Category: Religion Education and Health

A. world-affirming
B. world-rejecting
C. world-enhancing
D. world-accommodating

A. head teachers often encourage working class children to be ambitious
B. the structures of school life correspond to the structures of working life
C. education is a great divider not a leveler
D. schools provide the right kind of future workers for capitalist employers

A. Max Weber
B. Emile Durkheim
C. Karl Marx
D. Talcott Parsons

A. exist where children fail to learn because teachers cannot teach.
B. are unlikely to exist when teachers’ assessments of students are grounded by the stereotype’s teachers hold of various classes and racial groups
C. may result in student alienation and failure
D. none of the above

A. macro-level analysis
B. macro-level analysis
C. resurgent fundamentalism
D. the interactionist approach to religion

A. Classical rules that govern marketplace exchanges have been applied to the health care industry for decades
B. Labor costs have risen sharply
C. The continual upgrading in the scope and intensity of medical services is costly
D. The concept of “health” has been expanded to include mental and psychological difficulties and “condition” such as infertility

A. effervescent ceremonies that create a feeling o belonging
B. images of gods or totems that are widely recognized
C. shared ideas and moral values often symbolized by an object or figurehead
D. ideological tools used to obscure class divisions

A. view “sickness” as a condition to which we attach socially devised meanings
B. are not interested in how the medical profession defines certain conditions as diseases
C. refer to the rising geriatric prisoner population in need of medical treatment as the “medicalization of deviance
D. none of the above

A. constructed reality
B. latent function
C. manifest function
D. entrenched function

A. curiosity
B. passivity
C. conformity
D. hierarchy