I am using for the place advertised at and given my related experience and first-class capablenesss I would appreciate you ‘re consideration for this occupation as I feel my accomplishments are an ideal lucifer for this place. I ‘m available to get down working instantly and through this application I welcome the chance to state you more about myself and my accomplishments.
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I am presently analyzing for my Masters in the Sociology of wellness and unwellness at UCD, University College Dublin, which entails the undermentioned faculties: Crime and societal control, disablement issues and equality, wellness unwellness and society, qualitative research, researching issues in wellness and unwellness and the sociology of migration.
In 2009 I graduated from UCD with a grade in Social Science BSocSc, accomplishing a high 2.1. Some illustrations of the faculties that I took were the sociology of American Society, Quantitative Research, Qualitative Research, Identity Diversity and Change, Sociological Theory Levels 1, 2, 3, Sociology of Education, Sociology of Childhood, Sociology of Gender, Introduction to Sociology, Irish Culture and Society, Sociology in Practice.
Through my instruction and work experience, I feel as though I have a immense apprehension for the services being developed for and with people who are under-employed, disempowered, fain and socially disputing. I have been involved in different bringing systems, for illustration, infirmary and community, public and private and have been educated about different personal factors, much as ethnicity and Gender, that is brooding of the population that this research will be conducted on.
Through my instruction I can recognised that internationally there is a turning concern to increase, the diverseness, and the Numberss of pupils in higher instruction. Social category has long been a cardinal subject within educational and sociological theorizing, research and analysis and I would love to research this country in item after making much exploring of the literature and theoreticians in this country, such as the differences between Functionalists and Marxist positions on instruction.
For illustration, Functionalists believe instruction provides society with a ‘division of labor ‘ which means schools aid place who will be the mailman and who will go the physician. Education socialises kids with society ‘s shared norms and values. This ‘hidden course of study ‘ is seen to assist incorporate future citizens into society ‘s by ‘teaching ‘ and reenforcing them with society ‘s norms and values in order to set up a value consensus. Education helps supply the agencies for people to do themselves upwards nomadic and hence if you make the attempt you will be rewarded this procedure legitimizes societal inequalities as functionalists believe everyone has the chance to acquire makings. This sense of meritocracy believes instruction is a flat playing field, if you fail to accomplish at school it is yourself you have to fault. On the other manus Marxists emphasis that instruction helps run into the demands of society by spliting it into distinguishable social-classes the opinion and the on the job category. Unlike functionalists, Marxists stress that instruction does n’t socialize in an optimistic manner like functionalists believe to make a value consensus, but the opposite is true. Education socialises kids into going obedient workers as school merely passes on governing category norms and values. Unlike functionalists positive positions of the ‘hidden course of study ‘ as assisting set up as societal consensus, alternatively they Marxists argues it is a tool or instrument of the opinion category. Bowles and Ginitis argue it teaches the kids to accept their place in society and to accept the society in unequal and exploitatory.
Therefore Marxist points out the schools merely reproduce societal inequalities and meritocracy is a myth. The upper category benefit from an instruction system which meets their demands by restricting the chances of the working-class and thereby legitimises social-class inequalities.
This work involvements me greatly and has lead to further survey of literature in this country.
The theoretical foundations for analyzing societal category were established by many of the taking figures of sociology, including Marx and Weber. A societal category is basically a position group and category is linked to position. Different statuses occur in a society as people do different things, such as, prosecuting in different actions and prosecuting different careers.
Within sociology, Edgell ( 1993 ) has suggested that societal category is ‘the most widely used construct ‘ although it has undergone fluctuating periods of being in bend either prioritised or dismissed as irrelevant. While the saliency of societal category may lift and fall within policy and academic discourses, studies, for illustration Hudson and Williams 1989, have suggested that recent old ages have witnessed additions in the spread between wide subdivisions of the population, who have differential entree to money, resources, making, life opportunities and wellness. Education has ever been centrally positioned within sociological theories of category re/production, playing an of import function in guaranting either the reproduction of in-between category privileges or working category disadvantages.
Within educational research, issues of societal category have been preponderantly addressed in relation to the compulsory schooling context, where it has been noted that propertyless kids tend to see persistently lower rates of attainment and are less likely to follow paths into post-compulsory instruction. For illustration, Bates and Riseborough ( 1993 ) detail how immature people from different societal categories do non go to the same types of educational establishment, nor do they derive similar degrees of makings and consequences, nor follow comparable post-16 paths. They argue that, at all phases within the educational journey, immature propertyless people experience poorer conditions, receive fewer resources, survey for less esteemed makings and follow lower-status flights.
Bradley ( 1996 ) paperss the thought of functionalist theoreticians who have regarded instruction as a important component within the reproduction of category differences. Whereas Marxist and Weberian theoretician have emphasized the inequalities inherent within this procedure of reproducing category differences, functionalist theoreticians view instruction as a portion of a meritocratic sorting procedure, finding the best people for peculiar occupations and functions in society. Functionalists have nevertheless been criticized for showing the instruction system in a legitimating function which hides structural inequalities to the extent that ‘upper-class life has been made to look like a wages for educational success and working category life as a penalty for indolence and a deficiency of ability ‘ ( Steven 1983:291, cited in Bradley 1996:184 )
Functionalism reverberations Darwinians ‘ in its premises that ‘natural choice ‘ defines societal category within industrialised societies. Applied to a higher-education context, functionalist theories would propose that low rates of engagement among propertyless groups are related to lower rates of intelligence, ability and/or application, with the more gifted propertyless persons making university through their ain virtue.
However, as Bradley ( 1996 ) and others have suggested, functionalist theories can be criticized for being simplistic in their premises of meritocratic determinism in the face of a wealth of grounds indicating to structural inequalities such as racism and sexism, and can besides be criticized for overlooking differential forms for engagement between societal groups due to their focal point upon single differences.
An alternate position is offered by ‘class-culture paradigm ‘ theoreticians ( Byrne et al. 1975 ) , who argue that societal categories can be distinguished by their differing ‘cultures ‘ which play a function in reproducing peculiar category places. For illustration, Williamson ( 1981 ) cites Kelsall, Poole and Kuhn ( 1972 ) , who suggested that in 1960, propertyless pupils were differentiated from their non-participating equals through their household and educational features. They identified parental encouragement as the cardinal factor finding engagement and found that middle-class households were more likely to promote their kids to come on in post-compulsory instruction. As Edwards and Roberts ( 1980 ) besides explained, differential valuing of HE between societal categories and contrasting category perceptual experiences sing the ‘cultural handiness ‘ of higher instruction.
This position seems to still hold some currency, as it appears to underpin assorted widening engagement enterprises which are aimed at ‘raising aspirations ‘ , ‘increasing consciousness ‘ of HE and disputing ‘cultures of non-participation ‘ among under-represented groups. But, as Williamson ( 1981:29 ) notes, the position is non elementary because ‘what such an account does is turn up the job of non-participation in an facet of the household or school experience of different groups of kids ‘ . Notwithstanding the influence of category cultural theories upon widening engagement pattern, late there have been shifts off from ‘cultural ‘ accounts towards an accent on the function of school/education institutional procedures ( Foster et al.1996:139 ) and towards more nuanced, complex histories of ‘culture ‘ . As Williamson argues, this displacement may associate to class-culture accounts ‘ inability to explicate why some working-class households place more value on HE and/or perceive it as more, or less, accessible than others.
To research the impact of pupil ‘s category background on their university experiences, as suggested in the brief, qualitative research will be used. This will be done by roll uping and treating informations from interviews and other stuffs such as journals. I feel informal interviews are appropriate here as they get deeper and more information out of an person. Using semi-structured in deepness interview will let a more unfastened model, leting a focal point on the conversation andthe subjects that the interviewee brings up. Get downing of with more general inquiries and subjects allows the conversation to construct up a relationship so the participate feels comfy and at easiness so that they can speak about some sensitive issues that may originate. Semi construction interviews are less intrusive so other methods of research. They allow us to non merely gather replies but besides ground for the replies, hence giving a more comprehensive analysis into this country. Semi-structured interviews are conducted with a reasonably unfastened model which allows for focused, colloquial, bipartisan communicating. They can be used both to give and have information.
Deriving entree to interviewees can be done by nearing pupils in local universities and inquiring them to take part in such interviews.
Therefore the major benefits of this type of questioning are that:
No person will go a topic of research unless they have been given notice and that they freely consent that they would wish to take part. No force per unit area of any sort will be used to carry an person to go a topic of my research. I will do certain that the confidentiality of persons from whom I gather my information, shall be kept purely private. I will do certain that at the terminal of my research and information that would uncover any individual involved in the interviewing, will be destroyed, unless already consented that this precise information will be used.
Presently analyzing for a Masters in the Sociology of wellness and unwellness. This entails the undermentioned faculties: Crime and societal control, disablement issues and equality, wellness unwellness and society, qualitative research, researching issues in wellness and unwellness and the sociology of migration.
American Society, Quantitative Research, Qualitative Research, Identity Diversity and Change, Sociological Theory Levels 1,2,3, Sociology of Education, Sociology of Childhood, Sociology of Gender, Introduction to Sociology, Irish Culture and Society, Sociology in Practice.
I have been taking Sociology faculties throughout the 3 old ages of my grade. Along with Sociology I have taken relevant electives such as Feminism Today, Childhood Inequality and many relevant societal policy faculties such as Family and Demography, Social Needs and Contemporary Irish Social Policy.
Second Education 2000-2006
Manor House School, Watermill Road, Raheny, Dublin 5.
I was a voluntary in St Michaels House Raheny, In Bayside Gymnastics Club Raheny, and in Lourdes, France. All cater to the demands to kids and grownups with disablements and wellness issues.
St Michaels House- It provides a scope of services to run into the demands of kids with an rational disablement and their households from birth to eighteen old ages of age.
The purpose of kids ‘s services is to supply supports that assist kids to make their developmental mileposts, and offer information and counsel to parents and households on issues associated with rational disablement.
All kids have an Individual Program developed in partnership with parents. The Program outlines the demands and ends of the kid and the supports and services required to make these ends. By volunteering I helped kids run into their demands and ends and found it to be really rewarding.
Bayside Gymnastic Club-I volunteered developing kids with Down syndrome and many other disablements for the Particular Olympics. I catered to their demands, assisting both myself and the kids to turn as persons. This entailed difficult work and dedication but was good worth the wages of the kids ‘s smilings when they took place several decorations at the games.
Dublin Diocesan Pilgrimage to Lourdes
In 2006 I besides went to Lourdes with the Dublin bishoprics and worked for a hebdomad in the infirmary catering to the patient and visitants demands. E.g. conveying so to mass, assisting them frock, eat, wash, and supplying them with company.
Occupational healer 2009
In November of 2009 I shadowed a qualified occupational healer, Lisa Mac Donnell at St Camillus HospitalShelbourne rd LimerickCo. Limerick, where I learnt more about the field.
; I studied Quantitative Research as portion of my grade, which meant the usage of the computing machine plan SPSS. I besides have experience with Microsoft office, Excel and word and a certification in ECDL, which I completed in 4th twelvemonth of school.
; In my Qualitative Research faculty, it required me to work in a group of four to finish a undertaking at the terminal of the semester. I feel it was really successful and we achieved a good class as a consequence and I have besides highlighted my squad working accomplishments in my work experience, as this is a immense facet of the volunteering I have done.
I feel I have gained these accomplishments through school as a frailty captain and category captain of my category in school. Not merely here have I achieved leading accomplishments but besides in my work experience, moving as a “leader” to the kids.
Dr Ronnie Moore, Ms Lisa McDonnell,
D101 Newman Building, St. Camillus Hospital,
UCD, Shelbourne Road,
Belfield, Co. Limerick.
Telephone No. 01-716-8638 Telephone No: 0876734933
Along with these accomplishments I feel I am highly punctual and dependable, a adept communicator and exceptionably friendly and enthusiastic. I have gained these accomplishments through my instruction, through presentations and by ne’er losing deadlines. Through my work experience, as already stated, I feel as though I have a immense apprehension for the services being developed for and with people who are under-employed, disempowered, fain and socially disputing. I have been involved in different bringing systems, for illustration, infirmary and community, public and private and have been educated about different personal factors, much as ethnicity and Gender, that is brooding of the population that this research will be conducted on and trust to be able to portion my resources with you in the hereafter.