Final 9-12 Past Paper PDF

Final 9-12 October 21, 2024 10:11 AM Module 12 Social change in context +-----------------------------------+-----------------------------------+ | Social change | The adjustments/adaptations made | | | by a group of people in response | |...

Final 9-12 October 21, 2024 10:11 AM Module 12 Social change in context +-----------------------------------+-----------------------------------+ | Social change | The adjustments/adaptations made | | | by a group of people in response | | | to a dramatic change experienced | | | in at least one part of their | | | lives | | | | | |   | +===================================+===================================+ | Five interpretations of social | 1. Modernism | | change | | | | 2. Conservatism | | | | | | 3. Post modernism | | | | | | 4. Evolution | | | | | | 5. Fashion | +-----------------------------------+-----------------------------------+ | Modernism | Holds that change equals | | | progress, that what is modern or | | | new will automatically be better | | | than the older thing it replaces. | | | Views society as a straight | | | advancing path. | | | | | |   | | | | | | **Auguste Comte**: Comte saw | | | *positivism* as an aspect of | | | modernism | | | | | |   | | | | | | **Social Darwinism**: posits that | | | societies naturally proceed from | | | *simple to complex*, where only | | | the strongest triumph | | | | | |   | | | | | | **Survival of the fittest**: | | | Coined by Hebert Spencer in his | | | application of Darwinism to | | | societies. | | | | | |   | | | | | | **Lewis Henry Morgan** believed | | | societies progress through three | | | distinct stages: | | | | | | *savagery \> barbarism \> | | | civilization* | | | | | |   | | | | | | **Noam Chomsky**: believed that | | | modernism has a *narrow vision*, | | | where whatever innovation | | | benefits the dominant class is | | | justifiable on the grounds of | | | progress. | | | | | |   | +-----------------------------------+-----------------------------------+ | Conservatism | Conservative thinkers believe | | | social change is more destructive | | | than constructive, especially in | | | emotionally charged areas of | | | life. Believes it is important to | | | preserve some traditional customs | | | and values. Also tend to project | | | an idealized picture of social | | | life (MAGA). | | | | | |   | | | | | | **Cycle of civilization**: belief | | | that civilizations rise and fall | | | in a predictable cycle | | | | | |   | | | | | | **Slippery slope argument**: | | | Citing one instance of social | | | change as evidence for collapse | | | of entire social order (gay | | | marriage, polygamy as evidence of | | | imminent collapse of social | | | order) | | | | | |   | | | | | | **The Luddites**: They waged a | | | battle against modernization of | | | the textile industry in England | | | in the early 1800s as their work | | | became obsolete/out of date. As | | | they objected the deplorable | | | working conditions of the | | | emerging textile industry and | | | *manufacturing of need* (creation | | | of consumer demand of unnecessary | | | products) | | | | | |   | | | | | | Two kinds of oppositions to | | | globalization from conservatist | | | stance | | | | | | +--------------+--------------+ | | | | **Particular | Focus on the | | | | | ist | economic/pol | | | | | Protectionis | itical/cultu | | | | | t** | ral | | | | | | problems | | | | | | caused in | | | | | | their home | | | | | | country by | | | | | | increasing | | | | | | processes of | | | | | | globalizatio | | | | | | n | | | | | | | | | | | |   | | | | +==============+==============+ | | | | **Universali | Promote the | | | | | st | interest of | | | | | protectionis | the poor and | | | | | ts** | marginalized | | | | | | groups | | | | | | worldwide | | | | | | (Doctors | | | | | | without | | | | | | borders)\ | | | | | |   | | | | +--------------+--------------+ | | | | | |   | +-----------------------------------+-----------------------------------+ | Post modernism | Post modernism theory relates | | | largely *narrations*. By | | | challenging how researchers can | | | speak for people that they study | | | about without letting them have a | | | voice. Supported by principles of | | | neoliberalism | | | | | |   | | | | | | **Virtual class**: Arthur Kroker | | | describes the virtual class as | | | those whose power and wealth are | | | from making the world | | | virtual/online. How this group | | | acts like a class: | | | | | | 1. Virtual class responsible for | | | the loss of jobs of those | | | outside of class | | | | | | 2. This class limits access to | | | info on the internet with | | | privileged corporate codes | | | | | | 3. This class restricts the | | | freedom of creativity, by | | | promoting the value of | | | pattern maintenance | | | | | |   | +-----------------------------------+-----------------------------------+ | Evolution | Evolution is a model of social | | | change where change is adapted to | | | circumstances. | | | | | | \"Survival of the best fit rather | | | than the fittest\" | | | | | |   | +-----------------------------------+-----------------------------------+ | Fashion | Fashion model promotes social | | | change for its own sake (tattoos, | | | hair) | | | | | |   | +-----------------------------------+-----------------------------------+ | Social change in Canada | It should change using all five | | | disciplines. To improve in a | | | modernist sense.\ | | | Some conservatism to no stray too | | | far. | | | | | | Post modern eyes to be aware of | | | who is benefitting and who | | | hasn\'t. | | | | | | It must adapt and evolve. | | | | | | It must go with the times, | | | fashion.\ | | |   | +-----------------------------------+-----------------------------------+ |   |   | +-----------------------------------+-----------------------------------+ Module 10 Education 79/90 for soci, 90% for 213 final [soc 100 Chapter 12: Education Flashcards \| Quizlet](https://quizlet.com/ca/793174680/soc-100-chapter-12-education-flash-cards/) +-----------------------------------+-----------------------------------+ | Education as Social institution | It influences socialization, | | | status formation, social order | | | and economic productivity by | | | creating set of ideas about | | | education and how it can be used | | | to achieve what is important to | | | society. By promoting ideas among | | | impressionable youth, provide | | | skills, behaviours and social | | | interactions. | | | | | |   | | | | | | Schools can determine children\'s | | | potential social acceptability | | | and social mobility. | | | | | |   | +===================================+===================================+ | Rise of public education in | There was little interest in | | Canada | educating the masses until The | | | Industrial Revolution, which call | | | for trainable and literate | | | workforce, causing the | | | industrialization and public | | | education becoming | | | interdependent. | | | | | |   | | | | | | It can promote social order and | | | control by preventing possibly | | | social conflicts among immigrants | | | (Irish labours) and be a tool of | | | assimilation. | | | | | |   | +-----------------------------------+-----------------------------------+ | Egerton Ryerson | Early as 1846, education was a | | | way of achieving economic | | | modernization. Egerton Ryerson, | | | education reformer, promoted that | | | school system should be | | | universal, compulsory and free. | | | | | |   | +-----------------------------------+-----------------------------------+ | Schecter (1977) | Schecter believed that | | | compulsory, state-run public | | | education is based on | | | centralization and uniformity, it | | | legitimized and supports social | | | inequality, being an instrument | | | of social control of the working | | | class. | | | | | |   | | | | | | When provincial school boards | | | establish to act as executive | | | bodies that set up and maintain | | | large systems of \'normal | | | schools\'. This enforced codes of | | | discipline and enacted | | | hierarchical authority relations. | | | | | |   | +-----------------------------------+-----------------------------------+ | Malacrida (2015) | Compulsory education being used | | | as a tool for social | | | subordination as education ranks | | | and sorts children. | | | | | |   | | | | | | Malacrida identified 3 ways | | | children of different | | | intellectual abilities were | | | sorted out by the mainstream: | | | | | |   | | | | | | Truancy laws Punishi | | | ng those who skipped class | | | ----------------------- ------- | | | --------------------------------- | | | ---------------- | | | Tests and curriculums Standar | | | dized expectations of educational | | | success | | | Health Testing | | | through medical and psychologica | | | l examinations | | | | | |   | +-----------------------------------+-----------------------------------+ | Post war expansion, human capital | After WWII, an educated workforce | | thesis | was required for economic | | | expansion. Causing the expansion | | | of post secondary education | | | institution. | | | | | |   | | | | | | Human capital thesis: Industrial | | | industries would investing in | | | schools to enhance knowledge and | | | skills of workers. This thesis | | | would be used to justify low | | | income among marginalized groups, | | | attributing to low human capital. | | | | | |   | | | | | | There has been cuts in | | | governmental funding of | | | postsecondary institutions due to | | | decrease of taxes to | | | corporations. | +-----------------------------------+-----------------------------------+ | Models of public education in |   | | Canada | | | | +--------------+--------------+ | | | | Assimilation | Historically | | | | | | education in | | | | | | Canada been | | | | | | based on | | | | | | monocultural | | | | | | model | | | | | | emphasizing | | | | | | assimilation | | | | | | into the | | | | | | dominant | | | | | | culture. | | | | | | Newcomers | | | | | | were | | | | | | expected to | | | | | | assimilate | | | | | | into white | | | | | | protestant | | | | | | nation and | | | | | | English. | | | | | | | | | | | |   | | | | | | | | | | | | This model | | | | | | fails to | | | | | | recognize | | | | | | racial bias | | | | | | and | | | | | | discriminati | | | | | | on | | | | | | of the | | | | | | school | | | | | | system. | | | | +==============+==============+ | | | | Multicultura | Multicultura | | | | | l | lism | | | | | education | official | | | | | | policy | | | | | | implemented | | | | | | in 1971 to | | | | | | promote and | | | | | | preserve | | | | | | cultural | | | | | | diversity. | | | | | | Three | | | | | | fundamental | | | | | | assumptions | | | | | | of | | | | | | multicultura | | | | | | l | | | | | | education: | | | | | | | | | | | | 1. Learning | | | | | | about | | | | | | ones | | | | | | culture | | | | | | would | | | | | | improve | | | | | | educatio | | | | | | nal | | | | | | achievem | | | | | | ent | | | | | | (indigen | | | | | | ous | | | | | | knowledg | | | | | | e | | | | | | system) | | | | | | | | | | | | 2. Promote | | | | | | equality | | | | | | and | | | | | | opportun | | | | | | ity | | | | | | | | | | | | 3. Reduce | | | | | | prejudic | | | | | | e | | | | | | and | | | | | | discrimi | | | | | | nation | | | | | | | | | | | | However | | | | | | classroom | | | | | | focuses tend | | | | | | to favour a | | | | | | museum | | | | | | approach | | | | | | which | | | | | | overlooked | | | | | | the | | | | | | complexity | | | | | | of these | | | | | | cultures | | | | | | (folklore, | | | | | | food, | | | | | | festivals) | | | | | | | | | | | |   | | | | +--------------+--------------+ | | | | Anti-racism | About | | | | | oppression | decolonizing | | | | | emerged in | education | | | | | 1980s | and | | | | | | promoting | | | | | | inclusivity | | | | | | by | | | | | | eliminating | | | | | | institutiona | | | | | | l | | | | | | and | | | | | | individual | | | | | | barriers to | | | | | | equity, and | | | | | | create a | | | | | | classroom | | | | | | environment | | | | | | where racist | | | | | | ideals are | | | | | | exposed, | | | | | | sources of | | | | | | information | | | | | | are | | | | | | critically | | | | | | examined, | | | | | | reasons of | | | | | | unequal | | | | | | social | | | | | | statuses to | | | | | | be | | | | | | explored.\ | | | | | |   | | | | +--------------+--------------+ | | | | | |   | +-----------------------------------+-----------------------------------+ | The hidden curriculum | Sociologists refer the hidden | | | curriculum as the lessons about | | | expectations for behaviours that | | | are informal or unwritten. | | | They\'re delivered through | | | socialization and to teach shared | | | norms and values. | | | | | |   | | | | | | - Structural functionalists | | | themes see the hidden | | | curriculum as a positive | | | | | | - Conflict theorists view the | | | hidden curriculum as a | | | mechanism for reproducing | | | social class/inequality | | | | | | - Conflict sociologists argue | | | that the hidden curriculum | | | performs latent dysfunction. | | | | | | - Examples: reproduce the | | | class system by hindering | | | social mobility, the | | | value of work, respecting | | | authority and efficient | | | use of one\'s time | | | | | | - **Correspondence principle**: | | | argues that the norms and | | | values from school | | | corresponds to those expected | | | of individuals in a | | | capitalist society. As a | | | capitalist society needs | | | workers that are compliant to | | | their superiors, be effective | | | and motivated to compete with | | | their coworkers. | | | | | |   | +-----------------------------------+-----------------------------------+ | critical pedagogy | Critical learning and teaching | | | makes people easy to lead and | | | govern, but harder to drive and | | | enslave. | | | | | |   | +-----------------------------------+-----------------------------------+ | Discipline, punishment, | Discipline is a key part of the | | evaluation | hidden curriculum, as it refers | | | to controlled behaviour. | | | | | | External and internal | | | **Routinization** of the | | | individual is common at all | | | levels of education. | | | | | |   | | | | | | **Michel Foucault termed docile | | | body** | | | | | | Public education created the | | | docile body as it represents an | | | individual that has been | | | conditioned through sets of | | | practices to behave in a way | | | administrators desire. Docile | | | bodies are through three forms of | | | disciplinary control: | | | | | | 1. Hierarchal observation | | | | | | a. People controlled though | | | observation and | | | surveillance | | | | | | 2. Normalizing judgement | | | | | | a. Individuals judged by | | | their actions ranked | | | compared to performance | | | of others | | | | | | 3. The examination | | | | | | a. A normalizing gaze for | | | individuals show | | | differentiation of others | | | and judge them | | | | | |   | +-----------------------------------+-----------------------------------+ | Stereotype threat | (-) stereotypes in education | | | breed [stereotype | | | threat], the idea | | | that (-) stereotypes about a | | | group of an individual will have | | | (-) impacts on their academic | | | performance. With the | | | individual\'s membership in a | | | certain group as a threat. | +-----------------------------------+-----------------------------------+ | Cultural reproduction theory | Cultural reproduction theory | | | involves the legitimization of | | | inequality. | | | | | |   | | | | | | **Jeannie Oakes and the hidden | | | curriculum of tracking** defined | | | tracking as the process where | | | students are divided to be | | | assigned in groups of various | | | classes. Classes are ranked by | | | different levels of aptitude and | | | projected outcomes. | | | | | | Overrepresentation of lower class | | | and non white students does not | | | reflect student aptitude but | | | cultural biases of educators. | | | | | | Lower quality of lower track | | | education is partly due to | | | reduced expectation from students | | | from the lower track. | | | | | |   | | | | | | Educational attainment: the | | | benchmarks of academic | | | performance (reading level, grade | | | point avg, test scores) | | | | | |   | | | | | | **Reproduction of social | | | structure** is an important | | | element of cultural reproduction | | | theory. | | | | | | **Socioeconomic status** (SES) is | | | largely impacts on individuals | | | educational achievement. As these | | | factors (jobs, incomes, | | | educational attainments) | | | determine the SES of households, | | | and invariably influence | | | educational outcomes. However it | | | is more so the resources a family | | | can provide for their child\'s | | | education. | | | | | |   | +-----------------------------------+-----------------------------------+ | Anyon\'s Five school continued | Jean Anyon (1980) research on | | | social class and the hidden | | | curriculum of work, studied five | | | schools and created following | | | categorization of the schools | | | | | | 1. Working class | | | | | | a. Students fathers held | | | semi-skilled/unskilled | | | jobs, or were unemployed. | | | Schoolwork were mostly | | | following steps of a | | | procedure, mechanical | | | adherence to rules, | | | limited decision | | | making/choices | | | | | | 2. Middle class schools | | | | | | a. Students parents worked | | | in skilled, well paid | | | trades, or owned small | | | businesses. Schoolwork | | | focused on \"getting the | | | right answer\", require | | | some choice decision | | | making with answers found | | | in books or by asking | | | teachers. | | | | | | 3. Affluent professional schools | | | | | | a. Student parents were | | | employed as corporate | | | lawyers, engineers, | | | executives. Schoolwork | | | entailed creative | | | activity, individuality | | | (thought, expressiveness, | | | choice), and apply work | | | and ideas. | | | | | | 4. Executive elite schools | | | | | | a. Students fathers held | | | jobs as vice-presidents | | | or presidents of major | | | corporations. Work | | | entailed developing ones | | | analytical intellectual | | | powers, reasoning that | | | are top academic quality, | | | conceptualizing rules and | | | applying them when | | | solving. | | | | | |   | +-----------------------------------+-----------------------------------+ | Issues in indigenous/ minority | **The politics of representation | | education | in textbooks.** | | | | | | Indigenous and other minorities | | | that are underrepresented in | | | Canadian textbooks. Indigenous | | | writers are not well represented | | | as a significant source of | | | information of their own people. | | | | | |   | | | | | | **Disqualified knowledge**, used | | | by Foucault, is when knowledge | | | have been disqualified as | | | inadequate and insufficient for | | | their task | | | | | |   | | | | | | **Credentialism**: practice of | | | valuing credentials (degrees, | | | diplomas) over actual knowledge | | | and ability in the | | | hiring/promotion of staff. In | | | indigenous communities, elders | | | are essential to children\'s | | | education, where qualification is | | | from recognition and value of | | | knowledge, not paper credentials. | | | Those outside of the community | | | are unfamiliar to this structure. | | | | | |   | | | | | | Best practices in British | | | Columbia (BC) to ensure | | | indigenous student success | | | | | | 1. Collabs and relationship | | | building between school | | | district, and non indigenous | | | communities with local | | | indigenous communities | | | | | | 2. Commitment by admins/teachers | | | to add indigenous content | | | into the curriculum | | | | | | 3. Creation of influential | | | positions dedicated to | | | indigenous education | | | | | | 4. Willingness of school | | | district authorities to share | | | responsibility for making | | | decisions with indigenous | | | communities | | | | | |   | +-----------------------------------+-----------------------------------+ | Issues in post secondary | - Long term adjunct instructors | | education | as educational underclass | | | | | | - The number of low paid | | | long term adjunct | | | professors has been | | | growing due to economic | | | and social factors | | | (increase \# of students, | | | level of private | | | corporate funding, | | | influence of corporate | | | culture that see | | | education as a business. | | | | | | - Causes low pay, lots of | | | job competition, poor | | | work conditions, strained | | | relationship with | | | full-time faculty, | | | dependence on positive | | | student evaluations | | | | | | | | | | | | - Online teaching | | | | | | - Technological | | | improvements and to make | | | education more | | | accessible, cuts to post | | | secondary funding. | | | However main motivation | | | is political and | | | financial (Ontario | | | premier doug introduction | | | of mandatory online high | | | school courses in 2019). | | | | | | - Causes alienation of | | | separation between people | | | and work, significant | | | drop-out rates, | | | narrow/limited tasks, | | | undermines critical | | | education, | | | one-directional | | | information flow. | | | | | | | | | | | | - Mcjobs | | | | | | - Underemployment with | | | involuntary part time | | | work for those seeking | | | full time, low wage/skill | | | for people with valuable | | | skill/academic | | | credentials. | | | | | | - Caused by rate of | | | unemployment, regional | | | disparities, | | | discrimination | | | | | | - During 1990s, unis | | | created 1.2 mil graduates | | | but only 600,000 jobs | | | required uni level | | | credentials. | | | | | | | | | | | | - Plagiarism | | | | | | - Carol thompson defines | | | plagiarism as the act of | | | copying anothers work or | | | piecing together work | | | from several sources into | | | an academic pastiche or | | | as your own. | | | | | | - Caused from influence of | | | people (professors, | | | writers) that indulge in | | | it themselves, plagiarism | | | as free enterprise (essay | | | industry, selling writing | | | services), social | | | distance | +-----------------------------------+-----------------------------------+ Module 11 health and illness   +-----------------------------------+-----------------------------------+ | Health according to WHO | Health does not mean a complete | | | absence of disease or infirmity | | | but a state of | | | physical/mental/social wellbeing | | | | | |   | +===================================+===================================+ | Foucauldian medical gaze | Michel Foucault posits that | | | biomedical paradigms are built of | | | stories told by patients. | | | | | | - The social distance between | | | doctor and patients places | | | doctors at a position of | | | authority, as doctors | | | | | | - Furthering the idea of docile | | | body with the advancement of | | | objectification and control | | | of the human body, where the | | | patient became a | | | study/research | | | | | | - Institutionalization of | | | medicine | | | | | |   | +-----------------------------------+-----------------------------------+ | Policy sociology | This is regarding attempts to | | | improve the delivery of health | | | services through sociologically | | | informed research, by generating | | | sociological data to get | | | governments and health | | | professionals to create policies | | | to improve people\'s health and | | | well being | | | | | |   | +-----------------------------------+-----------------------------------+ | Critical sociology | This examines the practice of | | | multinational pharmaceutical | | | companies, medical schools, and | | | privately run clinics/hospitals. | | | Since individuals experience of | | | medical professions are impacted | | | by ones race, gender, ethnicity, | | | age and class. | | | | | |   | +-----------------------------------+-----------------------------------+ | The sick role | Talcott parsons introduced the | | | term the **sick/patient role** in | | Talcott parson | his book the social system. | | | Parson argued that being sick | | | came with 4 expectations. | | | | | | - They should be exempted from | | | normal social | | | responsibilities and be taken | | | care of | | | | | | - They are socially obligated | | | to try to get well and seek | | | technically competent help. | | | | | | Structural functionalism presumes | | | social uniformity of experiences | +-----------------------------------+-----------------------------------+ | E.L. Koos (1954) | E.L. Koos critiqued parsons view | | | of the sick role, and viewed it | | | as what people thought and did | | | about their health depending on | | | their class. As people in higher | | | occupational groups were better | | | able to afford to play the sick | | | role. | | | | | | Similar arguments against the | | | uniformity of the sick role can | | | also be made on age, gender, | | | race. | | | | | |   | +-----------------------------------+-----------------------------------+ | Ivan Emke (2002) | Ivan proposed five new | | | expectations for Canadians in the | | | sick role | | | | | | - Patients in the new economy | | | are responsible for their own | | | illnesses (as in illness | | | being individual choices, | | | smoking/drinking) | | | | | | - Patients in the new economy | | | are instructed to tread | | | lightly on the system they | | | are not be trusted (patients | | | are abusing the system and | | | escalating health care costs, | | | such as too many unnecessary | | | visits to family doctors) | +-----------------------------------+-----------------------------------+ | The social course of Disease | Every disease has a natural | | | course it goes through, this was | | | discovered by a medical | | | breakthrough in the 19th century. | | | \"Get ill \> experience | | | symptoms\> get well/get sicker\" | | | | | |   | | | | | | A disease/disorder goes through a | | | **social course**. When the | | | social interactions that a person | | | goes through in the process of | | | being treated, it is shaped by | | | social factors (sex, age, race | | | etc) | | | | | |   | +-----------------------------------+-----------------------------------+ | Orthodox and complementary | **Biomedicine**: | | medicine | orthodox/biomedicine that uses | | | *western scientific principles* | | | in the diagnosis and treatment of | | | illness. It uses physical tests | | | to find pure physical entities, | | | then use purely physical | | | medicines/therapies to cure. | | | | | |   | | | | | | **Alternative/ complementary | | | medicine**: falls outside of | | | orthodox/conventional biomedical | | | practice, it is based off of a | | | persons psychological, social and | | | emotional state affecting their | | | ability to fight diseases. (yoga, | | | massage therapy, home birth) | | | | | |   | | | | | | **Reductionist perspective**: | | | Reductionist perspective | | | *criticizes biomedicine* as it | | | attributes medical conditions to | | | singe factor treatable with | | | single remedies, possibly failing | | | to recognize the broader set of | | | circumstances surrounding one\'s | | | well being. Reductionist *ignores | | | cultures of medicine (absolutist | | | perspective)*. | | | | | |   | +-----------------------------------+-----------------------------------+ | Medicalization | According to Chang and | | | Christakis, the \"process by | | Chang and christakis (2002) | which certain | | | behaviours/conditions are defined | | | as medical problems... and | | | medical interventions becomes the | | | focus of remedy and social | | | control\" *(process of describing | | | people and things as | | | pathological)* | | | | | |   | | | | | | Medicalization is criticized as a | | | form of *reductionism*, reducing | | | the complex medical conditions to | | | biomedical causes without | | | examining possible | | | sociocultural/political factors. | | | With the focus on the human body | | | and oppressive sociopolitical | | | factors often undermined. | | | | | |   | | | | | | **Commodification** of healthcare | | | is when normal conditions are | | | identified as diseases that can | | | be treated with \"commodity | | | cures\" (drugs, procedures, PTSD) | | | | | |   | | | | | | **Ivan Illich**, started | | | critiquing medicalization. Ivan | | | introduced his critique in the | | | context of **radical monopolies** | | | (situation where professional | | | control work is socially | | | important) | | | | | | Ivan\'s concept of | | | **iatrogenesis** refers to doctor | | | generated epidemics that remove | | | people\'s freedom to | | | prevent/treat their illnesses. He | | | was critical of the industrial | | | society for the ills of stress, | | | pollution, and dangers that make | | | people sick. | | | | | |   | +-----------------------------------+-----------------------------------+ | Iatrogenesis | Three types of iatrogenesis | | | | | | +--------------+--------------+ | | | | **Clinical** | Ways in | | | | | | which | | | | | | diagnosis | | | | | | and cure can | | | | | | cause | | | | | | problems | | | | | | that are as | | | | | | bad or worse | | | | | | than the | | | | | | health | | | | | | problems | | | | | | they were | | | | | | meant to | | | | | | resolve | | | | | | | | | | | |   | | | | +==============+==============+ | | | | **Social** | Occurs when | | | | | | political | | | | | | conditions | | | | | | that render | | | | | | society | | | | | | unhealthy | | | | | | are | | | | | | hidden/obscu | | | | | | red | | | | | | | | | | | |   | | | | +--------------+--------------+ | | | | **Cultural** | How | | | | | | knowledge | | | | | | and | | | | | | abilities of | | | | | | the medical | | | | | | community | | | | | | are | | | | | | extolled, | | | | | | and patients | | | | | | are not | | | | | | given credit | | | | | | for their | | | | | | recovery.\ | | | | | |   | | | | +--------------+--------------+ | | | | | |   | +-----------------------------------+-----------------------------------+ | Big pharma | Big Pharma describes large | | | pharmaceutical companies that | | | profit from developing and | | | marketing drugs (EpiPen, flu | | | vaccine) | | | | | |   | +-----------------------------------+-----------------------------------+ | Deaf culture | The deaf community has been | | | opposed to medicalization. They | | | embrace the term \"Deaf\" and do | | | not consider themselves disabled. | | | But medicalization views deafness | | | as an undesirable physical defect | | | that should be fixed, therefore | | | Deaf culture\'s | | | anti-medicalization opposes to | | | hearing aid and cochlear | | | implants. | | | | | |   | +-----------------------------------+-----------------------------------+ | Brain drain | Educated professionals migrate to | | | another region in search of a | | | better standard of life | | | | | |   | +-----------------------------------+-----------------------------------+ | Racialization of disease | A disease becomes **racialized** | | | when it becomes strongly | | | associated with people of a | | | certain ethnic background, | | | treating them negatively. | | | | | |   | +-----------------------------------+-----------------------------------+ | Gender relations in medicine | Medical profession is becoming | | | feminized, but men and women | | | specialize in different fields of | | | medicine. | | | | | | Female doctors are more likely to | | | enter family medicine, leave the | | | profession sooner, work less hrs. | | | | | | Female doctors are less likely to | | | become surgeons, be sued for | | | malpractice, and join | | | professional organizations. | +-----------------------------------+-----------------------------------+ | The inverse care law - Dr. Julian | The law is that the availability | | Tudor Hart | of good medical care tends to | | | vary inversely with the need for | | | it in the population served. | | | Highest need are in poorer areas, | | | where it is more likely to see | | | overworked or doctor shortages, | | | insufficient | | | facilities/equipment. | | | | | |   | +-----------------------------------+-----------------------------------+ Module 9 Religion +-----------------------------------+-----------------------------------+ | Conceptualization of religion | Some definitions tried to | | | synthesize the notion what | | | religion is, with what religion | | | does. | | | | | |   | | | | | | Emile Durkheim: defined religion | | | as a unified system of beliefs, | | | rituals, practices that define | | | and express the nature of sacred | | | things in relationship to the | | | profane things of the world. | | | | | |   | | | | | | Weberian POV: set of coherent | | | answers to human existential | | | dilemmas, making the world | | | meaningful | | | | | |   | +===================================+===================================+ | Theism | Belief in god, theistic religions | | | pivoting around the belief of a | | | scared higher power. | | | | | |   | | | | | | **Monotheism** Bel | | | ief in one divine power/god (Chri | | | stianity/Islam) | | | --------------------------- --- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | ------------------------------ | | | **Polytheistic religion** Bel | | | ief in many gods (Hinduism) | | | **Animism** Bel | | | ief in ghosts/spirits with forces | | | of good/evil | | | **Totemism** Ass | | | ociated with small scale \'tribal | | | \' societies/clans. Sacred totems | | | from wood/stone representing ani | | | mals/plants that are believed to | | | possess supernatural powers. | | | | | |   | +-----------------------------------+-----------------------------------+ | Atheism | Belief in no god or forms of | | | supernatural influence in the | | | affairs of human | | | | | | - **Agnosticism**: from Greek | | | Agnostus \"unknowable\", | | | advocates the doctrine that | | | humans cannot know of the | | | existence of anything beyond | | | the phenomena of their | | | experience, popular for the | | | rejection of tradition | | | beliefs with skepticism from | | | modern scientific thought | | | | | |   | +-----------------------------------+-----------------------------------+ | Structure of religion | Belief, Ritual, Emotions, | | | Organization | | | | | | +--------------+--------------+ | | | | Belief | Strongly | | | | | | held | | | | | | conviction | | | | | | by people | | | | | | that believe | | | | | | object of | | | | | | worship can | | | | | | solve their | | | | | | problems | | | | +==============+==============+ | | | | Ritual | Religious | | | | | | acts, | | | | | | ceremonial | | | | | | practices to | | | | | | worship the | | | | | | sacred. | | | | | | Often | | | | | | reaffirms | | | | | | commitment | | | | | | through | | | | | | actions. | | | | +--------------+--------------+ | | | | Emotion | Emotions | | | | | | felt when | | | | | | believers | | | | | | present | | | | | | themselves | | | | | | in front of | | | | | | the sacred. | | | | | | Can | | | | | | influence | | | | | | behaviour | | | | | | and engage | | | | | | in acts | | | | | | requested by | | | | | | belief | | | | | | system | | | | +--------------+--------------+ | | | | Organization | Trained | | | | | | officials | | | | | | that occupy | | | | | | the | | | | | | religious | | | | | | hierarchy | | | | | | with rules | | | | | | and laws | | | | | | that govern | | | | | | day-to-day | | | | | | members.\ | | | | | |   | | | | | | | | | | | | - **The | | | | | | Church** | | | | | | : | | | | | | Monopoli | | | | | | stic, | | | | | | hierarch | | | | | | ically | | | | | | bureaucr | | | | | | atic | | | | | | | | | | | | - **Denomi | | | | | | nations:** | | | | | | exist | | | | | | when | | | | | | churches | | | | | | lose | | | | | | their | | | | | | religiou | | | | | | s | | | | | | monopoly | | | | | | in | | | | | | society, | | | | | | with | | | | | | membersh | | | | | | ip | | | | | | through | | | | | | birth | | | | | | | | | | | | - **Sects* | | | | | | *: | | | | | | Smaller | | | | | | informal | | | | | | organize | | | | | | d | | | | | | religiou | | | | | | s | | | | | | bodies | | | | | | of | | | | | | committe | | | | | | d | | | | | | members, | | | | | | can | | | | | | arise as | | | | | | protest | | | | | | to | | | | | | larger | | | | | | denomina | | | | | | tion. | | | | | | Few or | | | | | | no | | | | | | leaders. | | | | | | Weber | | | | | | believes | | | | | | sects | | | | | | form | | | | | | from | | | | | | personal | | | | | | charisma | | | | | |. | | |