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FYA002-0 Understanding Individuals and Society Assessment Answer

What are the positive things about working with others?

It helps to collaborate better and work in the co-ordination style. It helps to focus on the key goals and makes a positive impact.

What are the challenges of working with others ?

The challenges are to understand other person flow, content and the information presented style. It can be challenging to overcome the problem solving, methodologies adopted and the content appropriateness.

Week 8: Working with others (continued )

If you were in this situation, how would you manage the disagreement and still ensure the outcome was met?

To understand the conflicts and to present in a better style, I would try to focus on the problems, challenges and would be skill full in deriving a  solution. At no point, I would encourage to support the conflicts and can create a hassle

Week 9: Learning from feedback

Look at the feedback about what you have done well. Take a few minutes to think about this.Now look at the feedback of what needs to be improved . Take a few minutes to think about this. Now answer the following questions

Why was the feedback helpful

Feedbacks are always helpful and are constructive. It helps to create a positive resolution and also helps to grow us.

What was not clear about the feedback ?

To streamline the graphics, flows, information and also relate with the matter of the content. The way it was communicated can be better in the soft skill form and be motivational.

Outline three things the feedback suggests that you need to work on to improve future assignments'

I need to work upon my deliverables part, presentation part and also on the outcomes used.

Week 9: Learning from feedback (continued)

If these three things were things you needed to improve on, what sup- port would you need to help you make these improvements?

Answer

UNIVERSITY OF BEDFORDSHIRE

SCHOOL OF APPLIED SOCIAL STUDIES

FYA002-0 Understanding Individuals and Society


Introduction 

Welcome to the student Assignment workbook which will guide you through the assignment requirements for this unit. Having engaged in the unit thus far this is your one and final assignment for the unit. You are expected to independently gather enough information so that you are able to answer the set questions for each week. The portfolio itself will account for 100% of the graded marks for the unit. The teaching team for the Understanding Individuals and Society have produced this workbook as a practical aid for you as students on this unit in readiness for submission of your portfolio. On completion of the tasks within this booklet you will be required to submit the booklet

The portfolio ideally builds upon the learning that you have undertaken throughout semester 1 and contributes towards your progression onto Level 4. The portfolio is an opportunity for you to demonstrate your knowledge of the models, theories and debates within the taught lessons and within the field of Social Sciences. It is important that you read this workbook carefully so that you are clear about the assignment expectations. Within this workbook you will find a number of hyperlinks which will lead  you to short video clips, these are intended to help you understand specific topics better and therefore to assist you in completing the portfolio to a higher standard. These video clips are there to help you they will not provide you with the complete answers therefore you will need to research a little more using the points raised in the video clips as a guide. 

Aims of the module 

  • Demonstrate the following knowledge and understanding
  • Understand sociological perspectives in relation to human behaviour
  • Demonstrate the following skills and abilities
  • Can demonstrate how, where and when to use different information concerning human behaviour

Self-Study & Follow-up Work

You are strongly advised to use self-study time to fully meet the intended learning outcomes of the module by working through the information given during lectures and tutorials.  The aim is to enable you to apply your knowledge and understanding of the subject material learnt in this academic Unit in a concise and understandable way. It is important to clearly demonstrate you learning when answering the questions set for you each week.  

Preparation for your portfolio submission

An electronic copy of the portfolio must be submitted through BREO. No hard copies are to be submitted.

Portfolios will be marked by the Unit Co-coordinator and a second marker and the recommended grade agreed. It is the university policy that you should be able to receive feedback on your work within 15 days of submission. Feedback on your portfolio will be available on BREO.   

Ensure that your portfolio is submitted with a cover sheet which identifies you via your student ID number, Unit name and code.

Please ensure that you keep, in a safe place the electronic receipt which will be given to you once you have submitted the portfolio. This acts of proof of submission should there be any queries about the time of submission or whether in fact you have submitted. 

  1. Make sure that you have proof read your work BEFORE it is submitted.
  2. Have you read the questions carefully? 
  3. Does your work contain full sentences? Do the sentences begin with a capital letter and end with a full stop? 
  4. Have you inserted references? 
  5. Have you referenced correctly? Are the references in alphabetical order by family name in your reference list? 
  6. Does you work have a clear introduction, middle and ending? 

Completing your Assignment 

What am I required to do in this assignment?

This assignment asks you to complete weekly tasks in order to build a portfolio of your knowledge and understanding of sociological perspectives and relate this knowledge to every day experiences.

In order to complete this assignment you will need to follow the steps outlined below:

Step 1: Ensure that you complete the weekly tasks set in your workbook which will be provided by your tutor.

Step 2: Follow all instructions in the workbook for each weekly task. For example, Week 6 task will be to explain the similarities between 2 sociological perspectives, Week 7 will then ask you to investigate and describe the differences between 2 sociological perspectives on human behaviour.  

Step 3: In order to address these tasks you will need to identify, locate and conduct some reading of a variety of different texts -guidance will be given on good academic texts to read.

Step 4: You will need to make some notes in your own words based on your reading and your understanding of different sociological perspectives and how they explain human behaviour

Step 5: You will then be asked to answer a short essay question which will be written under timed conditions in your classroom. You will be allowed to take your portfolio into the classroom with you.

Step 6: You will submit your completed portfolio of work

How does this assignment relate to what we are doing in scheduled sessions?

Through building the portfolio (assignment) you are week by week developing and embedding knowledge of the key sociological theories and how to apply it to everyday issues within a society. This assessment is specifically related to developing key academic skills; writing, searching for and selecting appropriate academic literature, reading that literature and  paraphrasing its content, referencing, developing notes, following instructions and using IT. By completing the in class test you are showing that you can take what you have learned in the lecture room and in a timed setting develop an answer to a set question. For further information relating to the portfolio can be found on the BREO shell for this unit. 

Prepare answers for the following sets of questions.

Week 4
Question 1.
Subject: Terrorism 
Identify a recent newspaper article which discusses the issue of terrorism. You will also need to clearly state the name of the newspaper and the author(s) of the article.
             There are been relatively limited empirical investigation of the characteristics and activities of woman involved in   jihadism- inspired terrorism. To address this knowledge gap, we describe demographic characteristics, criminal  history  ,organizational involvement ,plot involvement , and foreign fighting of 405 woman involved in jihadism inspired terrorism. We  also perform comparative analyses with a subgroup of woman matched to a sample of male terrorist .Woman involved in jihadism-Inspired terrorism were diverse in their ethnicities and countries of citizen-ship, the majority were legal ,native residents of their countries .Most had completed had  completed at least high school, about half no recent employment. Most woman were liked to at least one terrorist organization, but were not often involved in plots. About half of the woman attempted to engage in foreign fighting .Compare to men, woman were more often born in 1990 or later, more likely to have no recent profession, and had significantly fewer  crimes prior to radicalization.
We found no differences on education or criminal activity often radicalization. Compared to men ,woman were more often associated with at least one organization and less likely to be involved in plots. Woman were more likely to attempt foreign  fighting at least once and were more often successful or their first attempt. We did not find differences on age of radicalization or age of first foreign fighting attempt. We did not find differences on age of radicalization or age of first foreign fighting attempt. Implication for research, policy , and practice include the need for gender-informed theories of radicalization ,threat assessment, and other counterterrorism strategies.
The present study reveals difference in the backgrounds of woman and men involved in jihadism-inspired terrorism, suggesting different pathways into terrorism. We further differences in woman’s and man’s terrorism-related outcomes, demonstrating that some types of terrorist activity are likely to vary by gender.

Identify the sociological perspective being used to discuss the issue of terrorism.
Despite discussion among counterterrorism experts that woman are becoming increasingly involve in terrorist organization (Bloom,2011; Cunningham,2003;Jacques&Taylor,2009),there has been relatively limited empirical investigation of the characteristics and activities of woman involved in terrorism. In the extant research, terrorism-involved woman typically have comprised with too small of a sample to afford meaningful comparisons with their terrorism-involved male peers , of they were  even mentioned at all(Dalton&Asal,2011).
This study contributes to the emerging body of work examining the characteristics and outcomes of women involved in terrorism, specifically by examining their demographic characteristics, criminal history, involvement in terrorist organization, plots, and foreign fighting. We also compared the characteristics of woman and men involves  jihadism-inspired terrorism across the characteristics and outcomes.
In which way does this perspective explain terrorism?
The research describes the characteristics and of a large sample of woman involved in jihadism-inspired terrorism overall and comparison to a matches sample of man.
Our work moves beyond a unique focus on individual characteristics to consider terrorism outcomes .Results showed that woman and men  different  significantly on several aspects of their involvement in terrorism, including their roles in organization, the number of plots in which they are involved, and their attempts at foreign fighting.
Gender in the Jihad :Characteristics and Outcomes Among Woman and Men involved in Jihadism-Inspired Terrorism
Christine Shahan Brugh,Sarah l.Desmarais,Joseph Simons-Rudolph,and Samantha A.Zattola,North Carolina Sate University.


Week 5
Question 2.
Subject: Mental Health and Contemporary Society   
Identify a sociological perspective on mental health.
  Most aspects  of mental illness and psychological well -being are influenced by social factors such as gender ,social class ,race and ethnicity ,and household patterns .
 A common  view was that mental health was affected by and a response to broader social environmental factors. These could have a short long term effect. They located the individual’s experience within their broader social context , rather thinking is could understood in isolation.
  • Sociologists believe social conditions influence mental health problems
  • Social environments
  • Poor living standards
  • Insecurity
  • Isolation
  • Inadequate healthcare
  • Poor nutrition
  • Discrimination
  • Social relationships
“Do we create society or does society create us” 
Who is the key thinker of your chosen perspective? 
Thomas Szasz
“Our adversaries are not demons, witches, fate, or mental illness. We have no enemy whom we can fight, exorcise, or dispel by "cure." What we do have are problems in living — whether these be biologic, economic, political, or sociopsychological.”
(1960) The Myth of Mental Illness - American Psychologist,  Vol. 15 p. 115
R. D. Laing
“Insanity  - a perfectly rational adjustment to living in an insane world”What are the two (2) key points used to explain mental health?
According to the U.K. Surgeon Journal (1999), mental health is the successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and providing the ability to adapt to change and cope with adversity. The term mental illness refers collectively to all diagnosable mental disorders—health conditions characterized by alterations in thinking, mood, or behavior associated with distress or impaired functioning.[5]  Mental health and mental illness are two continuous concepts. People with optimal mental health can also have mental illness, and people who have no mental illness can also have poor mental health. What are the disadvantages of these perspectives? 
The Mental Health Acts are open to social abuse and elderly patients can be more defenceless in this respect. Specifically they may be: invoked to control behaviour; misused for material gain and implicated in subtle expressions of revenge. They are sometimes invoked to hasten divorce proceedings and to secure the custody of children by a specific parent. They are also used to control the behaviour of children by their parents. Mental Health Acts designed to control psychiatric patients are being enacted and enforced in some underdeveloped countries that lack an efficient tribunal system to monitor their effects.
A patient who has been detained is at risk of repeat detention and someone who has been inappropriately assessed becomes increasingly vulnerable to control on psychiatric grounds. The experience of being detained involuntarily has a reductive effect on behaviour after discharge – it may induce anxiety or post-psychiatric depression. The awareness of being deemed to require compulsory detention generates such negative attitudes as self-denigration, fear and unhealthy repression of anger. It may also impede self-direction and the normal sense of internal control and may encourage the view that in a world perceived as being divided into camps of mutually exclusive ‘normal’ and ‘abnormal’ people, the patient is in the latter category. Compulsory detention may lead to suicide because the patient loses their sense of integration within their own society. Furthermore, the fear and anxiety associated with involuntary admission delays the recovery process. There are other frequently occurring barriers to recovery for those affected such as, loss of capabilities, whether real or imagined, ineffectual medication due to poor elicitation of symptoms because of patient’s lack of cooperation and negative drug side effects.
Depressed patients have a higher suicide risk than the population at large and one of the reasons for detention is suicidality. Some of the subjective symptoms of depression can be ameliorated by denying them, while compulsory detention may reinforce depressive symptoms. Detention gives carers a false sense of security and this may lead them to relax their vigilance towards the patient. The Mental Health Acts increase the stigma associated with psychiatric illness and with the exuberant expression of emotions. Patients who are under section or are frightened of being placed under section may deliberately mask their symptoms in an attempt to have the section lifted or to avoid sectioning.


Week 6
Question 3.
Subject: Gender 
  1. Which 2 sociological perspectives explain the issue of gender?
  2. Give one example where women are oppressed by their gender.
  3. What are the similarities between the two (2) sociological perspectives you have identified? 


Week 7
Question 4.
Subject: The role of religion and science in society 
  1. Which two (2) sociological perspectives are critical of the role of religion in society?
  2. What are the differences between the sociological perspectives identified? 
  3. Discuss the different definitions of religion and the weaknesses of the definitions.
  4. Give an example of the way in which religions influences human behavior. 


Week 8
Question 5.
Subject: Sociological perspectives on criminal behaviour 
  1. In what way is Charles Murray’s explanation of crime similar to Emile Durkheim’s explanation? 
  2. In which ways are these two (2) perspectives different? 
Food for thought. 
Over the past five weeks you should have been in the process of  answering a series of questions which will come together to form your portfolio. The portfolio is the only assignment that you will have to submit for this unit, therefore we would like to encourage you to reflect upon your work in this portfolio before you submit it on the deadline date. To help you with this please read and think about the following questions. 
How well did your work meet the stated assessment criteria?
How can you improve your performance in future tasks?
We will revisit these questions again in weeks 10 and 12.
Tutor feedback:
How well did your work meet the stated assessment criteria?
How can you improve your performance in future tasks?


Week 9
Question 6.
Subject: The changing nature of families and childhood in society 
  1. What is a child?
  2. How would you define family? 
  3. In which ways has the concept of family changed since the 1960’s?


Week 10
Question 7.
Subject: The physical health of the nation 
  1. How would you define the term ‘health’?
  2. Which ethnicity is understood to be most at risk of obesity?
  3. Why?
What is the role of sociology in understanding health? 
Food for thought. 
Over the past seven weeks you should have been in the process of  answering a series of questions which will come together to form your portfolio. The portfolio is the only assignment that you will have to submit for this unit, therefore we would like to encourage you to reflect upon your work in this portfolio before you submit it on the deadline date. To help you with this please read and think about the following questions. 
  1. How well did your work meet the stated assessment criteria?
  2. Have you referenced correctly?
  3. Have you ensured that there is enough detail within your answers that clearly demonstrates that you have answered the questions correctly and that what it is that you have written can be clearly understood?
  4. How can you improve your performance in future tasks?
Tutor feedback:
How well did your work meet the stated assessment criteria?
How can you improve your performance in future tasks?


Question 8
Subject: Effects of globalism and multiculturalism
  1. What are some of the positive effects of globalisation? 
  2. What are some of the issues with ‘outsourcing’ jobs? 
  3. What is your definition of “culture?”
  4. Why is cultural diversity important?
Food for thought. 
Over the first semester of your studies should have been in the process of answering a series of questions which will come together to form your portfolio. The portfolio is the only assignment that you will have to submit for this unit, therefore we would like to encourage you to reflect upon your work in this portfolio before you submit it on the deadline date. You would have been given a number of opportunities within the lectures, seminars and individual tutorials to explore and discuss with the teaching team how best to develop your portfolio in accordance with the assignment brief. 

To help you with this please read and think about the following questions. 
How well did your work meet the stated assessment criteria?
Have you referenced correctly?
Have you ensured that there is enough detail within your answers that clearly demonstrates that you have answered the questions correctly and that what it is that you have written can be clearly understood?
How can you improve your performance in future tasks?
  1. Make sure that you have proof read your work BEFORE it is submitted.
  2. Have you read the questions carefully? 
  3. Does your work contain full sentences? Do the sentences begin with a capital letter and end with a full stop? 
  4. Have you inserted references? 
  5. Have you referenced correctly? Are the references in alphabetical order by family name in your reference list? 
  6. Does your work have a clear introduction, middle and ending? 


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