Functionalist View on the Role and Functions of Religion...

Functionalist View on the Role and Functions of Religion in Society Assess the view that sociological arguments and evidence support the Functionalist view of the role and functions of religion in contemporary society. Functionalists believe that religion is a conservative force, and an institution which adds to the requirements of society. They say it ultimately operates as an agency of socialisation. Durkheim (1912) said that all societies are separated into the profane and sacred and that religion is a combined structure consisting of beliefs and practices which are associated to sacred items. Durkheim also stated that religion is used as a collective conscience used to avoid anomie.†¦show more content†¦They say that society will no longer be sacred, but instead the individual and peoples attitude towards society will no longer be religious. A main sociological argument which can be compared to Functionalism is Marxism. Marxism agrees that religion is a conservative force, although it is not a positive force or valuable to society. Marxism says that religion is used to reproduce, preserve and legitimise class inequality; it is seen as an ‘opiate of the masses’ and lulls the working class into a state of false consciousness. Althusser suggested religion is an ‘ideological apparatus’. Although, Marxism does fail to take into account secularisation, and although Marxism argues it isn’t a positive force, it has been in some cases for example by getting rid of ruling elites. Weber described religion as a radical force and suggested society is a result of religion. Weber bases his approach more on detailed studies of real religion such as Protestantism, Buddhism and Hinduism rather than trying to define religion like Durkheim and Marx. Weber arranged religion into two groups, other worldly (being truly religious and retreating from wider society) and this worldly (people who are engaged in wider society, but are religious). Weber believes that religion deals with ‘theodicy’, by answering difficult questions such as ‘why have I become ill?’ The religious answers to questionsShow MoreRelatedSociological Perspective On Society And Society1325 Words   |  6 Pagessociologists theoretical paradigms for explains how society influences people and how people influence society. The three main perspectives are symbolic interactionist perspective, the functionalist perspective, and the conflict perspective. All three of these perspectives look at things differently with in society. I define myself as a structural functionalist. Structural functionalism is the theory that attempts to explain why society functions the way it does, it mostly focuses on socialRead MoreSocial Institutions And Its Impact On Society1602 Words   |  7 Pagesinstitutions in a society play an important role. There are some major social institutions which have considerable impacts on the lives of the members of society, such as religion and education. These institution act as the means of providing opportunity for the overall development of individuals. In this regard it can be said that â€Å"The role of religion is to remind republican citizens of their duties to and reliance upon God. Virtue is the bedrock of free society, and religion provides a constantRead MoreImpact Of Social Institutions On Caribbean Culture1223 Words   |  5 PagesImpact of Societal Institutions On Caribbean Culture and Society Objectives †¢ Gain a thorough understanding of the different social institutions: family, education, political systems †¢ Understand the main ideas of the Marxist and Functionalist perspectives †¢ Understand the Marxist and perspective on social institutions Functionalist Social Institutions †¢ Social Institutions are a fundamental part of the operations of society. They are the major organising framework in social life. Social institutionsRead MoreFunctionalist approach to religion1623 Words   |  7 Pagesï » ¿Discuss the functionalist perspective on religion. (20 marks) The functionalist perspective is a consensus theory; it believes that society has a set of shared values and beliefs. Durkheim was the 1st functionalist to develop the idea that religious institutions play a central part in creating and maintaining value consensus, order and solidarity. The anthropologist, Malinowski, built on Durkheims idea and expanded with his own ideas. The functionalists, Parsons and Bellah later added theirRead MoreReligion as a Conservative Force Essay1132 Words   |  5 PagesReligion as a Conservative Force ‘Conservative forces’ in this context can be defined as forces, which protect the existing social order, and radical forces being the opposite of conservative forces are those, which promote change. ‘’ Religion is essentially a conservative force in society and if that is true than it would also be true that religion can also play a part in social change.’ To evaluate whether religion is a conservative force or a forceRead MoreAssess the View That the Nuclear Family Functions to Benefit All It Members and Society of a Whole1216 Words   |  5 PagesAssess the view that the nuclear family functions to benefit all its members and society as a whole. A nuclear family is universal and is defined as a two generational grouping; consisting of a father, mother and their children, all living in the same household. The idea of the nuclear family was first noticed in Western Europe in 17th century. The concept that narrowly defines a nuclear family is essential to the stability in modern society and has been promoted by modern social conservatives inRead MoreThe Main Function of Religion According to Sociological Arguments685 Words   |  3 PagesThe Main Function of Religion According to Sociological Arguments Many sociologists believe that the main function of religion is to provide people with a code of conduct, which regulates personal and social life. There are two main theories to what role religion plays within society. One of these theories is the Marxist theory. Marxism sees society as superstructure. They believe that society isn’t peaceful and is based on conflict and exploitation. Religion makes thisRead MoreEssay about Emile Durkheim vs Karl Marx1216 Words   |  5 PagesThe seventeenth and eighteenth centuries were full of evolving social and economic ideas. These views of the social structure of urban society came about through the development of ideas taken from the past revolutions. As the Industrial Revolution progressed through out the world, so did the gap between the class structures. The development of a capitalist society was a very favorable goal for the upper class. By using advanced methods of production introduced by the Industrial Revolution, theyRead MoreAssess the usefulness of functionalist theories in understanding religion today965 Words   |  4 Pagesusefulness of functionalist theories in understanding religion today (33 marks) There are a variety of different definitions of religion including substantive definitions, which refers to focusing on the content or substance of a religious belief such as God, functional definitions, which refers to religion in terms of the social or psychological functions it carries out for the individual and there are also social constructionist definitions which focus on how members of society actually defineRead MoreIdentify And Briefly Explain Three Func1490 Words   |  6 Pagesï » ¿A. Identify and briefly explain three functions of religion (9 marks) Marxism believes it acts as the ‘opium for the exploited working class people’. Religion would cushion the pain of oppression and exploitation in unequal societies such as in a capitalist society. It legitimized and maintained the power of the ruling class – helps to maintain the status quo by preventing the less powerful from changing things. Feminists see religion as a conservative force because it acts as an ideology that legitimates

Narrative Techniques in Faulkner’s The Unvanquished and...

Narrative Techniques in Faulkner’s The Unvanquished and Barn Burning The Unvanquished is composed of a series of stories during which Bayard Sartoris, the narrator, grows up from a twelve-year-old boy to a young man of twenty-four years. The narrative style makes it obvious that events are being related by an adult who is looking back at his past. There are several indications of this: in the very first story â€Å"Ambuscade†, the narrator, while describing his war games with his coloured friend, Ringo, states: â€Å"We were just twelve then†. (5) He tells the readers how they fantasized about the military exploits of John Sartoris, Bayard’s father, seeing them as heroic and exciting adventures. The narrator describes himself and Ringo at this†¦show more content†¦Another indication of the fact that the narrator is actually an intelligent older man who understands the nature of things rather than a young boy who simply records his impression of events as they impinge on his consciousness, is the ironic tone that often cre eps into his narration. For instance, he depicts how his kind and determined grandmother could sympathize with the plight of the Black slaves but could not see them as human beings with a claim to the same freedom and personhood that a white person enjoys. Also, in the same breath as he says that he and Ringo had grown up together and were very close, the narrator reflects an adult racial awareness based on a familiarity with the dynamics of the prevailing social order. â€Å"Barn Burning† like The Unvanquished depicts the coming of age of a young boy but the techniques employed in the two stories are different. Barn Burning is narrated by a third person omniscient narrator who at times reflects Sartoris Snopes’ thoughts directly in italics and at times distances himself from the principal character and reports the action from a distance. Thus, in this story the action does not have the immediacy that it has in The Unvanquished where in particular scenes (like Bayard’s scuffle with the notorious outlaw, Grumby), the experience is presented raw and viscerally as accessed directly through Bayard’s memory. These different narrativeShow MoreRelated Southern Masculinities in Faulkner’s The Unvanquished and Barn Burning1486 Words   |  6 PagesSouthern Masculinities in Faulkner’s The Unvanquished and Barn Burning The youthful protagonists of The Unvanquished and Barn Burning, Bayard Sartoris and Sarty Snopes respectively, offer through their experiences and, most importantly, the way their stories are told, telling insights about the constructions of southern masculinities with respect to class. The relative innocence that each of the boys has in common, though ultimately loses, provides a record of sorts to the formation of the

Saaaa Free Essays

string(201) " the facts and theory of the question, clear evidence of the ability to use the facts and theory with accurate reference to the question that may have presented the candidate with a novel application\." UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary and Advanced Level MARK SCHEME for the November 2005 question paper 9708 ECONOMICS 9708/04 Paper 4, maximum raw mark 70 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. We will write a custom essay sample on Saaaa or any similar topic only for you Order Now Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session. †¢ CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the November 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Page 1 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section A 1 (a) What evidence is there in the article that the UK mobile phone companies operate in an imperfect market structure? Only four companies, can fix price, have product differentiation in the handsets, no perfect knowledge. (b) Explain the statement ‘one result will be that cross-subsidisation will disappear and the price of a new handset will go up considerably. Explanation of meaning of subsidising one product or service by the profits on another which itself may be overpriced. The removal of the subsidy will result in the price of the subsidised product increasing if profit levels are to be maintained. Often the subsidised product makes a loss but is produced because it is supplementary to other profit making products or services. (c) The article says the decision of the High Court will cost the companies ? 1. 5 billion to ? 2 billion. Explain how the phone companies might react in order to retain their profit levels. Could try to reduce labour costs, implement some redundancies, could stop research and development, could generally try to reduce costs or could try to increase revenue by promoting products through advertising. (d) Explain with the aid of a diagram how the existence of termination charges would affect consumer surplus. Termination charges are placed above the market level. Diagram should show a price above market clearing which will result in reduction in consumer surplus. 1 mark for D/S diagram correctly labelled; 1 for showing the reduced area of consumer surplus; 1 for explanation. e) Does the information lead you to agree with the spokesperson when he said that consumers should not necessarily regard the decision as a good thing? In consumers’ interest: they would save ? 700 but over next three years, price reduction would be on all calls. Against consumers’ interest: cost of telephone handset would rise; there is a fear of increased calls for text messages; possib ility of phone company finding some other way to keep profits high. [6] [4] [4] [3] [4]  © University of Cambridge International Examinations 2005 Page 2 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 General comments for Section B The essay questions carry a maximum mark of 25. Try not to ‘bunch’ marks, but use the whole mark range. If there is any doubt in your mind, give the benefit of doubt to the candidate. The difference in grades should be assessed on the ability of the candidate to demonstrate the various objectives of the examination listed in the syllabus and not purely on the ability to itemise further facts from the content of the syllabus. Marks should be awarded for the ability to demonstrate that aim (b) of the syllabus has been achieved as well as aim (a) – which refers to content knowledge. It is the objective of the examination, as listed in the syllabus, to assess both these aims. An overall guide for marks for individual questions is given below; these are from a total of 25. They may be applied proportionally of course to parts of questions where the total is less than 25: Mark 1 – 9 (Linked to level one in individual question notes). 1-5 where the answer is mostly irrelevant and only contains a few valid points made incidentally in an irrelevant context. There will also be substantial omissions of analysis. here the answer shows some knowledge but does not indicate that the meaning of the question has been properly grasped. Basic errors of theory or an inadequate development of analysis may be evident. 6–9 Mark 10 – 13 (Linked to level two in individual question notes). 10 –11 where there is evidence of an ability to identify facts or some ability at graphs and/or a fair ability to apply known laws to new situations. There should be an a ccurate although undeveloped explanation of the facts relating to the question together with an explanation of the theory, and evidence of some bility to discriminate and form elementary judgements. Do not expect a clear logical presentation. There will not be much evidence of the ability to recognise unstated assumptions, nor to examine the implications of a hypothesis, nor of the ability to organise ideas into a new unity. 12 – 13 where the answer has a more thorough relevance to the question but where the theory is incompletely explained.  © University of Cambridge International Examinations 2005 Page 3 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 14 – 17 (Linked to level 3 in individual question notes). 4 –15 where there is a good knowledge of the facts and theory of the question, clear evidence of the ability to use the facts and theory with accurate reference to the question that may have presented the candidate with a novel ap plication. You read "Saaaa" in category "Essay examples" There should also be evidence, where appropriate, of the ability to examine the implications of the question and an attempt to distinguish between facts and value judgements. Clear statements, supported by reasoned arguments should be given and there should be some attempt at a conclusion to the question. There should be a reasoned structure to the whole answer. Do not expect too many extra Illustrative points which are not explicitly referred to in the question, do not expect too much critical comment on unstated assumptions 16 – 17 for an answer showing a well reasoned understanding of the question’s requirements and of the relevant theory: the analysis should be sound though the illustration and development may not be very full. 18 – 25 (Linked to level 4 in individual question notes). 18 –20 where there is a thorough knowledge of the facts and theory with an excellent ability to describe, explain or analyse this in a precise, logical, reasoned manner. There should be an ability to query some of the assumptions in the question and clear evidence of an ability to distinguish between fact and value judgements and to draw some conclusions on the matter being discussed. Conclusions should be formed and expressed within a sound structured answer so that the whole is well presented. New illustrations and apposite examples should be introduced as further evidence of an ability to recognise the principles of the question and their application to relevant current situations. 1 – 25 for an answer which, given the time constraint, could not be improved significantly: it will have clear analysis, ample illustration and a good attempt at considered evaluation. Be positive in your marking, awarding marks for what is there without being too much influenced by omissions. Marks should not be deleted for inaccuracies. Corresponding marks for sub-sections. Total Mark 10 Total Mark 12 Total Mark 13 Total Mark 15 1 1-3 1-4 1-4+ 1-5 2 4-5 5-6 5-6 + 6-8 3 6-7 7-8 7-8+ 9-11 4 8-10 9-12 9-13 12-15  © University of Cambridge International Examinations 2005 Page 4 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section B 2 (a) Explain what is meant by efficient resource allocation in a free market. L4 L3 L2 L1 (b) For a sound explanation with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. [6 – 7] For a correct explanation of a free market but undeveloped explanation of allocative efficiency. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 3] [10] Would you agree that in some circumstances it is best to accept the decision such as that of the French government and abandon the search for economic efficiency through the free market? [15] Discussion of the reason for market failure. Monopolies, merit goods, public goods. Consideration of whether this might apply in the case of the large engineeri ng company. L4 L3 L2 L1 For a reasoned discussion of causes of market failure and clearly structured answer. [12 – 15]. For a fair explanation of market failure but lack of development and reasoned conclusion. 9 – 11] For a limited but acceptable attempt to consider some market failures. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] 3 (a) Explain how trade unions can be incorporated into the economic analysis of wage determination. [12] Candidates are asked to comment on trade unions so the economic theory of wages that they should use is that for an imperfect market. This theory should be explained using marginal revenue productivity. Trade unions can have an effect on the supply curve which is now no longer solely determined by market forces. Where the actual wage will be determined depends upon the relative strengths of the employer and the trade union. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. [9 – 12] [7 – 8 D and S approach] For a competent comment but with limited elaboration of the analysis. [7 – 8] [5-6 D and S approach] For a correct explanation of part of the analysis. Candidates might explain either the government or the unions. 5 – 6] [3+ – 4 D and S approach] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 4] [1 –3 D and S approach]  © University of Cambridge International Examinations 2005 Page 5 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss the possible effects that trade unions might have on the economy of a country. [13] Trade unions could affect the supply of labour and working practices. They could cause production to decrease with consequent downward effects on income, spending and national income. Candidates could explain this using the multiplier concept. Union could, however, through negotiation prevent disruption of production, or could monitor the implementation of safety procedures which might involve extra spending by the employer. This might well have an upward effect on national income. L4 L3 L2 L1 For a reasoned and clear explanation with accurate development of theory contrasting possible outcomes. [9 – 13] For a clear but undeveloped explanation which concentrates on change of income in one direction only. 7 – 8] For a limited attempt to consider the theory and with a greater concentration on the descriptive elements. [5 – 6] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis are substantial. [1 – 4] 4 (a) With the help of diagrams distinguish between normal profit and abnormal profit. [10] Diagrams to show normal and abnormal profit with accompanying explanation of the c urves used in the diagram. Candidates can distinguish between perfect and imperfect markets. L4 L3 L2 L1 For a sound explanation, good diagrams correctly labelled, with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. Diagrams clear but not fully labelled. [6 – 7] For a correct explanation of terms but some poor diagrams. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3] (b) Discuss whether firms always want to maximise profits and are able to do so in the way suggested by economic theory. 15] Discussion of the theory of profit maximisation. Candidates should consider not only whether it is possible to calculate marginal revenue and marginal cost to achieve profit maximisation but also whether the firm might have alternative aims. Sales maximisation, behavioural, managerial, satisficing, market share aims might be mentioned. L4 L3 L2 L1 For a reas oned discussion and clearly structured answer. [12 – 15] For a fair discussion but undeveloped answer mentioning either only one part of the question or both parts but only scant mention of alternative aims. 9 – 11] For a limited but acceptable attempt to consider the question with very limited development of either part. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5]  © University of Cambridge International Examinations 2005 Page 6 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 5 How far do you agree that low interest rates and low inflation are the most important aims of government policy in maximising economic welfare? 25] Discussion of the general macro aims of government policy with a comment on whether the two mentioned should be regarded as the most crucial. The effect of low interest rates and low inflation and po ssible links between them can be developed. Reasons should be given for either choosing or not choosing these aims as the most important. L4 L3 L2 L1 For a thorough explanation of the aims, a clear analysis of the link between them, a discussion of the possible outcome of a choosing either those aims or alternatives with a reasoned conclusion. 18 – 25] For a competent explanation of the aims but where there is only limited attempt to consider the significance of the importance of the aims. There will be some discussion but the evaluation will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 9] 6 With the appr oval of the Malaysian government, the Swedish company IKEA, the world’s largest retailer of home furnishings, has invested $106 million in Malaysia in the past three years. It plans to open another large store in the country, employing 450 people with expected sales of approximately $50 million in the first year. (Herald Tribune Aug 15 03 p 12) (a) Use the multiplier analysis to explain what effect this investment might have on the Malaysian national income. [10] Discussion of the effect of increasing investment in terms of employment, income, spending, saving. Multiplier analysis. Usually this question is asked with reference to government spending and investment but this is a large investment and it also will have multiplier effects. L4 L3 L2 L1 For a sound explanation of the analysis and a clear understanding of the principles involved. [8 – 10] For a competent comment but with limited elaboration of the analysis. [6 – 7] For a correct explanation of part of the analysis. Candidates might explain how investment might increase income but might not deal with further increases in as they do not discuss what leakages occur at each ‘round’. 4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3]  © University of Cambridge International Examinations 2005 Page 7 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss whether the activities of multi-national companies are always beneficial. Candidates should discuss the effects of large companies. They could consider whether a large company is beneficial for the shareholders, the workforce and the consumer. These groups may be in different countries. They should comment on the effect in host country where wages/incomes/employment might increase and on the possible benefits for directors (and shareholders) who may be in the home country. The multi-national might have chosen to operate in the host country because of reduced costs or cheaper inputs so a comment on the possible benefits of comparative advantage would be pertinent. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. Reasoned evaluative comments should be given. 12 – 15] For a competent comment but with only limited evaluation of the effects. [9 – 11] For a correct discussion of the analysis but with only very brief, or no evaluation. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] [15] 7 ‘There are so many difficulties in measuring living standards that w e can never be sure that people in one country are better off than those in another country. ’ Comment upon this statement. [25] Candidates should consider each part of the statement. They should discuss whether there are many difficulties in measuring living standards and give reasons for their conclusion on this part of the question. They should then consider whether it is possible to compare one country with another and discuss what use national income statistics might be. They should form an overall conclusion. L4 L3 L2 L1 For a thorough explanation of the difficulties of measuring living standards, and a clear conclusion to the assertion followed by a consideration of the usefulness of using the statistics to make comparisons. [18 – 25] For a competent explanation of the difficulties but with a limited conclusion. There will be some consideration of comparison between countries but this will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. The conclusion will be weak. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 9]  © University of Cambridge International Examinations 2005 How to cite Saaaa, Essay examples