TIPO DE SENSORES Y CONTROLADORES
3.2 T IPOS DE SENSORES
Scottish Further Education Unit 85 Revising sociological theory
A further way of testing your own knowledge and understanding of the theoretical input you have learned so far would be to have a class debate, with teams
arguing the case for and against each of the four theories you have studied.
At this stage of your learning you might also find it helpful to draw up study notes or posters listing the key features of each of the theories, as you will find this very useful when it comes to revising for your NAB assessment and final exam.
As a revision activity (and an introduction to the application of sociological theory), you could also divide into four teams with each team representing functionalist, conflict, feminist or symbolic interactionist theory. Each group should then reflect back on the nuclear attack shelter activity and evaluate how well their allocated theory could be applied to that situation i.e. how could the key features of the theory be applied to that situation, what would the theory be good at highlighting or explaining as well as what the theory would not be good at explaining. These findings could then be presented to the rest of the class. This way of revising the theories would also be useful in demonstrating how theories can be contrasted with each other.
Remember the Hall of Mirrors analogy too: some theories will show up some aspects of society more clearly than others!
Scottish Further Education Unit 86 The Relevance of Sociology to Care
As previously referred to in the notes, sociology is relevant to the care context because it helps us to question taken for granted assumptions and to develop a deeper insight into reasons how and why individuals and groups may require the support of care services at some point in their lives.
If you completed the last revision activity on the previous page, you will also have seen that different sociological theories are effective at highlighting different elements of the society in which we live. It therefore follows that different
sociological theories can offer different insights into aspects of the caring role and the provision of care services in contemporary society.
As a way of convincing yourself that you have already gained some
understanding of sociological theory, read the quote below and answer the questions that follow.
“Thus women continue to care for the young, the old and the dependent, mainly exempting men and state services from such tasks… The price of such caring work is economic dependence. Looking after people is either done for no pay, within the family, or for low pay in the public sector…The care of most dependants has been the province of women, has belonged to the domestic arena, and has been unpaid. It thus made women dependent.”
(G. Pascall (1986), cited in Moore, 2002: 390)
Which of the sociological theories you have studied best explains the aspects of care highlighted above?
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Explain, using sociological phrases and concepts associated with the theory, how the theory is illustrated in the quote above.
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Scottish Further Education Unit 87
“This paper is a contribution to the developing understanding of social relationships in institutional care settings… [It] focuses on the ways in which the context of people's lives shapes social interaction. The paper draws on ethnographic observations conducted in four care settings [and] finds that … the personal, cultural and structural contexts frame social interaction and influence the ways that residents use humour, express sexuality, and show hostility… These contexts ‘control’ resident action by establishing frameworks for the interpretation of meaning… [and] by the ways in which residents
actively take on the ‘role’ of others, and project ‘self’ and a ‘label’.”
(Hubbard et al, 2003: 99)
Which of the sociological theories you have studied best explains the aspects of care highlighted above?
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Explain, using sociological phrases and concepts associated with the theory, how the theory is illustrated in the quote above.
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Explain what you think the authors mean by the term “…the ways in which residents actively take on the ‘role’ of others, and project ‘self’ and a ‘label’.”
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Scottish Further Education Unit 88 The Relevance of Sociology to Care: Case Studies
If you have successfully completed the revision exercises and activities on sociological theory, you should now be fairly confident of your knowledge and understanding (KU) in this area. By evaluating, comparing and contrasting
theories you have also been improving your skills of analysis and evaluation (AE) You will now be given the opportunity to test out your ability to apply your
sociological knowledge and understanding to some case studies, which relate to the context of care in some way. This will help develop your skills in the
application of theory (APP).
Throughout the rest of the unit material we will ‘revisit’ three case studies to test your ability to apply different elements of sociological knowledge. For those of you who have completed the Intermediate 2 Sociology for Care Unit, then this process (but not the case studies) will seem familiar.
The three people in the case studies are called Akram, Ethel and Rab. On the following page there is a very brief summary of the three case studies and following that there are fuller versions of the case studies which you will be expected to examine in detail. You will then apply sociological theory to the case studies.
Check with your tutor whether you should complete all the case studies or whether different people in the class will concentrate on particular case studies and discuss their answers with the rest of the class.
Alternatively you might find it helpful to undertake one case study together in class and complete the others as homework or as revision exercises later in the unit.
Scottish Further Education Unit 89 The Three Case Studies
Akram
Akram is 15 years old and moved to Scotland with his family as asylum seekers four years ago. Although he initially settled in fairly well, he has been facing a number of difficulties recently, which have resulted in him appearing at a Children’s Hearing. If you don’t know anything about the Children’s Hearing system you should ask your tutor to give you some information about it or do some research yourself prior to studying Akram’s case study.
Ethel
Ethel, who has mobility difficulties, was widowed fairly recently and is struggling to cope because her husband had previously cared for her. As a consequence of her
difficulties, she has been admitted to a care home as her daughter, who lives 200 miles away, is not in a position to care for Ethel at present. Ethel has found it difficult to settle into the home, and although she used to take great pride in her appearance, she is no longer concerned about how she dresses or her personal hygiene.
Rab
Rab is an adult with a learning disability who has been attending a Day Centre for over 10 years. Throughout this time Rab has been a cheerful young man who has made good relationships with the staff and other service users at the centre. However, Rab’s behaviour has deteriorated following the departure of his key worker with whom he had a very positive relationship. The relationship with his new key worker has become very tense and is causing difficulties at the centre.
Scottish Further Education Unit 90 Case Study: Akram
Akram is 15 years old and came to Scotland four years ago. His family had sought political asylum after fearing for their lives in their own country. They were given permission to stay in Britain and were housed by the local authority in a multi-storey block in a large city.
Living in a large city in a foreign country was very
strange for the family and they found the way of life very different from their small village in East Africa. Akram has two younger sisters and, with extra help provided by their school, they have been able to learn English fairly quickly. However, Akram’s parents continued to speak their own language at home. The family are Muslims and as part of their Islamic faith, Akram’s father expected Akram to attend the mosque and recite his daily prayers, as he was keen that Akram continued to learn the ways of his religion and culture.
A year ago, two days after Akram’s fourteenth birthday, his father was diagnosed as suffering from a serious illness from which he died six months later. But before he died, Akram’s father told Akram that he would soon be the head of the family.
After her husband’s death Akram’s mother tried to keep the family together but, when Akram became very aggressive towards her, she found controlling his temper outbursts impossible to cope with. Akram had also been facing difficulties at school. Recent world events had created a situation whereby a number of Muslim children at the school were being subjected to racial abuse and Akram had retaliated. Akram stopped attending school and started staying out at night.
Very quickly Akram gained a reputation as a troublemaker. The police became involved on a number of occasions when Akram was found wandering the streets late at night near the mosque after being involved in a number of violent fights with local youths. The police decided to send a referral about Akram’s situation to the reporter to the Children’s Panel.
After asking for reports about Akram and his family, the reporter to the Children’s Panel called a Children’s Hearing. The Children’s Hearing was attended by Akram, his mother, his guidance teacher and a social worker who had met the family on a number of occasions in order to provide a report for the Children’s Panel. At the Children’s Hearing Akram’s mother clearly stated that she could not cope any more with Akram’s violent outbursts and general behaviour. The
decision was taken that Akram should be looked after by the local authority for a period of time both for his own protection and support as well as the safety of others. As a consequence, Akram went to live at Redwoods Residential Unit.
Scottish Further Education Unit 91 Case Study: Akram
Application of theory
• Apply two features of functionalist theory to Akram’s case study.
• Apply two features of symbolic interactionist theory to Akram’s case study.
• Explain how these two theories offer a contrasting view of Akram’s situation.
In completing this task you should
• clearly state the two features you have selected in relation to each theory and provide a brief explanation of them.
• explain how the features of the theories you have selected can be applied to Akram’s case.
• in relation to the idea of ‘contrasting theories’, briefly explain how functionalism and symbolic interactionism contrast, then illustrate this by highlighting
elements from the case study that each of the two theories would explain in a different way.
Scottish Further Education Unit 92 Case Study: Ethel
Ethel was admitted to Brookside Residential Home for Older People over a year ago. Her admission to Brookside came as a result of the tragic death of her husband, Bert. Ethel has a physical disability, which has made her virtually immobile in recent years and she has depended on Bert for all her day-to-day care needs. Her only daughter, Shirley, lives with her husband and three children 200 miles away, and although Shirley feels it is her duty to look after her mother, she is not in a position to do this at the moment and so the local Social Work Department have made emergency provision for Ethel at Brookside. Initially after arriving at Brookside, Ethel was very withdrawn and was clearly still grieving for Bert.
Ethel has been assigned a care worker at Brookside whose name is Charlie.
Charlie is a very experienced care worker and it is his responsibility to ensure that Ethel is supported to settle in as well as she can and to work towards assessing her needs.
Ethel has now been living at Brookside for three months, and one of Charlie’s major concerns is that Ethel does not want to interact with any of the other residents and appears to lack confidence in everything she does. Charlie knows from chatting to Ethel’s daughter that before moving to Brookside Ethel had always taken a pride in her appearance. She would always be smartly dressed, enjoyed going to the hairdressers and would never think of going out of the house without her make-up on. Ethel’s family photographs certainly confirm that she was a very fashionable and glamorous woman when she was younger. However, since coming to Brookside Ethel appears to have lost all interest in herself, has become very untidy and takes no interest in her appearance at all. This has now resulted in a situation whereby most of the other residents at Brookside avoid Ethel and some even refer to her as ‘Dirty Ethel’ and pull faces at her. The more this happens, the less interest Ethel appears to be taking in her appearance.
Scottish Further Education Unit 93 Case Study: Ethel
Application of theory
• Apply two features of symbolic interactionist theory to Ethel’s case study.
• Apply one feature of feminist theory to Ethel’s case study.
• Apply one feature of functionalist theory to Ethel’s case study.
• Select one point from the case study and explain how feminism and
functionalism would have contrasting views in relation to the issue you have chosen.
In completing this task you should:
• clearly state the features you have selected in relation to each of the theories and provide a brief explanation of them.
• explain how the features of the theories you have selected can be applied to Ethel’s case.
• choose one point referred to in the case study which you feel would be useful to highlight the different ways in which feminism and functionalism would have contrasting views.
Scottish Further Education Unit 94 Case Study: Rab
Rab is 27 years old and lives with his parents. He is presently attending Kirkfield Day Centre every weekday.
Rab has had learning disabilities all his life and started at Kirkfield after leaving special school when he was 16 years old. Rab has always been a cheerful young man who interacts well with staff and other clients. He is enthusiastic about all the activities he participates in and has always been a keen member and captain of the Centre football team.
Rab’s ‘keyworker’ Brian, who is also 27 years old, managed the football team and Rab has always had a very strong relationship with Brian. Over the years at Kirkfield, Rab always wished to be with Brian and joined in all the activities that Brian organised. However, three months ago Brian left Kirkfield to take up a new post and at this point Rab’s behaviour quickly deteriorated.
Rab’s new key worker, Graham is a very ambitious young man who is also the Assistant Manager at Kirkfield. Rab has complained to other service users that Graham does not spend any time with him and that he was thinking about complaining to his social worker about this. Rab decides to talk to Graham directly about the situation. Graham responds by saying that as Assistant
Manager, he has many other duties and responsibilities to be concerned with and that Rab needs to learn to look after himself without ‘going moaning to his social worker’.
Following this discussion, Rab became very uncommunicative with Graham and over time has become quite defiant and aggressive towards him. Graham did not like his authority being undermined in this way and, in order to try to get Rab to control his behaviour, Graham banned him from the football team until his behaviour improved.
Over the past few months, staff have noted how Rab has changed from being a pleasant, confident young man, who has become aggressive, untidy and has even been caught damaging other clients’ belongings on several occasions.
Everything came to a head last week when Rab broke a window in the Centre and cut himself intentionally several times with bits of the broken glass.
Graham is calling a staff meeting to discuss suspending Rab from the centre on account of his behaviour.
Scottish Further Education Unit 95 Case Study: Rab
Application of theory
• Apply two features of conflict theory to Rab’s case study.
• Apply two features of functionalist theory to Rab’s case study.
• Select one point from the case study and explain how conflict and
functionalist theory might provide different (contrasting) explanations of the situation.
In completing this task you should
• clearly state the features you have selected in relation to each of the theories and provide a brief explanation of them.
• explain how the features of the theories you have selected can be applied to Rab’s case.
• choose one point referred to in the case study which you believe conflict and functionalist theory would explain in different ways.
Scottish Further Education Unit 96 Outcome 2: Introduction and Overview
In this outcome you will be finding out how some key sociological concepts and the theories covered in Outcome 1 can help us analyse aspects of society.
The aspects of society which we will focus on are the family and deviance. The key sociological concepts which will be referred to are socialisation, culture and life chances. Although some of these words or concepts may appear familiar to you, it is important to remember that we will be approaching these topics using our ‘sociological imagination’ rather than ‘common-sense.’
In this outcome we will be using the concepts of socialisation, culture and life chances to help analyse how different sociological theories attempt to explain and understand firstly the family and secondly, deviant behaviour. The sociological theories we will be focussing on are functionalist, conflict, feminist and symbolic interactionist theories. By continuing to apply sociological theories to ‘real life’
situations with which you may be familiar, you will hopefully be able to develop a deeper understanding of the theories.
OUTCOME 2
Analyse aspects of society using sociological concepts and theories Performance Criteria
(a) Explain specific aspects of society using key sociological concepts (b) Explain specific aspects of society using sociological theories
Scottish Further Education Unit 97 Overview of Topics
Key Sociological Concepts
• socialisation
• culture
• life chances
Aspects of society/social life
• the family
• deviance
Aspects of society from different sociological perspectives Family from:
• a functionalist perspective
• a conflict perspective
• a feminist perspective
• a symbolic interactionist perspective
Deviance from:
• a functionalist perspective
• a conflict perspective
• a feminist perspective
• a symbolic interactionist perspective
Revision exercise based on case study material
Scottish Further Education Unit 98 Sociological Concepts: Socialisation, Culture and Life Chances
Socialisation.
Socialisation is the lifelong process through which we learn the norms and values of the society and culture to which we belong. Through a gradual process we learn ‘right from wrong’; we learn what is expected of us in different situations;
quite simply we learn how to ‘fit in’ to our world. Socialisation begins when we are
quite simply we learn how to ‘fit in’ to our world. Socialisation begins when we are