This document provides information for students taking the A2 Sociology course at Knights Haberdashers' Aske's Federation Sixth Form. It outlines the units and exams for Mass Media (Unit 3) and Crime and Deviance (Unit 4), including exam dates and marks available. Revision materials and resources are listed, including a revision checklist and sample exam questions for each unit. Contact information is provided for two teachers, Mrs. Griffiths and Mr. Pearce, and the document specifies that it is for the new AQA Sociology GCE specification.
Octopus and Midget in the Israeli-Palestinian Peace Process: Who Determines W...AJSSMTJournal
The age-long Israeli-Palestinian conflict has raised global security concerns and attracted solution
trajectories which emphasised two-state solution and ignored policy framework towards “one-state” solution,
especially based on the new dynamics in the aftermath of U.S. declaration of Jerusalem as the capital city of
Israel. The U.S. declaration introduced unequal relationship between Israel and the Palestinian Authority at the
Washington peace negotiations. Consequently, the Palestinian Authority protested that the U.S. acted in selfinterest based on her historical relationship with Israel rather than for peace and security in the Middle East
and the world. The Palestinian Authority withdrew from direct negotiation with Israel and questioned U.S.
moral ground to act as an ‘honest broker’ in packaging a new peace plan. As a reprisal, the U.S. cut all aid to
Palestine, except some $42 million for security cooperation, and closed down Palestinian Liberation
Organisation liaison office in Washington. Palestinian leader Mahmoud Abbas reacted and cut off security
cooperation with the U.S. Israeli-Palestinian relationship demonstrates that where parties play it dirty,
morality is hardly the option. The broad objective of this paper is to analyse the opportunities and challenges
in the Israeli-Palestinian two-state, one-state and no-state solution within the rubrics of global realpolitik of
asymmetrical relationship between power-studded Israel and the putative power-drought Palestinian
Authority. The specific aim is to recommending policy solution for enduring peace and stability in the Middle
East region and the world at large.
Resume
Abid Zafar
PERSONAL DETAILS
DOB June 04, 1989
Email aabidzafarwarraich@gmail.com
Phone 0322 570 66 59
Address Chandni Chowk, Jalal Pur Jattan, Gujrat, Pakistan.
PROFILE
An enthusiastic individual I approach tasks with results in mind. I am well organized and I can work well as part of a team or on my own. I like completing things on time, and making sure that I keep learning how to do things well and quickly.
EDUCATION
M. Phil Media & Communication Studies Continues… (2014-2016)
International Islamic University Islamabad
MA Mass Communication & Media CGPA: 3.90/4.00 (2013)
University of Gujrat
Published Dissertation: “Comparative Analysis of Political Parties’ News and Advertisements Coverage of National Urdu Dailies Regarding Election 2013” ISBN 978-3-659-52287-1
B.ED Division 1st (2013-2014)
Alama Iqbal Open University, Islamabad
BA Political Science Division: 2nd (2011)
University of Gujrat
Diploma of Associate Engineering Division: 1st (2008)
(3-Year Diploma: Mechanical), Government Institute of Technology, Gujranwala.
Matriculation (Science) Division: 1st (2005)
Government Islamia High School, Jalal Pur Jattan, Gujrat
WORK EXPERIENCE
Worked as Reporter and Sub-editor in Online International Network from July 1, 2012 to August 31, 2012 Worked as Producer, Host and Reporter at FM- 106.6 from 21th November, 2012 to 25th May, 2013 I have great approach at Online Journalism, attended many seminars I have great experience of producing audio and video documentaries, news bulletins, features, Reports in two years Masters Degree Vast experience of writing, editing News stories, Columns, Features, Investigative reports I have great experience of Social Science Research where I got A+ in Final Thesis Regular Blogger
KEY STRENGTHS & SKILLS
I have great approach of Qualitative and Qualitative Research Methods I have great skills of writing Thesis and Research Papers I have great skills of Investigative Reporting I have skills about reporting and sub-editing in English journalism where I have reported number of seminars, National and International politicians, personalities and celebrities I have great skills of script writing, News stories, Investigative Reports, Online Journalism, Feature & columns writing I have multidimensional skills in the field of Mass Communication & Media where I got 3.90 CGPA out of 4.00, which presents my passions in this field Regular Bloggers I have great leadership abilities where I represent my class in two years Masters Degree President of Readers Club, which was about to improve reading and writing habits, conducted many seminar under my presidency
I am a great communicator, host many seminars, workshops and functions at university level I have great teaching skills where my teachers suggest me to join teaching as a profession I am a g
Octopus and Midget in the Israeli-Palestinian Peace Process: Who Determines W...AJSSMTJournal
The age-long Israeli-Palestinian conflict has raised global security concerns and attracted solution
trajectories which emphasised two-state solution and ignored policy framework towards “one-state” solution,
especially based on the new dynamics in the aftermath of U.S. declaration of Jerusalem as the capital city of
Israel. The U.S. declaration introduced unequal relationship between Israel and the Palestinian Authority at the
Washington peace negotiations. Consequently, the Palestinian Authority protested that the U.S. acted in selfinterest based on her historical relationship with Israel rather than for peace and security in the Middle East
and the world. The Palestinian Authority withdrew from direct negotiation with Israel and questioned U.S.
moral ground to act as an ‘honest broker’ in packaging a new peace plan. As a reprisal, the U.S. cut all aid to
Palestine, except some $42 million for security cooperation, and closed down Palestinian Liberation
Organisation liaison office in Washington. Palestinian leader Mahmoud Abbas reacted and cut off security
cooperation with the U.S. Israeli-Palestinian relationship demonstrates that where parties play it dirty,
morality is hardly the option. The broad objective of this paper is to analyse the opportunities and challenges
in the Israeli-Palestinian two-state, one-state and no-state solution within the rubrics of global realpolitik of
asymmetrical relationship between power-studded Israel and the putative power-drought Palestinian
Authority. The specific aim is to recommending policy solution for enduring peace and stability in the Middle
East region and the world at large.
Resume
Abid Zafar
PERSONAL DETAILS
DOB June 04, 1989
Email aabidzafarwarraich@gmail.com
Phone 0322 570 66 59
Address Chandni Chowk, Jalal Pur Jattan, Gujrat, Pakistan.
PROFILE
An enthusiastic individual I approach tasks with results in mind. I am well organized and I can work well as part of a team or on my own. I like completing things on time, and making sure that I keep learning how to do things well and quickly.
EDUCATION
M. Phil Media & Communication Studies Continues… (2014-2016)
International Islamic University Islamabad
MA Mass Communication & Media CGPA: 3.90/4.00 (2013)
University of Gujrat
Published Dissertation: “Comparative Analysis of Political Parties’ News and Advertisements Coverage of National Urdu Dailies Regarding Election 2013” ISBN 978-3-659-52287-1
B.ED Division 1st (2013-2014)
Alama Iqbal Open University, Islamabad
BA Political Science Division: 2nd (2011)
University of Gujrat
Diploma of Associate Engineering Division: 1st (2008)
(3-Year Diploma: Mechanical), Government Institute of Technology, Gujranwala.
Matriculation (Science) Division: 1st (2005)
Government Islamia High School, Jalal Pur Jattan, Gujrat
WORK EXPERIENCE
Worked as Reporter and Sub-editor in Online International Network from July 1, 2012 to August 31, 2012 Worked as Producer, Host and Reporter at FM- 106.6 from 21th November, 2012 to 25th May, 2013 I have great approach at Online Journalism, attended many seminars I have great experience of producing audio and video documentaries, news bulletins, features, Reports in two years Masters Degree Vast experience of writing, editing News stories, Columns, Features, Investigative reports I have great experience of Social Science Research where I got A+ in Final Thesis Regular Blogger
KEY STRENGTHS & SKILLS
I have great approach of Qualitative and Qualitative Research Methods I have great skills of writing Thesis and Research Papers I have great skills of Investigative Reporting I have skills about reporting and sub-editing in English journalism where I have reported number of seminars, National and International politicians, personalities and celebrities I have great skills of script writing, News stories, Investigative Reports, Online Journalism, Feature & columns writing I have multidimensional skills in the field of Mass Communication & Media where I got 3.90 CGPA out of 4.00, which presents my passions in this field Regular Bloggers I have great leadership abilities where I represent my class in two years Masters Degree President of Readers Club, which was about to improve reading and writing habits, conducted many seminar under my presidency
I am a great communicator, host many seminars, workshops and functions at university level I have great teaching skills where my teachers suggest me to join teaching as a profession I am a g
An Analysis of the Audience’s Perception and Attitudes toward Vernacular Radio Programming: A Case Study of Mulembe FM Audience in Kakamega County—Masinde Muliro University (2012).
The Election Debate Visualisation (EDV) project is funded by the UK’s Engineering & Physical Sciences Research Council (EPSRC). This joint 3 year project kicked off Oct. 2013, conducted by the University of Leeds (Institute of Communications Studies) and the Open University (Knowledge Media Institute).
EDV is investigating how British citizens experienced the televised Prime Ministerial Debates in 2010, with a view to understanding how the 2015 debates might be experienced in new ways to give greater insight and engagement. These requirements will inform the use of novel computational approaches to representing what takes place in the debates, through novel replay interfaces. The project team brings a unique combination of Information Science, Political Communication and Design (University of Leeds) with Computer-Supported Argument Modelling & Visualisation (The Open University).
Final AssignmentTOPIC How black women .docxjoyjonna282
Final Assignment
TOPIC: How black women are portrayed in the media
From the student ANNOTATED BIBLIOGRAPHY ATTACHED JUST NEED TO ADD 3 MORE SOURCES... PLEASE STICK TO TOPIC ABOVE ^^^^^^^^
Final Project / Paper (320 points)
• For the final project each student is required to write a 3,000 – 5,000 word final paper that
addresses a contemporary controversy related to gender. This is an argumentative paper where
students are expected to take a stance on a particular issue and find textual support to make their
case. In order to complete this assignment, students must first find some kind of rhetorical artifact,
social movement, communication process, or individual they find particularly interesting. Once a
text or case study is chosen, students should embark on a scholarly research project. In order to
make an argument, it is vital to have textual support. A minimum of EIGHT (8) outside ACADEMIC
sources about their particular research project are required. Remember, this is a minimum—to write
the best paper it is vital to have a healthy amount of support to help argue the paper’s thesis
statement. Students are encouraged to be creative and devise the type of study that fits their interests
and academic background. Here are a few different types of papers that can be written. Please note
that students are not limited to these types of paper options. If there is another type of paper you
would like to write, please feel free to pitch the idea to me in advance or within the final paper
abstract:
1. Close textual analysis of how gender is communicated within a rhetorical artifact (i.e., you
may take an advertisement, film, or song and conduct a close textual analysis of its
underlying components. For example, let’s say you’re interested in the objectification of
women in reality TV. You may want to examine a show like America’s Next Top Model and
discuss how the show contributes to gender stereotypes about female bodies).
2. Analysis of communication and gender within a social movement (i.e., you may take a
political group or organization and analyze how they form a community and discuss gender
related issues. For example, let’s say you are interested in the “It Gets Better” campaign. You
may want to write about how the campaign addresses LGBTQ identity and issues related to
coming out of the closet in the 21
st
century).
3. Analysis of gender within a communication process (i.e., you may examine a
communication process and how it contributes to gender identity in contemporary society.
For example, let’s say you want to examine the use of gendered pronouns in grade schools.
A final paper could discuss how this contributes to the social construction of gender in
childhood).
4. A scholarly activist paper written to a particular individual or organization (i.e., you may
write a formal scholarly letter to an individual, organization or government body
recommending a response to a conte ...
SAMPLE ANSWERPublic Attributions for Poverty in Canada – Reutt.docxrtodd599
SAMPLE ANSWER
Public Attributions for Poverty in Canada – Reutter et al (2006)
1. What is the main argument presented by the author?
Surveys and interviews reveal that respondents are most likely to attribute poverty to structural factors (such as lack of education, low wages, discrimination, and lack of social safety net benefits) and least likely to favour individualistic attributions (such as laziness). The education and income levels of the respondents were the most consistent predictors of types of attributions.
2. What is the author’s research method? (i.e. how does he/she collect the data?) What are the size and characteristics of the sample?
Method: phase one involved interviews and phase two involved telephone surveys.
Sample size: 119 interviews; 1671 surveys (839 in Edmonton; 832 in Toronto).
Sample characteristics: These surveys and interviews were conducted in Toronto and Edmonton. These cities have approximately the same rate of poverty (16%). Equal numbers of participants were chosen in each neighbourhood. Table 1 lists the characteristics of the survey sample in some detail (7).
59 low income and 60 higher income people were interviewed. 2/3 of respondents were women, 30 – 54 years old. The low-income participants were younger. Low-income people were more likely to have high-school education or less. In the sample of 34 low-income people in the six group interviews, 67.6% were female and 60.6% had a high-school education or less. Almost half were 30-44 years of age. The main sources of income were welfare and employment. (8)
3. List two pieces of data/information that the author uses to support his/her argument that is drawn from their research . Explain how the evidence is related to the main idea.
a) “I think that lack of education is probably one of the biggest factors. If you're not educated then you don't get the jobs that provide you with an income that you can live on (female, higher-income participant)” (12).
Explanation of relationship to the main idea: this quote supports the theme related to education – respondents indicated that they see education as a major structural factor related to poverty.
b) “I think most people who are living on a low income, many of them work just as hard as people who are making a high income. It's just for some reason their job does not pay them an adequate wage . . . they're unfortunate enough to be in a job that only pays eight bucks an hour (male, higher-income participant)” (10).
Explanation of the relationship to the main idea: this quote supports the theme related to the impact of structural factors such as low wages, inadequate social safety net or discrimination on causes of poverty.
4. Is the information provided verifiable and well-researched? How do you know? List the factors that you used to make your evaluation.
The authors provide a verifiable paper based on the following:
· The authors all work at one of the following universities: University .
SOC 213 Final Project Guidelines and RubricOverviewThe final.docxMARRY7
SOC 213: Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a sociological imagination PowerPoint presentation.
The presentation is designed to encourage students to think about social problems—past or present, local or global—using their sociological imagination, which involves looking beyond the traditional expectations or veneer associated with social problems. This sociological skill set is imperative in order for student’s to truly begin to grasp the relationship and distinction between individual biography and social structures. Social problems are aspects of society that communities of people are concerned about and want to change or improve. Because social problems are social creations, students will uncover structural and cultural variables that help explain how a current social problem has emerged and persisted, and students will ultimately develop a “sociological imagination”“—the ability to see behaviors socially and understand how they interact and influence each other. The objective is to submit, in a creative PowerPoint presentation, a compelling case for why a student’s chosen social problem is indeed a social and cultural problem and not simply the result of individual choices. Sociologists do not discount the role of personal responsibility within a certain context, but rather seek to understand the power of an environment in shaping personal choices and patterns.
For example, consider the social problem of youth unemployment. It is well-documented that in the last several years of America’s economy, young people have experienced unemployment in greater numbers. A presentation in this course about youth unemployment might be framed initially about how, in an American culture that is so focused on individual responsibility and achievement, an issue such as youth unemployment can be treated as purely an individual problem.
False information surrounding youth unemployment at large sounds like this: “Today's youth are self-centered and lazy, and they have a sense of entitlement.” “They are not willing to make the sacrifices that we did by working their way up the corporate ladder.” To more specifically understand this sociological problem, students would need to narrow its parameters by selecting a given time period and/or a specific geographic area for youth unemployment. If a student chose to understand unemployment as a result of the Great Recession, it would be easier to scope the range of factors that contribute to this ongoing issue. To better individualize this issue, a student might choose to share his or her own story or that of a family member or a friend who experienced losing a job. Or, a student could choose to share the narrative from a movie, such as The Pursuit of Happiness or another contemporary example. Following this, it would be important to highlight a particular sociological theory: conflict, functionalism, or symbolic interactionism.
Because theories are simp ...
1 HIS 200 Project 1 Guidelines and Rubric Overvie.docxjeremylockett77
1
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
An Analysis of the Audience’s Perception and Attitudes toward Vernacular Radio Programming: A Case Study of Mulembe FM Audience in Kakamega County—Masinde Muliro University (2012).
The Election Debate Visualisation (EDV) project is funded by the UK’s Engineering & Physical Sciences Research Council (EPSRC). This joint 3 year project kicked off Oct. 2013, conducted by the University of Leeds (Institute of Communications Studies) and the Open University (Knowledge Media Institute).
EDV is investigating how British citizens experienced the televised Prime Ministerial Debates in 2010, with a view to understanding how the 2015 debates might be experienced in new ways to give greater insight and engagement. These requirements will inform the use of novel computational approaches to representing what takes place in the debates, through novel replay interfaces. The project team brings a unique combination of Information Science, Political Communication and Design (University of Leeds) with Computer-Supported Argument Modelling & Visualisation (The Open University).
Final AssignmentTOPIC How black women .docxjoyjonna282
Final Assignment
TOPIC: How black women are portrayed in the media
From the student ANNOTATED BIBLIOGRAPHY ATTACHED JUST NEED TO ADD 3 MORE SOURCES... PLEASE STICK TO TOPIC ABOVE ^^^^^^^^
Final Project / Paper (320 points)
• For the final project each student is required to write a 3,000 – 5,000 word final paper that
addresses a contemporary controversy related to gender. This is an argumentative paper where
students are expected to take a stance on a particular issue and find textual support to make their
case. In order to complete this assignment, students must first find some kind of rhetorical artifact,
social movement, communication process, or individual they find particularly interesting. Once a
text or case study is chosen, students should embark on a scholarly research project. In order to
make an argument, it is vital to have textual support. A minimum of EIGHT (8) outside ACADEMIC
sources about their particular research project are required. Remember, this is a minimum—to write
the best paper it is vital to have a healthy amount of support to help argue the paper’s thesis
statement. Students are encouraged to be creative and devise the type of study that fits their interests
and academic background. Here are a few different types of papers that can be written. Please note
that students are not limited to these types of paper options. If there is another type of paper you
would like to write, please feel free to pitch the idea to me in advance or within the final paper
abstract:
1. Close textual analysis of how gender is communicated within a rhetorical artifact (i.e., you
may take an advertisement, film, or song and conduct a close textual analysis of its
underlying components. For example, let’s say you’re interested in the objectification of
women in reality TV. You may want to examine a show like America’s Next Top Model and
discuss how the show contributes to gender stereotypes about female bodies).
2. Analysis of communication and gender within a social movement (i.e., you may take a
political group or organization and analyze how they form a community and discuss gender
related issues. For example, let’s say you are interested in the “It Gets Better” campaign. You
may want to write about how the campaign addresses LGBTQ identity and issues related to
coming out of the closet in the 21
st
century).
3. Analysis of gender within a communication process (i.e., you may examine a
communication process and how it contributes to gender identity in contemporary society.
For example, let’s say you want to examine the use of gendered pronouns in grade schools.
A final paper could discuss how this contributes to the social construction of gender in
childhood).
4. A scholarly activist paper written to a particular individual or organization (i.e., you may
write a formal scholarly letter to an individual, organization or government body
recommending a response to a conte ...
SAMPLE ANSWERPublic Attributions for Poverty in Canada – Reutt.docxrtodd599
SAMPLE ANSWER
Public Attributions for Poverty in Canada – Reutter et al (2006)
1. What is the main argument presented by the author?
Surveys and interviews reveal that respondents are most likely to attribute poverty to structural factors (such as lack of education, low wages, discrimination, and lack of social safety net benefits) and least likely to favour individualistic attributions (such as laziness). The education and income levels of the respondents were the most consistent predictors of types of attributions.
2. What is the author’s research method? (i.e. how does he/she collect the data?) What are the size and characteristics of the sample?
Method: phase one involved interviews and phase two involved telephone surveys.
Sample size: 119 interviews; 1671 surveys (839 in Edmonton; 832 in Toronto).
Sample characteristics: These surveys and interviews were conducted in Toronto and Edmonton. These cities have approximately the same rate of poverty (16%). Equal numbers of participants were chosen in each neighbourhood. Table 1 lists the characteristics of the survey sample in some detail (7).
59 low income and 60 higher income people were interviewed. 2/3 of respondents were women, 30 – 54 years old. The low-income participants were younger. Low-income people were more likely to have high-school education or less. In the sample of 34 low-income people in the six group interviews, 67.6% were female and 60.6% had a high-school education or less. Almost half were 30-44 years of age. The main sources of income were welfare and employment. (8)
3. List two pieces of data/information that the author uses to support his/her argument that is drawn from their research . Explain how the evidence is related to the main idea.
a) “I think that lack of education is probably one of the biggest factors. If you're not educated then you don't get the jobs that provide you with an income that you can live on (female, higher-income participant)” (12).
Explanation of relationship to the main idea: this quote supports the theme related to education – respondents indicated that they see education as a major structural factor related to poverty.
b) “I think most people who are living on a low income, many of them work just as hard as people who are making a high income. It's just for some reason their job does not pay them an adequate wage . . . they're unfortunate enough to be in a job that only pays eight bucks an hour (male, higher-income participant)” (10).
Explanation of the relationship to the main idea: this quote supports the theme related to the impact of structural factors such as low wages, inadequate social safety net or discrimination on causes of poverty.
4. Is the information provided verifiable and well-researched? How do you know? List the factors that you used to make your evaluation.
The authors provide a verifiable paper based on the following:
· The authors all work at one of the following universities: University .
SOC 213 Final Project Guidelines and RubricOverviewThe final.docxMARRY7
SOC 213: Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a sociological imagination PowerPoint presentation.
The presentation is designed to encourage students to think about social problems—past or present, local or global—using their sociological imagination, which involves looking beyond the traditional expectations or veneer associated with social problems. This sociological skill set is imperative in order for student’s to truly begin to grasp the relationship and distinction between individual biography and social structures. Social problems are aspects of society that communities of people are concerned about and want to change or improve. Because social problems are social creations, students will uncover structural and cultural variables that help explain how a current social problem has emerged and persisted, and students will ultimately develop a “sociological imagination”“—the ability to see behaviors socially and understand how they interact and influence each other. The objective is to submit, in a creative PowerPoint presentation, a compelling case for why a student’s chosen social problem is indeed a social and cultural problem and not simply the result of individual choices. Sociologists do not discount the role of personal responsibility within a certain context, but rather seek to understand the power of an environment in shaping personal choices and patterns.
For example, consider the social problem of youth unemployment. It is well-documented that in the last several years of America’s economy, young people have experienced unemployment in greater numbers. A presentation in this course about youth unemployment might be framed initially about how, in an American culture that is so focused on individual responsibility and achievement, an issue such as youth unemployment can be treated as purely an individual problem.
False information surrounding youth unemployment at large sounds like this: “Today's youth are self-centered and lazy, and they have a sense of entitlement.” “They are not willing to make the sacrifices that we did by working their way up the corporate ladder.” To more specifically understand this sociological problem, students would need to narrow its parameters by selecting a given time period and/or a specific geographic area for youth unemployment. If a student chose to understand unemployment as a result of the Great Recession, it would be easier to scope the range of factors that contribute to this ongoing issue. To better individualize this issue, a student might choose to share his or her own story or that of a family member or a friend who experienced losing a job. Or, a student could choose to share the narrative from a movie, such as The Pursuit of Happiness or another contemporary example. Following this, it would be important to highlight a particular sociological theory: conflict, functionalism, or symbolic interactionism.
Because theories are simp ...
1 HIS 200 Project 1 Guidelines and Rubric Overvie.docxjeremylockett77
1
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
Write a 3–5-page essay analyzing from a sociological perspective a c.docxowenhall46084
Write a 3–5-page essay analyzing from a sociological perspective a chosen diversity issue covered in the media.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
SHOW LESS
Competency 1: Describe theoretical ideas of power in relation to policy.
Discuss how minority and dominant groups are portrayed in a media piece in relation to the influence of power.
Discuss sociological concepts or theories appropriate for understanding the portrayal of diversity in the media.
Competency 2: Identify historical and contemporary influences of discrimination in U. S. culture.
Summarize a media piece using the sociological perspective on diversity.
Competency 3: Analyze the effects of social policy using aggregated data.
Analyze data that are appropriate for supporting or refuting the central tenets of media piece.
Competency 6: Apply in text the standard writing conventions for the discipline, including structure, voice, person, tone, and citation formatting.
Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
How are different social groups portrayed in the mass media in contemporary society? How far have we come in terms of reducing or eliminating stereotypical images and portrayals of minority groups? To answer these questions, we need to place them in the context of the economic, technological, and social changes that have shaped postindustrial U.S. society and affected relationships between diverse groups in our society. For example, watching TV sitcoms and dramas today we see not only much greater diversity in cast members but also minority group members playing leading roles, something that was much less common just a few decades ago.
As you analyze how the various media forms portray cultural diversity, another thing to consider is the role of people with power in the media industry—those who make the decisions about what stories and images appear on a TV news program or magazine or newspaper article and how those programs or stories will be framed.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Some sociologists who study the media argue that the media is a reflection of what is already happening in society, while others contend that the media manipulates its audience by portraying events or issues with a particular slant or goal in mind. What do you think? Does the media reflect what is already going on in society, or.
TitleABC123 Version X1Week 1 Practice WorksheetPSY.docxedwardmarivel
Title
ABC/123 Version X
1
Week 1 Practice Worksheet
PSY/315 Version 6
1
University of Phoenix MaterialWeek 1 Practice Worksheet
Prepare a written response to the following questions.
Chapter 1
1. Explain and give an example for each of the following types of variables:
a. Nominal:
b. Ordinal:
c. Interval:
d. Ratio scale:
e. Continuous:
f. Discrete:
g. Quantitative:
h. Qualitative:
2. Following are the speeds of 40 cars clocked by radar on a particular road in a 35-mph zone on a particular afternoon:
30, 36, 42, 36, 30, 52, 36, 34, 36, 33, 30, 32, 35, 32, 37, 34, 36, 31, 35, 20
24, 46, 23, 31, 32, 45, 34, 37, 28, 40, 34, 38, 40, 52, 31, 33, 15, 27, 36, 40
Make a frequency table and a histogram, then describe the general shape of the distribution.
3. Raskauskas and Stoltz (2007) asked a group of 84 adolescents about their involvement in traditional and electronic bullying. The researchers defined electronic bullying as “…a means of bullying in which peers use electronics {such as text messages, emails, and defaming Web sites} to taunt, threaten, harass, and/or intimidate a peer” (p.565). The table below is a frequency table showing the adolescents’ reported incidence of being victims or perpetrators or traditional and electronic bullying.
a. Using this table as an example, explain the idea of a frequency table to a person who has never had a course in statistics.
b. Explain the general meaning of the pattern of results.
Incidence of Traditional and Electronic Bullying and Victimization (N=84)
Forms of Bullying
N
%
Electronic victims
41
48.8
Text-message victim
27
32.1
Internet victim (websites, chatrooms)
13
15.5
Picture-phone victim
8
9.5
Traditional Victims
60
71.4
Physical victim
38
45.2
Teasing victim
50
59.5
Rumors victim
32
38.6
Exclusion victim
30
50
Electronic Bullies
18
21.4
Text-message bully
18
21.4
Internet bully
11
13.1
Traditional Bullies
54
64.3
Physical bully
29
34.5
Teasing bully
38
45.2
Rumor bully
22
26.2
Exclusion bully
35
41.7
4. Kärnä and colleagues (2013) tested the effects of a new antibullying program, called KiVa, among students in grades 1–3 and grades 7–9 in 147 schools in Finland. The schools were randomly assigned to receive the new antibullying program or no program. At the beginning, middle, and end of the school year, all of the students completed a number of questionnaires, which included the following two questions: “How often have you been bullied at school in the last couple of months?” and “How often have you bullied others at school in the last couple of months?” The table below is a frequency table that shows students’ responses to these two questions at the end of the school year (referred to as “Wave 3” in the title of the table). Note that the table shows the results combined for all of the students in the study. In the table, “victimization” refers to students’ reports of being bullied and “bullying” is students’ reports of bullying other students.
a. Using this tab ...
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THE RUNNING HEAD WORDS GO HERE 1
Intro to Communications Theory –Spring 2020 – Dr. S. Bhuiyan
Paper is due on April 24
Theory Application Paper
Description: The theory application paper is a 9-10-page paper that gives the student the
opportunity to apply one of the theories covered in this course to a real-life situation or media
program.
Outline
Cover page
Introduction (1/2 page)
Purpose:
Summary of theory:
Summary of the case:
Background Research (1 page)
It is "Ok" to continue from the previous page. No need to break page)
Theoretical Framework (3 pages)
Background (1 page) – Background on the theory (theorist, main premises etc.)
Literature Review (2 pages) – How the theory has been used to explain “things in the
past” (journal articles with studies that used the theory in the past).
Research Question(s) (1/2 page)
RQ1:
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/2
9
The Case (Summary of the case to be analyzed) (1 page)
Analysis (2 pages)
Claim
Theory premise
Application
Summary
References (10 references)
✓
The final paper is due Monday April 1, 2019
✓ Turn in the previous section (in the same paper, not as a separate file) even if it is not revised. The idea is for us to see the entire paper
coming to life gradually.
✓ Earlier submissions are encouraged. The droboxes are open, so help yourself.
THE RUNNING HEAD WORDS GO HERE 2
General Guidelines
□ Font: Times News Roman
□ Font Size: 12
□ Margins: 1” top, bottom, left, right
□ Style: APA style
□ Platform> Microsoft Office, preferably. You can download for free here. Use your SSU
username and password: https://www.office.com/
□ Write in the third person (no I, You, We).
□ Add page numbers and running head on top left
□ First-level header: centered
Introduction (first-level header)
□ Second-level header: flushed to left
Literature Review (first-level header)
The Agenda-Setting Theory (second-level header)
Review of How the Theory Has Been Used (second-level header)
THE RUNNING HEAD WORDS GO HERE 3
{Cover Page}
Running Head: AGENDA SETTING IN CNN’S COVERAGE OF THE TEXAS’ SHOOTING
The running head
will show next to the
page number.
Using Agenda Setting in the News Coverage of the Texas' Shooting
Adriana Bastos
Savannah State University
THE RUNNING HEAD WORDS GO HERE 4
me explain
et to
L the paper
Introduction (1/2 page)
you
Remember to write it as a paper (use paragraphs, not bullet points.
The bullet points below are just used to outline the paper)
The purpose of this theory application paper is to use X theory ______ to ______ issue _______.
Summarize the theory (remember to cite using APA style)
Summarize the problem (remember, the problem will be discussed in.
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THE RUNNING HEAD WORDS GO HERE 1
Intro to Communications Theory –Spring 2020 – Dr. S. Bhuiyan
Paper is due on April 24
Theory Application Paper
Description: The theory application paper is a 9-10-page paper that gives the student the
opportunity to apply one of the theories covered in this course to a real-life situation or media
program.
Outline
Cover page
Introduction (1/2 page)
Purpose:
Summary of theory:
Summary of the case:
Background Research (1 page)
It is "Ok" to continue from the previous page. No need to break page)
Theoretical Framework (3 pages)
Background (1 page) – Background on the theory (theorist, main premises etc.)
Literature Review (2 pages) – How the theory has been used to explain “things in the
past” (journal articles with studies that used the theory in the past).
Research Question(s) (1/2 page)
RQ1:
P
a
r
tIII: D
u
e
F
ri,3
/2
9
The Case (Summary of the case to be analyzed) (1 page)
Analysis (2 pages)
Claim
Theory premise
Application
Summary
References (10 references)
✓
The final paper is due Monday April 1, 2019
✓ Turn in the previous section (in the same paper, not as a separate file) even if it is not revised. The idea is for us to see the entire paper
coming to life gradually.
✓ Earlier submissions are encouraged. The droboxes are open, so help yourself.
THE RUNNING HEAD WORDS GO HERE 2
General Guidelines
□ Font: Times News Roman
□ Font Size: 12
□ Margins: 1” top, bottom, left, right
□ Style: APA style
□ Platform> Microsoft Office, preferably. You can download for free here. Use your SSU
username and password: https://www.office.com/
□ Write in the third person (no I, You, We).
□ Add page numbers and running head on top left
□ First-level header: centered
Introduction (first-level header)
□ Second-level header: flushed to left
Literature Review (first-level header)
The Agenda-Setting Theory (second-level header)
Review of How the Theory Has Been Used (second-level header)
THE RUNNING HEAD WORDS GO HERE 3
{Cover Page}
Running Head: AGENDA SETTING IN CNN’S COVERAGE OF THE TEXAS’ SHOOTING
The running head
will show next to the
page number.
Using Agenda Setting in the News Coverage of the Texas' Shooting
Adriana Bastos
Savannah State University
THE RUNNING HEAD WORDS GO HERE 4
me explain
et to
L the paper
Introduction (1/2 page)
you
Remember to write it as a paper (use paragraphs, not bullet points.
The bullet points below are just used to outline the paper)
The purpose of this theory application paper is to use X theory ______ to ______ issue _______.
Summarize the theory (remember to cite using APA style)
Summarize the problem (remember, the problem will be discussed in ...
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Media Literacy Programs and How They Work: Quantitative ApproachesRenee Hobbs
obbs reflects on her use of quantitative research methods for media literacy education research through the examination of program evaluation, hypothesis testing and scale construction.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Sociology A2 at Knights
Unit 3: Mass Media
Unit 4: Crime and Deviance
Revision pack
Haberdashers’ Aske’s Federation Sixth Form
Mrs Griffiths: sj-griffiths@hahc.org.uk
Mr Pearce: sd-pearce@hahc.org.uk
2012
2. Unit 3 exam: Wednesday 13th
June, am
Unit 4 exam: Tuesday 19th
June, pm
Easter Revision: tbc
A2 Syllabus: AQA Sociology GCE (new specification)
Unit 3: Mass Media (SCLY3)
• Worth 20% of your final A Level
• Written paper, 1 hour 30 minutes
• 60 marks available
Unit 4: Crime and Deviance with Theory and Methods (SCLY4)
• Worth 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 resources
2
3. AQA SCLY3
Unit 3: Mass Media
There are 4 sections – choose the CORRECT one, Mass Media (should be section C), and answer all the
questions from that section.
Time allowed: 1 hour 30 mins
Maximum marks: 60
Time per mark = max 1.5 min.
Questions carrying 18+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.
Answer question 10 and 11 and either 12 OR 13.
Possible Question outlines Marks Timing
10 Identify and briefly explain 3 ways / problems…
e.g. 3 ways in which the news is socially constructed
9 marks <15
mins
To get full marks for either permutations of this question, you need to:
• Identify 3 separate pieces of relevant and appropriate sociological evidence that support the view
expressed in the item, you will get 1 mark for each relevant and appropriate identification.
• Give a detailed, but brief, explanation of how the identified sociological evidence supports the view
expressed in question (a).
Question 10 might also be expressed as one 3 mark and one 6 mark question, but the process of
identifying or explaining is the same.
Possible 10 questions:
• Identify and briefly explain three problems of using ‘laboratory-style experiments’ to study the
effects of the mass media on their audiences (Item C, line 4). (9 marks) (specimen paper)
• Identify and briefly explain three ways in which the news could be said to be “a social construct
that is ‘manufactured’.” (Item C, line 3). (9 marks) (January 2010)
• Identify and briefly explain three examples of news values. (9 marks) (June 2010)
• Identify and briefly explain three ways in which media representations of sexuality and/or disability
could be said to be stereotypical. (9 marks) (January 2011)
• Identify and briefly explain three ways in which governments seek to influence or control the
output of the mass media. (9 marks) (June 2011)
3
A2 Sociology, Revision 2012
4. 11 Using the item provided, assess the view that…
e.g. exposure to media violence does not produce violent behaviour in the
audience
18
marks
<25
mins
Refers to Item C, but on this occasion you are asked to use Item C in your answer, you must do this, to get
the full 18 marks.
You get 6 marks for AO1 skills, and 12 marks for AO2 skills. So, weight your answers much more heavily in
terms of Analysis, Interpretation, Evaluation and Application.
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 doing this, however, don’t simply
make statements such as and this shows how exposure to media violence does not produce violent
behaviour in the audience. This is not good enough, you must explain how your discussion of relevant
evidence answers the question.
Possible 11 questions
• Using material from Item C and elsewhere, assess the view that exposure to media violence does
not produce violent behaviour in the audience. (18 marks) (Specimen paper)
• Using material from Item C and elsewhere, assess the view that media imperialism threatens ‘the
cultural identities of many countries’ (Item C, line 12). (18 marks) (January 2010)
• Using material from Item C and elsewhere, examine how the new media have affected the role of
the mass media in society today. (18 marks) (June 2010)
• Using material from Item C and elsewhere, assess the view that ‘today’s children use the media in
new and very different ways from their parents’, (Item C, lines 14 – 15). (18 marks) (January
2011)
• Using material from Item C and elsewhere, assess the view that the selection and presentation of
the news ‘is inevitably partial and biased’ (Item C, lines 13–14). (18 marks) (June 2011)
12/1
3
essay question: [ ‘quote’] to what extent do sociological arguments and
evidence support this view.
e.g. ‘Both the selection and presentation of news are ideologically
controlled.’
33
marks
<50
mins
Questions 12 and 13 are the final questions on the Mass Media paper; they are each worth 33 marks. You
choose one of these questions. You DON’T ANSWER BOTH.
You get 15 marks for AO1 skills, and 18 marks for AO2 skills. This skills breakdown is almost even. This
means to you need to weight your answers only slightly more heavily, in terms of AO2 skills.
The structure of questions 12 and 13 is often a quote, followed by the functional question language, ‘To
what extent do sociological arguments and evidence support this view?’
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 doing this, however, don’t simply
make statements such as and this shows that the selection and presentation of news are ideologically
4
5. controlled. This is not good enough, you must explain how your discussion of relevant evidence answers
the question.
Possible questions for 12 and 13
• ‘‘Both the selection and presentation of news are ideologically controlled.’ To what extent do
sociological arguments and evidence support this view? (33 marks) (specimen paper)
• ‘Media representations both of gender and of sexuality tend to portray well-worn stereotypes.’ To
what extent do sociological arguments and evidence support this view? (33 marks) (specimen
paper)
• Assess the view that the output of the mass media has little direct effect on the audience. (33
marks) (January 2010)
• ‘Both age and ethnicity are still too often portrayed by the mass media in ways that reinforce
stereotypes.’ To what extent do sociological arguments and evidence support this view? (33
marks) (January 2010)
• Evaluate Marxist theories of the ownership and control of the mass media. (33 marks) (June 2010)
• Assess the effects of the mass media on popular culture. (33 marks) (June 2010)
• Evaluate the pluralist view of the ownership and control of the mass media. (33 marks) (January
2011)
• Assess the impact of globalisation on the structure and role of the mass media in the world today.
(33 marks) (January 2011)
• ‘What is shown by the mass media will not make people violent, but it may lead people to believe
that we live in a violent society.’
To what extent do sociological arguments and evidence support this view? (33 marks) (June 2011)
• ‘Media representations of minority ethnic groups are problematic and often negative.’
To what extent do sociological arguments and evidence support this view? (33 marks) (June 2011)
However, they might not always follow this structure. Whatever the structure, you are still being asked
to do the same thing; write a sociological answer, the argument of which is outlined successfully in the
introduction, ‘weighed up’ throughout the essay and reiterated and supported in the conclusion – what
you’ve been doing for the last two years!
5
A2 Sociology, Revision 2012
6. REVISION CHECKLIST Unit 3: Mass Media
1. The relationship between ownership and control of the mass media
• Private and state ownership; public service broadcasting; recent trends in ownership and control
both in the UK and globally (eg concentration of ownership;
• global conglomerates)
• Traditional Marxist, neo-Marxist and pluralist theories of ownership and control
• The ideological role of the media.
2. The mass media, globalisation and popular culture
• Globalisation: the media as a global industry (ownership, production and consumption); role of the
media in creating a global culture; Americanisation and cultural homogenisation
• Popular culture: the distinction between high and low culture; mass or popular culture, the
dumbing down debate
• Postmodernism and the media: the media become reality, simulacra, Baudrillard.
3. The processes of selection and presentation of the content of the news
• Economic and structural factors influencing the selection and presentation of news, eg costs and
need for profits, technology, competition
• Political and cultural factors influencing the selection and presentation of news, e.g. censorship
(direct and indirect, self-censorship); the social construction of news
• News values and the role of gatekeepers; agenda setting and ideology
• The impact of new media on the selection, presentation and control of the news
• Moral panics.
4. Media representations of age, social class, ethnicity, gender, sexuality and disability
• The nature of representations; key terms used in discussing representations such as stereotype,
under-representation, the gaze, binary oppositions, the other
• Representation and power: representations as arising from the power of social groups with power
in the media, negative representations of minority groups
• Representations in relation to age, social class, ethnicity, gender, sexuality and disability, with
examples
• Reasons for changes in representations over time.
5. The relationship between the mass media, media content and presentation, and audiences
• Methodological problems in researching media effects
• Strong media/weak audience theories of media effects, eg the hypodermic syringe model
• Theories of limited media effects eg the two step
• Weak media/strong audience theories eg uses and gratifications
• Cultural effects theories; encoding and decoding; different readings of media texts; the work of the
Glasgow Media Group
• The debate about whether the media can cause violence
6. The new media and their significance for an understanding of the role of the media in contemporary
society
• The development of new media, their range and importance: multi channel and digital television,
mobile telephones, email, the Internet and Web 2.0, blogs and virtual realities
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7. • The effects of new media and new technologies on old media; convergence
• Significance of new media for the changing relationship between audiences and the media and for
the debates about ownership and control and about media effects.
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A2 Sociology, Revision 2012
8. AQA SCLY4
Unit 4: Crime and Deviance, Theory and Methods
There are 2 sections – choose the CORRECT one, Crime and Deviance (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 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 30 minutes on Question 01
You are advised to spend 30 minutes on Question 02
You are advised to spend 20 minutes on Question 03
You are advised to spend 40 minutes on Question 04
No Possible Question outlines Marks Timing
01 Using material from Item A and elsewhere, assess the view…
e.g. that ethnic differences in crime rates are the result of the ways in
which the criminal justice system operates.
21 marks <30 mins
Question 01 uses the functional word ‘Assess’. To get full marks for this answer you will need to show sound
knowledge and understanding and successfully identify, interpret, analyse and evaluate material to meet the
synoptic requirements of the question.
You will need to accurately interpret and apply material from the Item, (as well as from your own
knowledge), and analyse and evaluate this material. Use it to answer the question.
The structure of the exam changes from January 2012, so there are few example questions, however, typical
topics might include:
• effectiveness of situational crime prevention as a means of reducing the impact of crime on society
• reasons why white-collar crimes are under-represented in official crime statistics.
• the relationship between crimes against the environment and the process of globalisation.
• Marxist contributions to an understanding of why people commit crime.
• reasons why females may be less likely than males to commit crimes.
• Using material from Item A and elsewhere, assess the view that ethnic differences in crime rates are
the result of the ways in which the criminal justice system operates. (21 marks) (specimen Jan 2012)
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9. 02 Using material from item B and elsewhere, assess the view…
e.g. assess sociological views of the relationship between crime and the mass
media
21 marks <30 mins
This question is worth 21 marks. It uses the functional word ‘Assess’. The marks are broken down into 9 AO1
marks and 12 AO2 marks, so weight your answer more heavily in favour of Interpretation, Application,
Analysis and Evaluation.
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 doing this, however, don’t simply
make statements such as and this shows how useful realist theories are for an understanding of crime and
deviance. This is not good enough, you must explain how your discussion of relevant evidence answers the
question.
Possible 02 questions:
• Assess the usefulness of conflict theories for an understanding of crime and deviance in
contemporary society. (21 marks) Specimen paper
• Assess the usefulness of Realist theories for an understanding of crime and deviance. (21 marks)
Browne A2 book
• Assess the usefulness of different crime reduction strategies. (21 marks) Webb, Westergaard, Trobe
and Steel A2 book.
• Using material from Item A and elsewhere, assess the view that ethnic differences in crime rates are
the result of the ways in which the criminal justice system operates. (21 marks) January 2010
• Using material from Item A and elsewhere, assess sociological views of the relationship between
crime and the mass media. (21 marks) June 2010 Paper
• Using material from Item A and elsewhere, assess the usefulness of subcultural theories in explaining
‘subcultural crime and deviance’ in society today. (21 marks) January 2011
• Using material from Item A and elsewhere, assess different Marxist views of the relationship
between crime and social class. (21 marks) June 2011
• Using material from Item B and elsewhere, assess sociological views of the relationship between
crime and the mass media. (21 marks) specimen Jan 2012 Paper
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A2 Sociology, Revision 2012
10. 03 Methods in context using item and material from elsewhere, assess…
e.g. the strengths and limitations of unstructured interviews as a means of
investigating victims of crime.
15 marks <20 mins
Question 03 is worth 15 marks and uses the functional word assess, you will need to carefully read Item C,
and identify the ‘hooks’, clues written into the Item about material to include in your answer. The marks are
broken down into 6 AO1 marks and 9 AO2 marks, so weight your answers more heavily in terms of
interpreting, applying, analysing and evaluating. This question requires you to apply your knowledge and
understanding of sociological research methods to the study of this particular issue in crime and deviance.
Possible 03 questions:
• Using material from Item B and elsewhere, assess the strengths and limitations of covert participant
observation as a means of investigating edge work as a motivation for crime. (Item B, line 10). (15
marks) Specimen paper
• Using material from Item B and elsewhere, assess the strengths and limitations of using official
statistics as a means of investigating the extent of crimes in society. (15 marks) Browne A2 Book
• Using material from Item B and elsewhere, assess the strengths and limitations of unstructured
interviews as a means of investigating victims of crime. (15 marks) January 2010 Paper.
• Using material from Item B and elsewhere, assess the strengths and limitations of overt participant
observation as a means of investigating police attitudes. (15 marks) June 2010 Paper
• Using material from Item B and elsewhere, assess the strengths and limitations of using written
questionnaires as a means of investigating prisoners’ experience of imprisonment. (15 marks)
January 2011
• Using material from Item B and elsewhere, assess the strengths and limitations of using unstructured
interviews to investigate domestic violence. (15 mark) June 2011
• Using material from Item C and elsewhere, assess the strengths and limitations of covert participant
observation as a means of investigating ‘edge work as a motivation for crime’ (Item C, line 10). (15
marks) specimen January 2012
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11. 04 Theory and methods essay:
[statement] To what extent do sociological arguments and evidence support
this view?
e.g. ‘Sociology cannot and should not be a science.’
33 marks <45 mins
Question 04 is worth 33 marks, the marks are broken down into 15 AO1 marks and 18 AO2 marks. So weight
you answer only slightly in favour of AO2 skills.
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 doing this, however, don’t simply
make statements such as and this shows how Sociology is not a science. This is not good enough, you must
explain how your discussion of relevant evidence answers the question.
Possible questions for 04:
• ‘Sociology cannot and should not be a science’. To what extent do sociological arguments and
evidence support this view?
(33 marks) Specimen paper
• ‘Sociology can and should be value free’. To what extent do sociological arguments support this
view? (33 marks) Browne A2 Book
• “Feminism has revolutionised sociology by placing women at the centre of its analysis of society.
However, while all feminists share this starting point, there are now many different ‘feminisms’
within sociology.”
Assess the contribution of feminist theorists and researchers to an understanding of society today.
(33 marks) January 2010
• Assess the relative importance of the different factors that affect sociologists’ choice of research
methods and of topics to investigate.
(33 marks) June 2010
• Assess the view that positivist methods are inappropriate for investigating society. (33 marks)
January 2011
• ‘Sociology cannot and should not be a science.’ To what extent do sociological arguments and
evidence support this view? (33 marks) June 2011
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A2 Sociology, Revision 2012
12. REVISION CHECKLIST Part One of Unit 4: Crime and Deviance
1. Different theories of crime, deviance, social order and social control
• Different definitions of crime, deviance, social order and social control
• The distinction between sociological theories of crime and other theories (e.g. biological,
psychological); crime and deviance as socially constructed
• Functionalist theories of crime: Durkheim, anomie, collective conscience; Merton’s strain theory;
manifest and latent functions; functionalist subcultural theories
• Marxist and neo-Marxist theories of crime: classical Marxism, laws reflecting class interests; Neo-
Marxism, hegemony, the CCCS studies, critical and new criminology
• Interactionist theories of crime: labelling theory, the self-fulfilling prophecy
• Feminist theories of crime: patriarchy, male control of women’s lives
• Control theory and other contemporary approaches to crime: social bonds, communitarianism,
situational prevention; postmodern theories; Foucault on individualisation and surveillance
• Realist theories: New Left Realism and Right Realism
• The relevance of the various theories to understanding different types of crime, and their
implications for social policy.
2. The social distribution of crime and deviance by age, ethnicity, gender, locality and social class,
including recent patterns and trends in crime
• Study of statistics and other evidence on the social distribution of crime by age, ethnicity, gender,
locality and social class, including recent patterns and trends
• Issues related to and explanations of the social distribution of crime and deviance by age: juvenile
delinquency and youth crime
• Issues related to and explanations of the social distribution of crime and deviance and ethnicity:
explanations from different theories, racism in the criminal justice system
• Issues related to and explanations of the social distribution of crime and deviance and gender:
explanations of the rates of male and female crime, the gendering of crime, chivalry thesis, the
gender deal
• Issues related to and explanations of the social distribution of crime and deviance and locality: rural
and urban crime
• Issues related to and explanations of the social distribution of crime and deviance and social class:
explanations from different theories; white collar crime; occupational crime.
3. Globalisation and crime in contemporary society; the mass media and crime; green crime; human
rights and state crimes
• Globalisation and crime: examples and explanations of globalised crimes such as web-based crimes,
global trades in drugs, weapons and people; global corporate crime
• Mass media and crime: media’s role in social construction of crime including moral panics and
amplification; crime and news values and agenda setting; representations of crime (both fact and
fiction)
• Green crime: definitions, criminalisation of environmental offences; extent, enforcement of green
crimes: environmental laws, corporate and state environmental crimes, crimes against non-human
species
• Human rights and state crimes: international rules and norms and examples of violations of them;
human rights violations; state crimes.
4. Crime control, prevention and punishment, victims, and the role of the criminal justice system and
other agencies
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13. • Crime control, prevention and punishment: contemporary policies, linked to the theories studied;
surveillance, zero tolerance, anti-social behaviour orders, expansion of imprisonment
• Victims of crime: statistics and other evidence on victims of crime; ethnicity, age and gender;
different theoretical accounts, eg positivist and radical victimology
• Role of the criminal justice system and other agencies.
5. The sociological study of suicide and its theoretical and methodological implications
• Durkheim’s classic study of suicide, including typologies
• Interpretivist responses to Durkheim, eg Atkinson, Douglas
• Realist approaches, eg Taylor’s ‘people under trains’
• The theoretical and methodological implications of the different approaches of the study of suicide.
6. The connections between sociological theory and methods and the study of crime and deviance
• Quantitative and qualitative data in crime and deviance; the dominance of statistics (police
statistics, BCS)
• Positivist and Interpretivist approaches, consensus and conflict approaches and structural and
social action approaches as applied to crime and deviance
• Issues, strengths and limitations and examples of the application to the study of crime and
deviance of the main sources of data studied
o Questionnaires
o interviews (formal/structured; informal/unstructured)
o self-report and victimisation studies
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 stratification and differentiation, including issues of subjectivity,
objectivity, value freedom, danger, ‘going native’
• Subjectivity, objectivity and value freedom in the study of crime and deviance
• The relationship between the sociological study of crime and deviance and social policy.
Part Two of Unit 4: Theory and Methods
7. Students should first revisit the content learned during the AS course, with their knowledge and
understanding extended through use of a range of examples of the application of methods in their
Unit 4 topic area:
• Quantitative and qualitative methods of research; their strengths and limitations; research design
• Sources of data, including questionnaires, interviews, observation (participant and non-participant),
experiments, documents and official statistics; the strengths and limitations of these sources
• The distinction between primary and secondary data and between quantitative and qualitative data
• The relationship between positivism, interpretivism and sociological methods; the nature of ‘social
facts’
• The theoretical, practical and ethical considerations influencing choice of topic, choice of method(s)
and the conduct of research.
8. Consensus, conflict, structural and social action theories
• Sociology as concerned with the problem of social order; consensus and conflict as broad differing
approaches
• Examples of consensus approaches, eg Parsons; examples of conflict approaches, eg Marx, Weber
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A2 Sociology, Revision 2012
14. • Sociology as concerned with the problem of choice and determinism; structural and social action
theories as broad differing approaches
• Examples of structural theories, eg structural functionalism, Marx; examples of social action
theories, eg symbolic interactionism; phenomenology; examples of approaches attempting to
integrate the two sets of theories, eg Giddens’s structuration theory.
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15. 9. The concepts of modernity and post-modernity in relation to sociological theory
• The distinction between modernity and post-modernity
• Postmodern theorists, eg Lyotard, Baudrillard
• Theorists of post-modernity, eg Harvey
• Alternative modern theories, eg Giddens and high modernity.
10. The nature of science and the extent to which sociology can be regarded as scientific
• Scientific methodology; accounts of the relationship between science and truth eg Popper; the
social context of science
• The extent to which scientific methods can and should be applied in sociology
• Differing accounts of how scientific sociology can and should be eg Popper, Kuhn, realism.
11. The relationship between theory and methods
• Deductive theory: the process of deduction and its implications for research methods, with
examples
• Inductive theory: the process of induction and its implications for research methods, with examples
• Epistemological issues: positivism and interpretivism
• Ontological issues: objectivism and social construction.
12. Debates about subjectivity, objectivity and value freedom
• The relationship between debates about subjectivity, objectivity and value freedom and the
debates about the nature of science and of the nature of sociology
• The arguments and evidence for and against the view that sociology can or should be objective
• The arguments and evidence for and against the view that sociology can be value free.
13. The relationship between sociology and social policy
• The nature of social policies
• The practice of social policy and of policy research; ‘applied sociology’; multi-disciplinary research
• The relationship between social policy and sociological methods and theories, including the role of
politics in sociology and issues of power in the research process.
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A2 Sociology, Revision 2012
16. 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.uk
Another 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.
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