categorize oneself - 651 Words

Social Psychology Types of Self and Identity How do we categorize oneself? There are numerous ways to define our identity. During the course of this essay, I will analyse these methods in order to gain a better insight as to how we are able to define our identity and self. Social Psychologists (Tajfel and Turner, 1986; Hogg and Abrams, 1988) have long argued that there are two distinctive identity groups that help to define types of self. These two groups are social and personal identity. Social identity highlights the part of our self that has been derived from our membership within groups whereas personal identity refers to both idiosyncratic traits and habits and close personal relationships. Human interaction is required to†¦show more content†¦The individual relational self defines the attributes within a relationship that contains self as a unique individual and other individuals. Generally, people can be defined using this model as I, you and I or we. Despite the presence of two known theories of self, Markus and Kitayama (1996) still did not fully agree. They developed another theory, which specified two completely separate types of self. This was the Independent and Interdependent Self. The independent model highlights that the self is unique and formed from autonomous behaviour with the individual solely responsible to express their self-image (Heine Lehman, 1997). However, the interdependent self is formed through relationships with other people that are maintained by meeting the expectations of others (Heine et al, 1997). Upon evaluating the evidence as shown above, it has become evident to me that there are numerous different methods to define types of self. These methods vary in complexity ranging from the simplest 2 self model (Tajfel et al. 1986) to the more complex 3 self model (Brewer et al. 1996). These methods are all interlinked yet the 3 self model is most efficient as it is a refined version. References Abrams, D Hogg, M.A. (1988). European Journal of Social Psychology p.325-334 Heine, S.J., Lehman, D.R.(1997). The cultural construction ofShow MoreRelatedSocrates Vs Socrates1704 Words   |  7 PagesSocrates and Aristotle would think that philosophy was for the greater good and expanding the minds of those around them. Socrates in particular would regard philosophy as conversational and weeding out those who ‘know’ and those who do not. Aristotle would use philosophy to try to reach the conclusion on what happiness is. These great thinkers believed absolute contemplation was the greatest pleasure human beings could reach, so for them philosophy was reaching a type of Nirvana. Take the ApologyRead MoreMusic Taste And Its Effect On Your Own Image934 Words   |  4 PagesAs humans we are often categorized into certain social or economic groups, for example high class or low class or simply the nerdy or the â€Å"cool†. In an attempt to jump social circles one can employ musical taste to fit in with different groups. By simply claiming you hate one band, and love another you can completely shift the way people characterize you. As Bourdieu and Wilson lay out in this chapter, taste is a way to â€Å"fight for power and status† with your peers. It allows one to â€Å"condemn thoseRead MorePerception Of Social Based On The Individual s Social Orientation1335 Words   |  6 Pagesstereotypes categorizes favoritism with the in-group and insulting behavior for the out-group. The minimal group effect should, therefore, be considered a powerful learning bias for underlying the rapid internalization of social biases in the real world. This will creat e discriminatory behavior response to the perception of social differences based on the individual’s social preference. Social identity is based on a person’s sense of self derived from perceived membership in social groups. When we belongRead MoreExistentialist Theory: Its Features, Advantages and Disadvantages784 Words   |  3 Pages(Steven Crowell, 2010). Existentialism is a philosophy which stresses on human existence as opposed to the movements that submerge mans existence. Normally, if emphasis of distinction is placed upon mans existence then the question will be to show how it is different from humanism. Therefore, many features emerge to support the view of existentialism. The first feature is that existence precedes essence. This means that there is no human nature and or human prototype to which all men/human couldRead MoreA Setting Of A Jungle Gym1466 Words   |  6 Pages the subjects are pitted against one another in a competition which will clearly demonstrate this phenomenon, recognized as the minimal group paradigm. This paper will evaluate 100 seven-year-old children in a naturalistic setting of a jungle gym. We will examine if the minimal group paradigm is still as effected after these children have a positive, noncompetitive experience with the out-group. Introduction Children assume that members of the in-group are more likely to perform goodRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1077 Words   |  5 Pagestranslation. Some statements may include that a person falls under one category and that they are a certain way, but in all reality the group is nothing how people think they are. As many may ask, stereotypes and misconceptions are formed to categorize social groups. By doing so, this allows one to explore the cognitive side of the brain and categorize as best to knowledge. By categorizing the ones who suffer from ADHD many are being told that this issue is only a mental one, in a way that objectifiesRead MoreThe Second Day Of My Brand New Life At College1358 Words   |  6 Pagesthis has led me to identifying my unconscious biases and take actions against them in my conscious decisions and judgements. The first unintentional bias that I had was about all those in my class. As a student in the honors program, it is known that we all are intelligent and have succeeded enough academically in the past to be placed here. Also, some typical stereotypes of an honors student may be control freak, know-it-all, and uptight. As a result, I was afraid at first to share my ideas with theRead MorePractical Identity : The Authority Of Reflection1349 Words   |  6 PagesIdentity is the idea or perception of who we are in the world. It develops from social surroundings and circumstances and influence our experiences in the world. The social environment sets social norms and systems that shape people’s behaviors. In turn, defining one’s identity will affect the choices that one makes and the execution of these choices. According to Korsgaard (1996), practical identity is the social group or cultural group that one categorizes oneself in. These categorizations range fromRead MoreJus tice Is The Quality Of Being Just967 Words   |  4 Pagesinfluences and have a realistic discussion about what sort of society we really want to live in. My beliefs and ideas about what Justice means addressed in this reflection relate to what I gathered from Justice: What’s the Right Thing to Do by Michael J. Sandel, A Conflict of Visions by Thomas Sowell and Who Rules America? The Triumph of the Corporate Rich by William Domhoff. Figure 1. This picture above speaks volumes. It shows how people rely on justice to be just when it really it does not careRead MoreSouth Asian Culture1010 Words   |  5 Pagesis mainly white women, even celebrities, who are those adorned with bindis and other symbols of South Asian culture in American media, it alludes to the idea that white women are seen as more desirable and are more praised in society than those who do not fit that standard. Maira had noticed that many of the people who were ready to adopt these cultural elements were mainly white women, speaking to the idea of white imperialism and white supremacy. Through a testimonial from Madonna regarding her

Essay on Imperialism In World War 1 - 1103 Words

Imperialism in World War 1 Imperialism was one of the four contributing factors to the cause of World War One, along with secret alliances, militarism, and nationalism. It is the most important cause of WW1, because it created a build-up of tension in Europe and outside of Europe, and through imperialism, the three other causes were able to affect the beginnings of the war. Imperialism is defined as the governing of one people by another country, which was a recurring dilemma prior to WW1 due to the industrialist movement. Although not all events that fall into the imperialistic category were about controlling another country, they contributed to the war, and imperialistic events were the foundation of the cause of WW1. Within Europe,†¦show more content†¦Militarism was another factor, and the threatening behavior when powerful countries involved in powerful alliances begin forming unbeatable weapons would not have affected war had there not been a prior fear that war would be coming. England produced a ship made to kill in attempt to prove to the Germans that they still owned the sea, and this kind of behavior is what triggered an additional rise to the pressure building in Europe. Nationalism relates closer to imperialism because it was due to nationalism that imperialism was not always successful. When the European powers attempted to invade and take over China, they were unable to due to the unity of the Chinese people, and also the interferences by other countries. This nationalism prevented countries from extending control over many people, for rebellions occurred and changes had to be made. The Austro-Hungarian Ultimatum to Serbia was one of the examples of imperialism during WW1. On July 23 1914, Serbian nationalist Gavrilo Princip assassinated archduke Franz Ferdinand, who was to be the heir to the Austro-Hungarian throne. Austro-Hungary, realizing they were stronger than Serbia, issued an ultimatum with ridiculous demands, along with statements such as â€Å"The Royal Serbian Government [is]†¦ to suppress any publication which incites to hatred and contempt of the Austro-Hungarian Monarchy and the general tendency of which is directed against its territorialShow MoreRelatedCause and Effect on World War 1 Essay743 Words   |  3 Pagesand Effect on World War 1 World War One, a huge conflict that sparked in 1914 and lasting all the way until 1918. The war was between the world’s greatest powers as two opposing sides; the Central Powers and the Allies. It was a chain of events that had started this was which consist of key features such as imperialism, alliances, growth of militarism, crisis, and nationalism. It was the result of these accumulating factors that had eventually evoked war. The effects on World War One includedRead MoreNegative Effects Of Imperialism1139 Words   |  5 Pagesevents are talked about. That just shows what imperialism causes. Imperialism is when a dominant country seeks to increase their size and forces (either by war or diplomacy) a smaller country to submit to their rule. The Age of Imperialism began in the 1870s and went until World War 1. During this time imperialism was very prevalent and the events that took place during this time had lasting effects and still affect us to this day. While imperia lism could be seen as beneficial, especially to theRead MoreThe Cause of WWI was Imperialism Leading to a Bad Economy Essay722 Words   |  3 Pagesmain causes that started World War 1 was the fact of imperialism. The main cause was imperialism and not nationalism because the government was always unequal and always favored themselves. When the government did this, it would lead to a terrible economy, and be forced to trade with other surrounding countries. All of this created a big build up in war and tension between Europe and other surrounding nations. I believe that imperialism was the main cause of World War 1 because it is what made upRead MoreCauses Of Imperialism843 Words   |  4 Pagesstarted the First World War in 1914. Instead they have narrowed it down to some main causes. The main factor that lead to the outbreak of World War 1, was the desire by the nations of Europe to expand their empires. Along with this there were some less significant contributing factors to th e outbreak, such as previous historical tension and nationalism. Supporting evidence shows that imperialism was the main and most significant factor of the outbreak of World War 1. Imperialism is defined as theRead MoreImperialism And The United States Experience During World War I855 Words   |  4 PagesDuring World War One, the United States encountered many challenges, affecting America and Foreign Nations and their respective populations. Imperialism, economic expansion and industrialization impacted the United States’ experience during World War One. Americans were forced to recognize their strengths and weaknesses internally and externally. Imperialism is defined as a policy or practice by which a country increases its power by gaining control over other areas of the world . Prior to UnitedRead MoreEffects Of Ww1 On South And East Asia1285 Words   |  6 PagesDavon Duncan Mr. Sipher World History AP 21 March 2016 Effects of WW1 on South and East Asia World War I, the so called war to end all wars, began in 1914 and ended in 1918. This war included the Allied Powers; which included Great Britain, France, Russia, and Italy; against the Central Powers; which included Germany, the Austrian-Hungarian Empire, the Ottoman Empire, and Bulgaria. WWI was mainly centered around Europe but had dramatic effects on the entire world but in particular SouthRead MoreWere Nationalistic Beliefs Ultimately Responsible for the Outbreak of the First World War1107 Words   |  5 Pagesbeliefs ultimately responsible for the outbreak of the First World War? Can nationalism be held solely responsible for starting what is usually regarded as the most destructive war, at least in terms of human lives, the world had ever seen? The answer to this question is a solid no. Though nationalism played an important role in the outbreak of the war there are many other contributing factors which must be taken into account. Imperialism, militarism, the ar ms race and the balance of power in EuropeRead MoreNationalism And Imperialism841 Words   |  4 PagesNationalism and Imperialism are two important yet distinct ideologies that have shaped the geopolitical world. Both have led to the annexation of lands and the formation of national borders. Nationalism and Imperialism can be viewed as two ends of a spectrum of patriotism, with nationalism on the weak end and imperialism on the strong end. In terms of global significance, imperialism, as a force of domination, subjugation, and exploitation, is more important than nationalism. Nationalism can beRead MoreDbq Causes of Wwii1581 Words   |  7 PagesDBQ: Causes of WWII During the period previous to World War II causes that led to World War II included German attempt of imperialism in Europe, pro-appeasement ideologies towards German military expansion, and ignoring con-appeasement ideologies towards German military expansion. Documents1, 3, and 4 support the idea that one of the causes that led to World War II included Germany’s attempt of imperialism. Document 1, an excerpt from Mein Kampf by Adolf Hitler, explains some of Hitler’s ideasRead MoreAmerican Imperialism the United States (U.S.)1562 Words   |  7 PagesAmerican Imperialism in the Nineteenth Century During the late nineteenth and early twentieth century’s the United States (U.S.) pursued an aggressive policy of expansionism extending its political and economic influence around the world. What is imperialism? Why this policy was adopted and how it was rationalized. The major events that took place and which countries of the world the U.S. became involved due to this policy. Finally, we will see, not everyone supported foreign affairs by the

Compare and Contrast Southern Views of “a Rose for Emily”...

Compare and Contrast Southern Views of â€Å"A Rose for Emily† and â€Å"A Battle Royal† The Souths history is sometimes described as charming and traditional, but it also has a dark side, and to say the least, is horrendous. William Faulkner author of A Rose for Emily, was raised in the South, whereas Ralph Ellison the Arthur of Battle Royal was from Oklahoma and attended College in the South. Each Arthur has different views and writing styles, which impacts their frame of reference to the south. A Rose for Emily written by William Faulkner is about the Life and Death of an eccentric southern woman with a gothic twist. Battle Royal written by Ralph Ellison is about the struggles and obstacles that a young black man had†¦show more content†¦They thought that her fathers request that her tax debt be covered by his donation was something only a woman would believe. This shows that there was even some inequality towards the southern white women. The south is mark ed with the stigma, of the inhumane treatment of people, solely based on their race and gender. Many black people were abused in such sadistic, cruel, and heartless way that is unimaginable, but true. In a Battle Royal, written by Ralph Ellison after having to fight each other till only one man was standing, the black boys were to be paid. The white men placed money on a rug that had an electric current running through it for the boys to supposedly get paid. As the boys fought for the coins they were shocked by the rug. The white men thought it was hysterical and had a good laugh. Another kind of abuse in the south, could be derived from A Rose for Emily, written by William Faulkner and the way Emilys Father so radically enforced the traditions of their southern heritage upon his daughter. Emilys father completely controlled her life till his death. So, much so that she is left without a husband, penniless, and evidently insane. Somewhere in her life something went terribly wrong an d caused her to feel so desperate, that she would do anything to never be alone again or feel the shame of never marrying. This desperation pushed her over the edge of reality. The most compelling evidence is not only that she murdered herShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesPerspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th JohnRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesstudents can hone their analytical skills and also their persuasive skills—not selling products but selling their ideas—and defend them against critical scrutiny. This is great practice for the arena of business to come. NEW TO THIS EDITION In contrast to the early editions, which examined only notable mistakes, and based on your favorable comments about recent editions, I have again included some well-known successes. While mistakes provide valuable learning insights, we can also learn fromRead MoreLogical Reasoning189930 Words   |  760 Pagesother subject, and it is not a book about what you ought to believe about some subject. Although many scientific studies of decision-making have shown that people tend to sift sources of information looking to reinforce existing views rather than to accept the view that is backed up with the better argument, our course is designed to combat this tendency. Facing a Decision as a Critical Thinker Imagine this situation. You are on a four-day backpacking trip in a national wilderness area with

Team Essay Example For Students

Team Essay 1. Lack of alignment with company vision and mission. Leadership must understand that if employees do not understand how theypersonally fit into the vision, this statement is not worth the paper on which it wasprinted. 2. Team charter is unclear. A charter is a document prepared by leadership that answers:* What is the reason this team exists?* What are the steps to be followed by this team?* What quantitative results are expected for this team to be successful?* Who are the team members, team leaders and team liaison?* Who will support the team if needed?* How much time should be spent in meetings and outside of meetings?* What authority does the team have? What things cannot be changed?* What items are outside the scope of the team?* What budget does the team have?* What are the outputs from the team? When are they expected to becomplete? To whom should they be given?3. A cookbook approach was used instead of a custom-tailored approach. Although my company has advocated a specific process in implementing teams,the simple truth is that the process has never been followed. The process is anexcellent baseline, but each organization has a unique culture; a unique history;a unique group of leaders, managers and people and a unique team-basedbackground that must be taken into consideration when designing and refining aspecific organizations team-based process. 4. Middle management/supervisors roles are not changed. Middle managers and supervisors typically have all the responsibility forperformance, but little authority to achieve performance. When asked todescribe their fob, middle managers and supervisors use words like fire fighter,policeman, power broker, paper pusher, stock chaser, baby sitter, disciplinarian,problem fixer and priority settler. In the future, there will be fewer middle managers and no supervisors. This doesnot mean these people will be fired. On the contrary, these are some of the bestpeople in our companies and they will be moved into much more satisfying,relevant, value-added work in which their talents may be more fully utilized.

My First Day of School Essay Example For Students

My First Day of School Essay The first day of school has the biggest impact on the way a person will eventually turn out in the future. Many events have happened in my life long ago, some forgotten, and some I still distinctly remember. In the beginning of August 1995, I ventured into the small class room of nothing but new faces, which my parents called school. I remember before class I was the happiest kid on the planet knowing that I would finally get to wear my uniform and bring out my new colorful Power Ranger back bag. On my 20 minute early arrival I remember I was hesitant and overwhelmed with the amount of kids. Although some of the kids were crying and pounding on the floor, I noticed some parents starting to leave. My mother looked at me and reassured that everything would be fine and gave me a peck on the cheek. She slowly walked away looking back a few times to check if I started to mingle with the other kids. Luckily, I remember I seen Jose in the class room which was my neighbor at the time. We instantly connected and before I knew it, it was time to go home. My first day of school was not only a success but it was such a great event in my life that it will always remain fresh in my memory. Having English as my second language, I recall being nervous and skeptical about speaking and writing in English, to top it off I was incredibly shy so that didnt help out my situation. I was five years old when I was finally admitted to school. I remember I had the first day jitters. It was all so new and unknown to me at the time. I feared that I would have no friends. I even feared the teachers for some odd reason. Little did I know the teachers were very affectionate and helped me get over my fear and nervousness. My writing started here in kindergarten. I remember my teacher taught me how to write my name with endless sheets of repetitive work. From upper case letters to lower case letters we didnt stop until we can write our names with no errors. After we mastered our names we then moved on to sentences. We put words together to form small sentences. As we moved on, we started working on sentences that did not consist of any run ons or fragments, only clean and complete sentences. Eventually, by the time I reached elementary school I was able to use what I had learned in kindergarten to write paragraphs and even one page papers. It all started in kindergarten but I strongly feel that everything that I have learned in school has not only helped me prepare as an adult but also it has provided me an outlet to overcome all my fears. My writing for the most part has been basic up until this point. I have many writing needs that I need to improve on and goals that I want to accomplish while in school. A few consist of being able to organize all my thoughts professionally so they make sense. I’d like to be able to write papers effortlessly at a college level. As a young kid I also wrestled with shyness. At the beginning I struggled opening up and inviting new people in my life which caused me to fall behind. I felt fear of being rejected or even embarrassed. I remember as a kid being asked questions by the teacher. I knew the answer but I was too shy to respond out loud in front of the entire class. Being shy is not the best thing to be. Sometimes being shy can ruin many opportunities. In my case, I lost out in candy, points, and the possibility in making new friends. As I improved my grammar and literature skills, I felt like I became more confident and eventually was able to let go of my shyness. This had a tremendous effect in my school work but most importantly in my personality. All of a sudden making new friends became second nature. Unconsciously, I became more outgoing and more successful in school. In conclusion, I would say my first day at school was a challenge. .u2af1140ccfc520c3a9d82553e45405b5 , .u2af1140ccfc520c3a9d82553e45405b5 .postImageUrl , .u2af1140ccfc520c3a9d82553e45405b5 .centered-text-area { min-height: 80px; position: relative; } .u2af1140ccfc520c3a9d82553e45405b5 , .u2af1140ccfc520c3a9d82553e45405b5:hover , .u2af1140ccfc520c3a9d82553e45405b5:visited , .u2af1140ccfc520c3a9d82553e45405b5:active { border:0!important; } .u2af1140ccfc520c3a9d82553e45405b5 .clearfix:after { content: ""; display: table; clear: both; } .u2af1140ccfc520c3a9d82553e45405b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2af1140ccfc520c3a9d82553e45405b5:active , .u2af1140ccfc520c3a9d82553e45405b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2af1140ccfc520c3a9d82553e45405b5 .centered-text-area { width: 100%; position: relative ; } .u2af1140ccfc520c3a9d82553e45405b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2af1140ccfc520c3a9d82553e45405b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2af1140ccfc520c3a9d82553e45405b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2af1140ccfc520c3a9d82553e45405b5:hover .ctaButton { background-color: #34495E!important; } .u2af1140ccfc520c3a9d82553e45405b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2af1140ccfc520c3a9d82553e45405b5 .u2af1140ccfc520c3a9d82553e45405b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2af1140ccfc520c3a9d82553e45405b5:after { content: ""; display: block; clear: both; } READ: Punishment-Justice for the Unjust EssayAt first it might have seemed like I did not accomplish very much on that very first day, but I survived an entirely new experience filled with new things such as people, subjects, and an actual schedule. Although challenging, I must say this was one of my most rewarding and memorable experiences. Not only was I being educated but I also learned how to open up and make friends. Till this day, I still am grateful and appreciative of this significant experience. It was the foundation where my writing began. Because of how well I remember this experience, I can say English is now one of my preferred subjects.

Sociology Alevel Aqa Essay Example

Sociology Alevel Aqa Essay Sociology AS at Knights Unit 1: Families and Households Unit 2: Education with Research Methods Revision pack Haberdashers’ Aske’s Federation Sixth Form Mrs Griffiths: [emailprotected] org. uk Mr Roaf: [emailprotected] org. uk 2012 Unit 1 exam: Thursday 17th May, am Unit 2 exam: Friday 25th May, pm Easter Revision: tbc AS Syllabus: AQA Sociology GCE (new specification) Unit 1: Families and Households (SCLY1) * Worth 40% of your AS and 20% of your final A Level * Written paper, 1 hour * 60 marks available Unit 2: Education with Research Methods (SCLY2) * Worth 60% of your AS and 30% of your final A Level * Written paper, 2 hours 90 marks available Timetable * Use your revision checklists to draw up a timetable for revision leading up to the exam. Make sure you cover everything, but make sure it is manageable – you can’t spend every minute working, so allow yourself some time off, both short breaks and occasional days or half days. * Try http://getrevising. co. uk/ Resources * Handouts and powerpoints from lessons are available on the shared drive and on the VLE. * Additional revision resources will be available to download from the VLE * Use the list of websites in this pack to help you identify other useful revision resourcesAQA SCLY1 Unit 1: Families and Households There are 3 sections – choose the CORRECT one, Families and Households (should be section B), and answer all the questions from that section. Time allowed: 1 hour Maximum marks: 60 Time per mark = max 1 min. Questions carrying 24 marks should be answered in continuous prose and you will be marked on your ability to use good English, to organise information clearly and to use specialist vocabulary where appropriate. Possible Question outlines| Marks| Timing| 06| definition of key term, e. g. primary socialisation’| 2 marks| lt;2 mins| To get full marks for this question, you need to explain the term and give a supporting example. Possible questions: * Explain what is meant by ‘primary socialisation’ (Item 2A, line 7). (2 marks) (specimen paper) * Explain what is meant by the ‘expressive role’ (Item 2A, line 5). (2 marks) (January 2009) * Explain what is meant by ‘serial monogamy’ (Item 2A). (2 marks) (June 2010) * Explain what is meant by ‘net migration’ (Item 2A). (2 marks) (January 2011) * Explain what is meant by the ‘social construction’ of childhood (Item 2A). 2 marks) (June 2011) | 07| 2 examples of a particular idea or reasons for a change, e. g. two ways in which childhood has become ‘protected and privileged’| 4 marks| lt;4 mins| To get full marks you need to explain two things, supported by examples that highlight change or increase, if this is specified in the question. Possible questions: * Suggest two ways in which childhood has become . a specially protected and privileged time of life. (Item 2A, lines 4 . 5). (4 marks) (specimen paper) * Suggest two ways in which ‘family life may have a harmful effect on women’ (Item 2A, lines 6 – 7). 4 marks) (January 2009) * Explain the difference between a family and a household (Item 2A). (4 marks) (June 2009) * Suggest two reasons why lone-parent families are more likely to be headed by a female. (4 marks) (June 2009) * Suggest two reasons why women might delay having children (Item 2A). (4 marks) (January 2010) * Suggest two ways in which the position of children could be said to have improved over the last one hundred years. (4 marks) (January 2010) * Suggest two reasons why there has been an increase in cohabitation (Item 2A). 4 marks) (June 2010) * Suggest two reasons why people may migrate to the United Kingdom, apart from that referred to in Item 2A. (4 marks) (January 2011) * Suggest two ways, apart from those mentioned in Item 2A, in which government policies and/or laws may shape the experiences of children today. (4 marks) (June 2011)| 08| 3 reasons for s omething e. g. change in divorce rate| 6 marks| lt;6 mins| To get full marks you need to explain three things, supported by examples that highlight change or increase, if this is specified in the question.Possible questions: * Suggest three reasons for the increase in the divorce rate since 1969. (6 marks) (specimen paper) * Suggest three reasons for the decrease in the death rate since 1900. (6 marks) (January 2009) * Identify three ways in which childhood may not be a positive experience for some children. (6 marks) (June 2010) * Identify three ways in which greater ethnic diversity has contributed to family diversity (6 marks) (January 2011) * Identify three reasons why the birth rate has fallen since 1900. 6 marks) (June 2011)| Questions 06, 07 and 08 may be any combination of marks, adding up to a total of 12. | | | | | 09 | essay question| 24 marks| 4min plan20 min| To reach the higher level marks, you need to demonstrate accurate sociological knowledge and understanding, and apply it directly to the topic in the question. Support your answer with evidence and demonstrate how this answers the question. Possible questions: * Examine the ways in which social policies and laws may influence families and households. (24 marks) (specimen paper) * Examine the ways in which childhood can be said to be socially constructed. 24 marks) (January 2009) * Examine the reasons for changes in birth rates and family size since 1900. (24 marks) (June 2009) * Examine the ways in which government policies and laws may affect the nature and extent of family diversity. (24 marks) (January 2010) * Examine the reasons for, and the consequences of, the fall in the death rate since 1900. (24 marks) (June 2010) * Examine the reasons for changes in the patterns of marriage and cohabitation in the last 40 years or so. (24 marks) (January 2011) * Examine the reasons for changes in the divorce rate since 1969. 24 marks) (June 2011)| 10| essay question with reference to item| 24 marks| 4min plan20 min| To reach the higher level marks for this question, you have to successfully interpret material and apply it to answering the question, and explicitly refer to the item, make it clear how your discussion is answering the question. It is acceptable to repeat key language from the question and item when doing this, however, don’t simply make statements such as and this shows that the it no longer makes sense to talk about the patriarchal family. This is not good enough, you must explain how your discussion of relevant evidence answers the question.Refers to Item X, but on this occasion you are asked to use Item X in your answer, you must do this, to get the full marks. Possible 11 questions * Using material from Item 2B and elsewhere, assess the view that it no longer makes sense to talk about the patriarchal family. (Item 2B). (24 marks) (Specimen paper) * Using material from Item 2B and elsewhere, assess the view that the nuclear family is no longer the norm. (24 marks) (January 2009) * Using material from Item 2B and elsewhere, assess the view that gender roles and relationships have become more equal in modern family life. 24 marks) (June 2009) * Using material from Item 2B and elsewhere, assess the Marxist view that the main role of the family is to serve the interests of capitalism. (24 marks) (January 2010) * Using material from Item 2B and elsewhere, assess the view that, in today’s society, the family is losing its functions. (24 marks) (June 2010) * Using material from Item 2B and elsewhere, assess the view that the modern family has become more child-centred. (24 marks) (January 2011) * Using material from Item 2B and elsewhere, assess the contribution of feminist sociologists to an understanding of family roles and relationships. 24 marks) (June 2011)| | Revision Checklist Unit 1: Families and Households 1 Changing patterns of marriage, cohabitation, separation, divorce, child-bearing and the life-course, and the divers ity of contemporary family and household structures * Marriage: fall in number of marriages, later age of first marriage. * Cohabitation: growth of cohabitation, greater acceptability of cohabitation, types (e. g. trial marriage, long term partnership). * Separation and divorce: legal position, increase in divorce after 1969, reasons for divorce; remarriages and reconstituted families. Child-bearing: number of children, age at which women have first child, changes in parenting practices; lone parent families; beanpole families. * Life course: consideration of range of possibilities, including living alone (singletons), grandparents. 2 The relationship of the family to the social structure and social change, with particular reference to the economy and to state policies * 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 ideo logical state apparatus, as an agent of social control. * Feminist views: patriarchy; liberal, radical and Marxist feminism. * Foucault: surveillance of family life, internalisation of norms. * The New Right: decline of the family, demonisation of single parents, fatherless families, uncontrollable children; Murray’s view of the underclass; need for a return to ‘traditional’ family values. * Some key government policies affecting families, with more detail on the most recent (post-1997). Post-1997 government policies assessed in relation to the theories. * Current policy positions of the main parties assessed in relation to the theories. 3 The nature and extent of changes within the family, with reference to gender roles, domestic labour and power relationships * Gender roles within families: functionalist, feminist, New Right and other views. * The domestic division of labour – changing nature of housework and home-related activities related to changing r oles of men and women and to masculinity and femininity, both in and beyond the home. Decision-making and power relations within households. * Consequences of unequal power: the ‘dark side of the family’, domestic violence, child abuse, mental illness. 4 The nature of childhood, and changes in the status of children in the family and society * The social construction of childhood: how childhood differs over time and between cultures; ways in which childhood is marked as separate from other stages of life. * Children and (paid) work: legal situation in UK; comparison with other countries. * Children as actors within families; the rights and responsibilities of children today. Demographic trends in the UK since 1900; reasons for changes in birth rates, death rates and family size * For each of the three areas of change (birth rates, death rates and family size) students should be aware of the trend, of possible reasons for it and of some cross-cultural/global comparisons. * Birth rates (and fertility rates): falling availability of contraception/family planning; children more likely to survive; cost of raising children; later age of marriage; women giving priority to work, etc. * Death rates: falling higher life expectancy; better health care, protection and treatment for life threatening illness, etc. Family size: falling reasons similar to birth rate but focus on decisions on individual reasons. AQA SCLY2 Unit 2: Education with Research Methods There are 2 sections – choose the CORRECT one, Education (should be section A), and answer all the questions in that section. Time allowed: 2 hours Maximum marks: 90 Time per mark = max 1 1/3 min. Questions with more than 12 marks should be answered in continuous prose and you will be marked on your ability to use good English, to organise information clearly and to use specialist vocabulary where appropriate.The paper has five questions: You are advised to spend 50 minutes on Questions 01 to 04 Y ou are advised to spend 30 minutes on Questions 05 You are advised to spend 40 minutes on Questions 06-09 No| Possible Question outlines| Marks| Timing| 01| definition of key term, e. g. ‘hidden curriculum’| 2 marks| lt;2 mins| Possible questions: * Explain what is meant by the term ‘compensatory’ education. (2 marks) (specimen paper) * Explain what is meant by the term ‘cultural capital’. (2 marks) (January 2009) * Explain what is meant by the term ‘ethnocentric curriculum’. 2 marks) (January 2010) * Explain what is meant by the term ‘vocational’ education. (2 marks) (June 2010) * Explain what is meant by the term ‘cultural deprivation’. (2 marks) (January 2011) * Explain what is meant by the term ‘immediate gratification’. (2 marks) (June 2011)| 02| Explain 3 factorse. g. 3 reasons for boys’ underachievement| 6 marks| lt;6 mins| Possible questions: * Suggest three material factors tha t might cause working-class educational underachievement. (6 marks)(specimen paper) * Suggest three reasons for gender differences in subject choice. 6 marks) (January 2009) * Suggest three ways in which Marxists see school as being similar to the world of work. (6 marks) (January 2010) * Suggest three reasons for boys’ educational under-achievement. (6 marks) (June 2010) * Identify three educational policies that may have contributed to social class differences in achievement. (6 marks) (January 2011) * Identify three policies that may promote the marketisation of education. (6 marks) (June 2011)| 03| Outline some reasons for something e. g. ender differences in subject choice| 12 marks| lt;12 mins| Possible questions: * Outline some of the reasons why different pupil subcultures exist in schools. (12 marks) (specimen paper) * Outline some of the policies introduced by governments to create an education market in the United Kingdom. (12 marks) (January 2009) * Outline some o f the ways in which the labelling process may lead to educational under-achievement for some pupils. (12 marks) (January 2010) * Outline some of the ways in which cultural deprivation may lead to educational under-achievement for working-class pupils. 12 marks) (June 2010) * Outline some of the ways in which factors outside the education system have resulted in improved educational achievement for girls. (12 marks) (January 2011) * Outline some of the functions that the education system may perform. (12 marks) (June 2011)| 04| Essay question:Using material from Item A and elsewhere†¦e. g. assess the claim ‘the main function of education†¦Ã¢â‚¬â„¢| 20 marks| lt;30 mins| Possible questions: * Using material from Item A and elsewhere, assess the claim that ‘the main function of education is to maintain a value consensus in society’ (Item A, lines 7 – 8). 20 marks) (specimen paper) * Using material from Item A and elsewhere, assess the claim that â₠¬Ëœethnic differences in educational achievement are primarily the result of school factors’ (Item A, lines 5 – 6) (20 marks) (January 2009) * Using material from Item A and elsewhere, assess the claim that gender differences in educational achievement are primarily the ‘result of changes in wider society’ (Item A, lines 6 – 7). (20 marks) (January 2010) * Using material from Item A and elsewhere, assess the claim that the main aim of education policies in the last 25 years has been to create an education market. 20 marks) (June 2010) * Using material from Item A and elsewhere, assess the view that the education system exists mainly to select and prepare young people for their future work roles. (20 marks) (January 2011) * Using material from Item A and elsewhere, assess the view that factors and processes within the school are the main cause of differences in the educational achievement of different social groups. (20 marks) (June 2011)| 05| Method s in contextUsing material from Item B and elsewhere†¦e. g. Assess he strengths and limitations of one of the following methods (observation / official statistics) for investigating teacher attitudes towards minority ethnic group pupils| 20 marks| lt;30 mins| Question 05 requires you to apply your knowledge and understanding of sociological research methods to the study of a particular issue in education. You will need to read Item B and answer the question / questions that follow. Question 05 is worth 20 marks and uses the functional word assess, you will need to carefully read Item B, and identify the ‘hooks’, clues written into the Item about material to include in your answer.To get full marks for this question, you have to successfully interpret material and apply it to answering the question, and explicitly refer back to the question, make it clear how your discussion is answering the question. It is acceptable to repeat key language from the question when do ing this, however, don’t simply make statements such as and this shows how useful observation is for investigating teacher attitudes. This is not good enough, you must explain how your discussion of relevant evidence answers the question.Possible questions: * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating teachers’ attitudes towards minority ethnic group pupils: EITHER participant observation OR questionnaires. (20 marks) (specimen paper) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating boys’ underachievement: EITHER (i) official statistics OR (ii) unstructured interviews. 20 marks) (January 2009) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating the effect of material deprivation on educational achievement: EITHER (i) un structured interviews OR (ii) offi cial statistics. (20 marks) (January 2010) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating anti-school subcultures: EITHER (i) group interviews OR (ii) non-participant observation. 20 marks) (June 2010) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating the role of parents in pupils’ achievement: EITHER (i) questionnaires OR (ii) unstructured interviews. (20 marks) (January 2011) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating truancy from school: EITHER (i) official statistics OR (ii) participant observation. (20 marks) (June 2011)| 06| Definition of key term, e. . ‘triangulation’| 2 marks| lt;2 mins| For these questions, you can draw examples from any area of sociology with which you a re familiar. Possible questions: * Explain what is meant by the term ‘triangulation’. (2 marks) (specimen paper) * Explain what is meant by the term ‘longitudinal’ study. (2 marks) (January 2009) * Explain what is meant by the term ‘hypothesis’. (2 marks) (January 2010) * Explain what is meant by the term ‘secondary’ data. (2 marks) (June 2010) * Explain what is meant by ‘primary’ data. 2 marks) (January 2011) * Explain what is meant by ‘validity’ in sociological research. (2 marks) (June 2011) | 07 and 08| Evaluation of methodse. g. 1 advantage and 1 disadvantage of using official statistics| 4 marks| lt;4 marks| This question requires you to evaluate a method. Explaining the method or identifying the advantage / disadvantage is not sufficient; make sure you give an example and fully explain the advantage / disadvantage. Possible questions: * Suggest one advantage and one disadvantage of a longitudinal st udy. 4 marks) (specimen paper) * Suggest two disadvantages that sociologists may find when using unstructured interviews. (4 marks) (specimen paper) * Identify two sampling techniques used in sociological research. (4 marks) (January 2009) * Suggest two disadvantages of using media reports in sociological research. (4 marks) (January 2009) * Suggest two advantages of using official statistics in sociological research. (4 marks) (January 2010) * Suggest two problems that researchers may face when actively participating in the group they are studying. 4 marks) (January 2010) * Suggest two factors that may influence a sociologist’s choice of research topic. (4 marks) (June 2010) * Suggest two problems of using personal documents in sociological research. (4 marks) (June 2010) * Suggest two disadvantages that sociologists might find when using structured interviews. (4 marks) (January 2011) * Suggest one advantage and one disadvantage of using laboratory experiments in sociologic al research. (4 marks) (January 2011) * Explain the difference between a sampling frame and a sample. 4 marks) (June 2011) * Suggest two problems of using documents in sociological research. (4 marks) (June 2011)| 09| Essay question:e. g. Examine some of the problems sociologists may find in using experiments| 20 marks| lt;30 mins| Possible questions: * Examine the disadvantages some sociologists may find when using official statistics in their research. (20 marks) (specimen paper) * Examine the problems some sociologists may face when using experiments in their research. (20 marks) (January 2009) Examine the extent to which practical issues are the most important influence when selecting research methods and a research topic. (20 marks) (January 2010) * Examine the problems some sociologists find with using postal questionnaires in their research. (20 marks) (June 2010) * Examine the advantages of using personal documents and historical documents in sociological research. (20 marks ) (January 2011) * Examine the problems that some sociologists may face when using different kinds of experiments in their research. (20 marks) (June 2011)Revision Checklist Part One of Unit 2: Education 1 The role and purpose of education, including vocational education and training, in contemporary society * Functionalist and New Right views of the role and purpose of education: transmission of values, training workforce * Marxist and other conflict views of the role and purpose of education: social control, ideology, hegemony; ‘deschoolers’ (Illich, Friere): socialisation into conformity by coercion * Vocational education and training: the relationship between school and work:human capital, training schemes, correspondence theory. Differential educational achievement of social groups by social class, gender and ethnicity in contemporary society * Statistics on educational achievement by class, gender and ethnicity; trends over time * Social class and educational achi evement: home environment; cultural capital, material deprivation; language (Bernstein); school factors, relationship between achievement by class in education and social mobility * Gender and educational achievement: feminist accounts of gender-biased schooling; the concern over boys’ ‘underachievement’ and suggested reasons; subject choice; gender identities and schooling * Ethnicity and educational achievement: patterns; reasons for variations; multicultural and anti-racist education; experience of minorities in different types of schools * The relationship between class, gender and ethnicity The effects of changes on differential achievement by social class, gender and ethnicity. 3 Relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil subcultures, the hidden curriculum, and the organisation of teaching and learning * School processes and the organisation of teaching and learning: school ethos; streaming an d setting; mixed ability teaching; the curriculum; overt and hidden * the ‘ideal pupil’; labelling; self-fulfilling prophecy * School subcultures (eg as described by Willis, Mac an Ghaill) related to class, gender and ethnicity * Teachers and the teaching hierarchy; teaching styles * The curriculum, including student choice. The significance of educational policies, including selection, comprehensivisation and marketisation, for an understanding of the structure, role, impact and experience of education * Independent schools * Selection; the tripartite system: reasons for its introduction, forms of selection, entrance exams * Comprehensivisation: reasons for its introduction, debates as to its success * Marketisation: the 1988 reforms – competition and choice; new types of schools (CTCs, academies, specialist schools, growth of faith schools) * Recent policies in relation to the curriculum, testing and exam reforms, league tables, selection, Special Educational N eeds (SEN), etc * Recent policies and trends in pre-school education and higher education. The application of sociological research methods to the study of education * Quantitative and qualitative data in education; the dominance of statistics (eg exam results, league tables) * Positivist and interpretivist approaches as applied to education * Issues, strengths and limitations and examples of the application to the study of education of the main sources of data studied (see Sociological Methods section): * questionnaires o interviews (formal/structured; informal/unstructured) o participant and non-participant observation o experiments o use of documents, official statistics and other secondary data * The theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research on education. Part Two of Unit 2: Research Methods Quantitative and qualitative methods of research; their strengths and limitations; research design * The difference between quantitative and qualitative methods, primary and secondary methods and source, strengths and limitations, using concepts such as validity, reliability, representativeness * The main factors influencing research design * The research process: main stages. 2 Sources of data, including questionnaires, interviews, participant and non-participant observation, experiments, documents and official statistics; the strengths and limitations of these sources * Through a range of examples students should explore the strengths and limitations in different areas of sociological research of each of the named methods * This should include the types of questions asked, different types of interview and of observation, and the range of documentary and other secondary sources; the value of pilot studies; triangulation; ways of selecting samples. The distinction between primary and secondary data and between quantitative and qualitative data * Primary and secondary data: difference, value of each to sociological research, ways of evaluating usefulness of secondary data * Quantitative and qualitative data: difference, value of each in sociological research, ways of presenting different types of data. 4 The relationship between positivism, interpretivism and sociological methods; the nature of ‘social facts’ * The differences between the positivist and interpretivist approaches, related to choice of method and to issues such as validity, reliability and representativeness, quantitative and qualitative data * The nature of social facts: awareness of the relationship between the research process and social life. The theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research * Theoretical considerations including the theoretical position of the researcher, issues of validity and reliability, the type of data required * Practical considerations including costs, time, access to respondent s, sample size * Ethical considerations including the interests of researcher and respondents, the researcher’s responsibilities to all involved in the research process, the rights of respondents; issues of anonymity, confidentiality and disclosure. Study of the British Sociological Association’s ethical guidelines is recommended. Websites http://atschool. eduweb. co. uk/barrycomp/bhs/ A very good school-based website with links to a range of content, revision materials, ‘duffers guides’ etc for AS and A2 Sociology. www. esociology. co. ukAnother good school-based website, includes information on education and methods at AS level and crime and deviance at A2. http://www. chrisgardner. cadcol. ac. uk/ Sociology Learning Support site with interactive tests and quizzes, good for revision. http://www. sociology. org. uk/drevise. htm Sociology Central website produced by Chris Livesey, a Sociology teacher, with specific links to AQA Sociology at AS level. www. s-cool. co. uk A good revision site with an A Level Sociology section. www. sociologyonline. co. uk Site covers good introductory materials (e. g. on gender, class, feminism) and information on some of the big thinkers (e. g.Durkheim, Marx and Weber) www. soc. surrey. ac. uk/sru/ Useful information on a range of sociological research methods, produced by the Sociology Department at the University of Surrey. http://media. pfeiffer. edu/lridener/DSS/ ‘Dead Sociologists Website’ providing summaries and links to information for key Sociological thinkers of the past. http://www. sociologyexchange. co. uk/index. php mainly provided for teachers, but lots of resources available to download http://www. tutor2u. net/blog/index. php/sociology/ blog site highlighting news stories and developments, with some resources. Good for keeping up to date with contemporary developments in sociology.

Locating Good Online Essay Examples

Locating Good Online Essay ExamplesWhen you are looking for ways to find the best professional Irish essay samples online, you need to pay attention to a few tips. You may not have thought of them but they can help you find the best essay examples online. For instance, some professional sites may charge a fee to get access to their site but if you want to make sure that you are getting what you want, it is always wise to go for the free options.Many people choose the wrong services and end up with the wrong writing samples when it comes to proofreading and editing. If you know the name of the person who is doing the work, this should give you an idea about the type of writing sample you will get. A professional service provider will usually have a portfolio of some sort, which you can peruse through. By looking at the samples, you can tell what the quality of the work is.The most popular web site for finding essay samples online is Academic Essay Labs. They have many categories where you can find sample essays on a variety of subjects. You can find theses in all areas of the curriculum. You can find a list of topics which you can test your essay on by using the essay generator tool which is available. You can also get a software package which you can use in conjunction with the product to check your essay on multiple choices.Some people feel uncomfortable submitting work to such a website because they do not feel confident that their essay is being read and critiqued properly. There are a number of sites that you can use that will make the process much easier. One of the most popular is the Professional Irish Writing Software website.The benefits of this site is that you can use the software on one site and it can be downloaded onto your computer from there. This means that you can use it on any of the five different websites mentioned earlier. You can then read the work and correct it as you see fit, rather than having to retype or re-submit it as it is typed on.This makes the research much easier and you can save a lot of time while you are taking the courses. A lot of the other writers on the site are native English speakers who are able to read the work properly. So if you are not able to write the essay properly or even if you do not know how to write it, this is the perfect way to use the website.These websites are ideal for those who are taking courses at their own pace as they can spend a lot of time writing the essay without having to worry about getting it back on track after they have it on their computer. The good thing about these websites is that they allow you to review the work before you submit it for feedback. This will save you a lot of time when you are completing the work.Another great thing about these websites is that you can look at the work in more detail. You can read through each of the topics and see exactly what the writer is doing. They allow you to read the essay as it is written and not just the last versio n, which is usually pasted on the page. This will ensure that you get the best possible essay that you can write.