For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Theories of the family (3)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 , Theories of the family Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Changing Patterns and Family diversity (5)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!
GCE Sociology Revision (AQA)- Unit 1 Childhood Families and HouseholdsHaleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Social Policy and the Family (6)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Theories of the family (3)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 , Theories of the family Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Changing Patterns and Family diversity (5)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!
GCE Sociology Revision (AQA)- Unit 1 Childhood Families and HouseholdsHaleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Social Policy and the Family (6)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
For AQA GCE Sociology Unit 2 Class differences in achievement (1)Haleema Begum
For AQA GCE Sociology Unit 2 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Educational underachievement external & internal factorsShannon Martin
Educational underachievement external & internal factors (some)
Unit 1
AS level sociology
AQA
includes : gender, ethnic minorities and social class.
research inc: Sewell & Rosenthal & Jacobsen e.t.c
GCE Sociology Revision (AQA)- Unit 1 Demography (4)Haleema Begum
Revision - Unit 1 Demography (4). For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
For AQA GCE Sociology Unit 2 Class differences in achievement (1)Haleema Begum
For AQA GCE Sociology Unit 2 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Educational underachievement external & internal factorsShannon Martin
Educational underachievement external & internal factors (some)
Unit 1
AS level sociology
AQA
includes : gender, ethnic minorities and social class.
research inc: Sewell & Rosenthal & Jacobsen e.t.c
GCE Sociology Revision (AQA)- Unit 1 Demography (4)Haleema Begum
Revision - Unit 1 Demography (4). For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Symmetrical family, conjugal roles, segregated conjugal roles, integrated conjugal roles, instrumental role, expressive role, living standards, geographical mobility, Eilzabeth Bott, status of women, paid employment, commercialisation of housework, division of labour, Young and Willmott, Anne Oakley, decision-making, emotional side of family, Duncombe and Marsden
Impact of changing role of women on familyhemurathore1
A woman plays a very vital role for the development of a country and according to the Indian Constitution, whether they are rural women or urban women, everyone has a freedom to enjoy the privileges and rights.
As the women who belong from the urban area are educated so they most of them wish to raise their rights in socioeconomic status but rural women love to enjoy their privileges and rights as given by the Indian constitution.
The changing role of women in India today means that expectations have changed, and both women and men need to learn how to adapt in their relationships.
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.
A Strategic Approach: GenAI in EducationPeter 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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
GCE Sociology Revision (AQA)- Unit 1 Couples Families and Households
1. Unit 1: Families and Households
1) Couples
Haleema Begum
Sutton Coldfield Grammar School for Girls Sixth form
2. Interpretation
• Is the question about a particular form of
inequality (e.g. domestic labour)? If yes, then
stick to this.
• Or is it about inequality more generally? If
yes, then (cover all sections) i.e. decision
making, resources and domestic violence aswell.
4. Parsons (1955)
• Take a Functionalists view
• A couple should have
separate (marital
roles), women:
expressive, whilst men
have: instrumental roles
• It is better for wider
society
• Biologically based gender
division of labour is the
best way of organising
family life.
5. Young & Willmott (1962)
• They studied working-class extended
families in Bethnal Green
• Men were the breadwinners and women
were the home-makers.
• They see a long-term trend towards the
“symmetrical family”.
• Roles are becoming more similar
• Most women go out to work
• Men help with housework, the “new
man”
6. Why is there a rise of the
“symmetrical family”?
• There are smaller family sizes
• More women are starting to work
• Therefore a higher standard of
living and better housing (the
house becomes home-centred)
• Can afford labour saving devices
7. Ann Oakley (1974)
• The family is patriarchal
• They are not
symmetrical or equal!!
• The housewife role is
socially constructed
(not BIOLOGICALLY
NATURAL)
8. cont. Ann Oakley (1974)
• There is no evidence of symmetry in
domestic labour
• Young + Willmott exaggerate the “new man”
!!!
• Husbands “helped” was ironing their own
shirt once a week
9. Boulton (1983)
• We need to look at who is
responsible for tasks, NOT
just who performs it
• Wife is seen responsible
for children’s welfare, even
when men “help”
• Less than one in five
husbands took a major
part in childcare
11. Gurshuny (1994)
• Men whose wives worked full-time did started to do
more work than before (despite going up to only 27%)
• But domestic tasks are still sex-typed
• There is a change in values and role-models or “lagged
adaption” resulting in gradually women working fulltime
• (Crompton): argues changes are because of ECONOMIC
factors not values.
• Women’s increasing earning power means men have to
do more in the home
• But men still earn more, so the division of labour is still
unequal
12. Schor (1993)
• The “commercialisation of
housework” has led to the
DEATH of the housewife role!! –
but only for the better off
• Couples can now buy and invest
in ready meals, nurseries, etc
therefore cuts the amount of
domestic labour
• (HOWEVER): not all couples are
in the same economic positionclass and income play a role in
the domestic division of labour
13. Ferry and Smith (1996)
• They found that women
who were carrying duel
burden had little impact on
the D.O.L
• Under 4% of fathers were
the main child-carer
14. Morris (1990)
• Morris (1990) found that even when the wife
was working and the husband was
unemployed, she still did most of the
housework!!
• Men suffered the crisis of MASCULINITY
• Losing their breadwinner role, they did not
want to give in to the feminine domestic role
15. Duncombe and Marsden (1995)
• Found that women
required Triple Shift
• Emotional work
• Domestic labour
• Paid work
16. Gillian Dunne (1999)
• She studied 37 lesbian couples finding a more
equal D.O.L
• She says heterosexual relationships are
“inevitably patriarchal”
• They have allocate the masculine and feminine
identities (GENDER SCRIPTED)
• Lesbians were more open to negitiation
• (HOWEVER): She found that when one partner
did ... More paid work less domestic work
• i.e paid work was still an important influence
18. Kempson (1994)
• Women in low-income families
denied their own need- to
make ends meet
• Even households with
adequate incomes, resources
are often shared unequally
leaving women in poverty
• The man is usually in control
of the family’s income and
deciding how to spend it
• This leads to unequal shares
and resources for the wife
19. Pahl and Vogler (1993)
The allowance system:
• The allowance system is
when the men work and
give their non-working
wives an allowance to
budget to meet the family’s
needs.
Pooling:
• Pooling is where both
partners work having
joint responsibility for
spending i.e. Having a joint
bank account
Despite the massive increase in pooling over the recent
years, Vogler (1994) found out that men still make the major
decisions, reflecting their greater earnings
20. Edgell (1980)
1) Economic
• Men earn more have more
power
• Women are economically
dependent have less say
2) Patriarchal socialisation
• Some Feminists argue that
gender role socialisation in
patriarchal society instils the
idea that men are the decisionmakers
22. British Crime Survey (BCS)
• There are 6.6 million assaults per year (mainly
men against women)
• Nearly 1 in 4 women were assaulted by her
partner at some time
• 1 in 3 of assaults are reported
23. Police statistics
• Police statistics under-estimate its extent because
of
• Under- reporting: (BCS) say 1 in 3 assaults are
reported
• Under-recording: police are reluctant/unwilling
to investigate, record or get involved with the
family’s “private sphere”
• Victim should just leave if unhappy
(HOWEVER): many women are financially
dependent on their partners and cannot leave
their children
24. Dobash and Dobash
• Found out that violence
was triggered when
husbands felt their
authority was being
challenged
• They conclude that
marriage legitimates
violence by giving power
to men
Elliot (1996) argues not
all men benefit from it
25. The Radical Feminist Explanation
• It is patriarchy- male domination
• Men oppress women through the family
domestic labour + sexual services
• Violence or the threat of it allows them to get
what they want
• Men dominate the state police and courts fail
to take domestic violence seriously
Radical Feminists fail to explain violence against
children, men, or lesbians
Discuss D.V as well as housework
27. Wilkinson (1996)
• Families who lack
resources i.e. Low
income, poor housing, suffer more stress, this
increases violence
• Lack of resources: stress
social inequality
HOWEVER: He doesn’t
explain why women rather
than men are the main
victims