Turn on thread page Beta
    • Thread Starter
    Offline

    11
    ReputationRep:
    G671: Exploring Socialisation, Culture and Identity

    Exam Dates:

    G671: 11th January 2013 (Afternoon)


    Questions:

    1x 8 Mark - (Define a concept, give 2 examples)
    1x 16 Mark - (Outline 2 examples using Concepts, Examples, Studies and Theories)
    1x 24 Mark - (Outline and briefly evaluate...)
    1x 52 Mark


    Grade Boundaries:

    [Grade - Raw - UMS]

    A - 79 - 80
    B - 71 - 70
    C - 64 - 60
    D - 57 - 50
    E - 50 - 40
    U - 0 - 0

    Max Mark: 100 - 100


    Pre-Release:

    Spoiler:
    Show
    Jones, Ian et al (2010) “The Experience of Retirement in Second Modernity: Generational
    Habitus among Retired Senior Managers”, Sociology, Volume 44(1): 103–120

    The idea of retirement has changed dramatically over the last quarter of a century. It has
    been transformed from being seen as a time of social redundancy and loneliness to being
    seen as a potentially positive part of the life course. This change has, in part, been driven by
    a movement away from fixed retirement ages (65 for men; 60 for women) to a situation where
    there is now a degree of flexibility about retirement age.

    In this research, Jones et al focused on the topic of age identity by examining the ways in
    which retirement, for some, is actively constructed as a lifestyle and cultural choice. Their
    study was based on 20 in-depth qualitative interviews with men and women from the UK.
    Respondents had previously worked in executive and higher management posts and
    had recently taken early retirement as a matter of choice. Their aims were to explore the
    experiences of retirement, changes in lifestyle and social roles, and the meanings associated
    with retirement.

    Jones et al undertook in-depth unstructured interviews with a sample of 20 early retirees.
    The purposive sample was recruited from the databases of organisations working with retired
    people who have management or professional skills. Access was gained with the help of
    advertising the research project in newsletters and distributing leaflets at early retirement
    seminars. Once they accessed a sample of respondents this way, the researchers also
    initiated a snowball sample by contacting other relevant retirees. The overall sample comprised
    18 men and two women, with ages ranging from 52 to 66 and length of time since retiring
    ranging from less than one year to 10 years. Previous employment ranged from company
    directors in the private sector to retired head teachers.

    The in-depth unstructured interviews were undertaken in the individual’s home or at a place
    of their choice and lasted between one and a half to two hours. The aim was to encourage
    a conversation and to allow respondents to give their own account of retirement. Notes were
    written up immediately following interviews and tapes were transcribed and anonymised.
    Three main themes emerged. First, the respondents saw the fact that they had more choice
    in arranging their retirement as an indication of their higher status, compared to other retirees
    who did not have this choice:

    Interviewer: “When do you think you started really planning early retirement?”
    Respondent: “Realistically, probably from about the age of 50. I was looking for what I might
    call the exit strategy from about the age of 50 – so about five years before I actually retired.”
    (Respondent 4)

    Second, the respondents described early retirement very positively as a time of creative
    renewal and freedom with opportunity to pursue new interests and challenges. This fits in with
    the idea of ‘third age’ lifestyles:

    “I was looking for the ability to do things when you want to do them; to be able to go out for
    the day on the day you wanted to, the day the sun was shining and not at the weekend when
    it was pouring with rain. (pause) I do enjoy writing, I enjoy lecturing and things like that, and
    workshops and things like that, so I was really looking at various things and my wife being a
    lecturer is also interested in those sort of things, and we work together on that.”
    (Respondent 16)

    Finally, Jones et al found that the respondents were aware that they were fortunate in
    comparison to both past (their parents) and future (their children) generations who faced
    more unemployment, reduced pensions and insecurity:

    “The pension I’ve got isn’t there for a lot of people now, it certainly won’t be there for my
    children’s generation, they’re gradually withdrawing all these schemes, so they won’t be there
    for them...... You can’t get these kids interested in a pension at 20.”
    (Respondent 2)

    In conclusion the respondents gave very positive responses of their retirement which is no
    longer seen as a time of loneliness and dependency but is a lifestyle choice.




    Please feel free to discuss about this module and share ideas, possible questions and everything else! The better our understanding of the exam and modules the better our chances of getting a good grade!

    Also feel free to post material such as notes and mind maps and stuff!

    For more information on this course, visit: http://www.ocr.org.uk/qualifications...hss/sociology/
    Offline

    0
    ReputationRep:
    Does anyone have an idea of what question 4 for the January 2013 exam might be
    Here are the last five question 4.
    · Using the pre-release material and your wider sociological knowledge, explain and evaluate the use of ethnography as a way of researching young children’s ethnic identity. [52]

    · Using the pre-release material and your wider sociological knowledge, explain and evaluate the use of qualitative data collection techniques when researching the identities of young people who are seen as school failures [52]

    · Using the pre-release material and your wider sociological knowledge, explain and evaluate the use of semi-structured interviews to research the importance of work in shaping peoples identity [52]

    · Using the pre-release material and your wider sociological knowledge, explain and evaluate the use of quantitative methods to research the importance of age to people advertising for new partners. [52]

    · Using the pre-release material and your wider sociological knowledge, explain and evaluate the use of qualitative methods to research why some women to choose to be child less [52]

    Based on the pre-release material I’m guessing it's something to do with unstructured interviews, age identity and retirement.
    thank you
    • Thread Starter
    Offline

    11
    ReputationRep:
    Hey, My teacher told me that the pre-release has come through and we will be learning about next lesson. I is about retirement, it is particularly on the elderly that live comfortably. My teacher also told me that the 24 marker and the 16 marker usually mirror the 52 marker so im guessing the 24 will be about age aswell.
    • Thread Starter
    Offline

    11
    ReputationRep:
    What does everyone doing OCR AS Sociology (2013) think about the Jan pre-release? My teacher has told me that this year is a really good one to scrutinize which means easy evaluation marks!
    Offline

    1
    ReputationRep:
    Hey guys, I am currently revising for unit G671. I was wondering would it be too risky to only revise the Age Identity part (excluding Gender, Class, and ethinicity) ?
    • Thread Starter
    Offline

    11
    ReputationRep:
    It will be! Revise all types of Identities. You can never be too sure what will come up in the exam.
    Offline

    1
    ReputationRep:
    lol ok! And does anyone know how to structure the 52 Marker?
    • Thread Starter
    Offline

    11
    ReputationRep:
    Im going through it in class right now. Hasn't your teacher created you a structure?
    Offline

    1
    ReputationRep:
    I did this exam in 2011, but I'm retaking it again. I have no teacher at the moment to help me out.

    As for the structure of the answers I have found this which might help structure your answers.

    G671
    8 Mark
    You gain four marks for your definition and four marks for your examples. Make sure that you define the key term and use as many other key words as you can to show that you understand the term. Make sure that you also include AT LEAST TWO examples, as with just one example you cannot gain the full four marks for examples.

    16 Mark
    It should take the form of two clear paragraphs, with each paragraph containing one point. You are being asked to explain two points, so make sure you do two - don't do one or three.

    Twelve marks are given for your knowledge and understanding in this question, and you will need to include studies, concepts, theories or examples in each paragraph. You will get four marks for your answer being relevant and applied to the question; quite simply you need to ensure that your are answering the question.

    24 Mark
    This is the mini-essay. You will need an introduction, three/four points and a conclusion. If you are doing three points, make sure they are well explained. In this question, the use of studies and/or theory is pretty much a necessity to get a high mark.

    Twelve marks are given for your knowledge and understanding in this question, and you will need to include studies, concepts, theories or examples for each of yours points. Eight marks are given for your answer being relevant and applied to the question, and four marks are given for your evaluation and analysis of the overall argument.

    52 Mark
    There are various ways to structure the 52 mark question, but this is the way that I have been taught to go about it.

    First of all, you want to introduce your argument. That means that you will want to define the key concepts (so if the question is on ethnography, explain what an ethnography is in the pre-release). Your introduction can be brief, so don't spend too much time on it.

    You want to cover four areas in your essay: reliability, validity, generalisability and representativeness. Within each of those areas, you will want to talk about the sample, method and data in the pre-release, and relate it back. So for example if you are talking about the reliability of a question talking about ethnography, you will start with a sentence that introduces reliability (the ability of being able to repeat the research and gain the same/similar results) and then apply that to the method - why the ethnographic method is or isn't reliable. Then you will want to (more briefly) apply reliability to the sample and data.

    In your conclusion, you can mention things such as pilot studies (Nayak's did not include a pilot), ethical issues and improvements that you would make to the research.

    As I said, this is just one way of going about it - if you want another interpretation, see the post on this thread.

    The most important part of this question is to ensure that you are, throughout, linking your answer back to the pre-release. You have been given it for a reason, so don't neglect it - if you aren't applying your points back to the pre-release, you are doing it wrong.

    G67
    17 Mark
    The structure of this is much the same as the 16 mark question for the previous exam - you want to have two clear points which are supported with examples and studies. Make a point, explain it, give an example/evidence and then link it back to the question.

    33 Mark
    This is also similar to the 24 mark question, but will just require a bit more evaluation. Your introduction should outline your argument and define any key words - if the questions asks about marxism, make sure you briefly explain the marxist views on the topic.

    Your paragraphs should contain a point, explained, evidenced, your opinion and a link to the next paragraph. At all times make sure that you are linking your point back to the original question being asked.
    • Thread Starter
    Offline

    11
    ReputationRep:
    Thanks for that! Im generating my 52 marker as we speak!
    Offline

    5
    ReputationRep:
    Love this! Typically though age identities is the one subject we havnt done yet!


    This was posted from The Student Room's iPhone/iPad App
    • Thread Starter
    Offline

    11
    ReputationRep:
    Age is really vital and im 70% sure it will be the 24 marker in the actual exam so make sure you cover age in extra detail
    Offline

    0
    ReputationRep:
    any one have any ideas on what the question might be like on the 52 marker


    This was posted from The Student Room's iPhone/iPad App
    Offline

    0
    ReputationRep:
    (Original post by h1234567)
    any one have any ideas on what the question might be like on the 52 marker


    This was posted from The Student Room's iPhone/iPad App
    'Using the pre-release material and your wider sociological knowledge, explain and evaluate the use of unstructured interviews to research the experiences of retirement' (52 mark)
    • Thread Starter
    Offline

    11
    ReputationRep:
    Yup, my teacher told me it either could be that or it could be on 'qualitative methods' instead of 'unstructured interviews'. Either way, the question will not be far off what the pre-release is about.
    Offline

    3
    ReputationRep:
    [QUOTE=anil1;40738784]Yup, my teacher told me it either could be that or it could be on 'qualitative methods' instead of 'unstructured interviews'. Either way, the question will not be far

    Posted from TSR Mobile
    Offline

    1
    ReputationRep:
    Our teacher has told us it could be on qualitative methods, unstructured interviews or interviews. Does anyone have any revision materials, im really stuck
    Offline

    0
    ReputationRep:
    oh...ive written up my final draft of my 52 marker and memorised it... do you have to change the layout depending on the question?


    This was posted from The Student Room's iPhone/iPad App
    Offline

    0
    ReputationRep:
    and i so hope the 24 mark is on age... its one of my strongest... but last year jan was on age too... so not sure?


    This was posted from The Student Room's iPhone/iPad App
    • Thread Starter
    Offline

    11
    ReputationRep:
    the way i've structured my 52 is so that i talk about my research method first, then everything else (i.e. sample, theory etc..)

    I hopw so too aswell. We had an age 24 marker in the exam and i got 18/24. Overall i got an A in the paper which is not bad i guess. Age is a nice topic Even class because there is alot to talk about.

    What do you want as the 16 and 8 marker?
 
 
 
Reply
Submit reply
Turn on thread page Beta
Updated: July 2, 2013

University open days

  • University of Warwick
    Undergraduate Open Days Undergraduate
    Sat, 20 Oct '18
  • University of Sheffield
    Undergraduate Open Days Undergraduate
    Sat, 20 Oct '18
  • Edge Hill University
    Faculty of Health and Social Care Undergraduate
    Sat, 20 Oct '18
Poll
Who is most responsible for your success at university

The Student Room, Get Revising and Marked by Teachers are trading names of The Student Room Group Ltd.

Register Number: 04666380 (England and Wales), VAT No. 806 8067 22 Registered Office: International House, Queens Road, Brighton, BN1 3XE

Write a reply...
Reply
Hide
Reputation gems: You get these gems as you gain rep from other members for making good contributions and giving helpful advice.