Sport media and culture: Who\'s calling the shots?
The media play a huge part in sport; we find out
what's happening, how our team is doing and it
creates great sporting moments and sports celebrities and stars.
This unit looks at the role played by the media in sport and how
this has changed with the development of internet and satellite
TV. Who calls the shots athletes, teams or
the media moguls? How do social scientists explain this
relationship between sport and the media?Author(s):
4.4 Where does gender come from? In Author(s): 2.7.5 Identities are negotiated In constructing their identities, people can only draw on terms that are available in society at that time, which have meanings and associations attached. However, people may attribute different meanings and importance to those labels. This means people always negotiate their identities, in the context of the different meanings attached to them. Taking this view of identity, as a social process that people engage in, rather than as a fixed essence inside them, is not to deny that partic 2.7.3 Identities have different and changing meanings Aspects of identity may have different meanings at different times in people's lives, and the meanings that they attribute to aspects of their identity (for example, ethnicity) may be different from the meaning it has for others (for example, being black may be a source of pride for you, but the basis of someone else's negative stereotyping). 3.2 Parental competence Parental competence is not just a matter of the acquisition of parenting skills. It is also an attributed status which relies as much on the judgements of health and social care professionals and the courts as on the behaviour of parents. Judgements, and prejudgements, of the quality of parenting draw on ideas present in the wider society. These ideas are often not made explicit. Booth and Booth's (1994) study of parents with learning difficulties revealed that their problems often mir 2: Moral dilemmas It is clear from the account of Jim and Marianne's lives that they need some help. But do they deserve help? Some of our course testers had very strong reactions to the inclusion of drug users in a course about health and social care. Here is one typical response: I am not sure that Jim and Marianne and people like them deserve this sort of attention. Their problems were self-inflicted. It must have cost someone (w Learning outcomes By the time you have completed this unit you should be able to: Relate beliefs about death to the meaning people attach to life; Reflect upon the way in which death structures life; Critically evaluate new encounters with death affect perspectives upon life; Assess the quality of dying; Critically examine the notion of a ‘good death’ in relation to individual experience; Recognise the implications of 1.4.2 The doctor–patient relationship However, some care relationships are more tightly defined and more hierarchical, for example a doctor’s relationship with a patient. Within the biomedical model, the doctor’s role is to focus on the patient’s body and its functioning. The patient’s role is to report clearly and accurately on the body’s functions and the feelings it transmits. There is relatively little scope for the patient to influence the definition of this scene. The doctor generally makes the opening moves, whil 3.3 Concerns about being a carer Some of the things people mentioned were: Through their work, Jonathan and Jane identify other areas for concern. These include: Learning outcomes On completion of this unit, you should be able to: understand how minority communities require different types of support from caring agencies. Introduction This unit will help you understand how it is possible to meet the needs of a particular minority community – the Chinese who live in Northern Ireland. The audio clips will give you an opportunity to listen to some first hand experiences and discover some of the problems that this community are facing. You will also hear about the needs of the community in terms of care and support, particularly in terms of meeting the needs of older Chinese inhabitants. The audio file was recorded in 4.1 Mental health specialists Social workers are often regarded as the chief proponents of the social model of mental health. Because of the value-base of social work, they are also often seen as being in a strong position to challenge inequality and address the consequences of stigma and discrimination in mental health. In this section you will see how other professionals are increasingly expected to emphasise similar goals in The Ten Essential Shared Capabilities for mental health professionals. As well as 2.2 Users' experiences of the therapeutic relationship CAM users may seek a very different type of therapeutic relationship from those they experience with orthodox practitioners. Some people may want to spend more time with a CAM practitioner than they do with their GP, to have more say in determining the frequency of access to practitioners, to have more control over what happens in the consultation room, and to have more choice about the treatments they are given. In any therapeutic encounter, people want to be treated with respect, to b 1.5.9 Plagiarism Referencing is not only useful as a way of sharing information, but also as a means of ensuring that due credit is given to other people’s work. In the electronic information age, it is easy to copy and paste from journal articles and web pages into your own work. But if you do use someone else’s work, you should acknowledge the source by giving a correct reference. Taking someone's work and not indicating where you took it from is termed plagiarism and is regarded as an infringemen Understanding society: Families Acknowledgements Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions. Figure 3: Clarissa Leahy/Photofusion; Figure 4: Bubbles. Copyright © John Burningham 3 Watching babies In the next activity you will be introduced to some other babies, all about six months old or younger, who with their mothers are demonstrating some of the things you have read about in the previous section. Watching babies is a way of getting to know them and what they can do. You can learn a great deal about them by ‘standing back’ and looking. You can do this with babies you know, but here you will be able to watch a video recording. Baby watching – or observation – can help 2.2 What are babies able to do? The extract below is from a book written by UK child development teachers Carolyn Meggitt and Gerald Sunderland. It summarises what the majority of babies less than a week 5 Conclusion This unit began by analysing some of the ways in which young people's wellbeing has been represented in media and policy discussions. We then moved on to explore current constructions of young people's ‘wellbeing’ and presented an alternative critical, social framework for thinking about the health of young people. We analysed some of the ways in which class, gender and ethnicity help to shape young people's mental health. Finally, we discussed ways in which young people's wellbeing can b 4.3.1 Child soldiers in Sierra Leone, Burma and Uganda Concern about child soldiers grew in the 1990s, with the conflict in Sierra Leone i
Activity 15
Here you will explore how different families have different ideas about how work in the home should be divided. You will also investigate the diversity of families. We will see how any discussion of the division of labour has to recognise that families differ in terms of shape and size. First published on Fri, 06 Jan 2012 as Author(s):
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Activity 2
