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Gender stereotypes and societal expectations often manifest in everyday situations, including the choice of toys given to children in nurseries or preschools. In this scenario, a nursery teacher was observed giving puzzles and spatial developmental toys to boys, while dolls and cooking games were given to girls. The situation can be explained by both conflict and symbolic interaction theories, which we will compare and contrast in this essay. We will also examine their criticisms and limitations.

The conflict theory suggests that social inequality exists due to struggles between different groups that are competing for scarce resources. In this scenario, the toys given to boys and girls may reflect gender stereotypes and societal expectations. The teacher may unconsciously assume that boys are naturally more spatially inclined, and girls are more interested in nurturing roles. This gendered division of toys can reinforce gender norms and contribute to the perpetuation of gender inequality. Conflict theory emphasises that social structures can create and maintain inequalities, and this can be seen in the way gender roles are perpetuated in the choice of toys given to children. However, conflict theory has been criticised for being too focused on macro-level social structures and ignoring individual agency. This theory fails to account for the fact that individuals can resist or challenge social norms and structures. For instance, a child may choose to play with a toy that is not typically associated with their gender. Thus, the conflict theory alone may not provide a comprehensive understanding of the situation.

In contrast, the symbolic interaction theory suggests that social interactions shape the construction of reality, and individuals act based on the meanings they attach to symbols, such as gender roles. In this scenario, the teacher's actions may reflect her beliefs and values about what is appropriate for boys and girls to play with. The teacher may believe that boys are better suited to playing with puzzles and spatial developmental toys, while girls are better suited to playing with dolls and cooking games. These beliefs and values may be shaped by the teacher's interactions with others in her social environment, including other teachers, parents, and society as a whole. Symbolic interaction theory emphasises that social interactions are important in shaping individual behaviour, including how children perceive gender roles and what toys they choose to play with. However, symbolic interaction theory has been criticised for being too focused on micro-level social interactions and ignoring macro-level social structures. This theory fails to account for the impact of wider social structures, such as gender roles, on individual behaviour. The teacher's beliefs and values about gender roles are not formed in a vacuum but are shaped by broader societal norms and expectations.

In conclusion, the observation of a nursery teacher giving different toys to boys and girls can be explained by both conflict and symbolic interaction theories. While conflict theory emphasises the role of social structures in perpetuating gender inequality, symbolic interaction theory highlights the importance of individual beliefs and values. Both theories have their limitations, and they should be used together to provide a more comprehensive understanding of the situation. The way toys are distributed in nurseries and preschools can have a significant impact on the development of children's gender identity and their perception of gender roles. Therefore, it is important to reflect on our own beliefs and values and strive to create an environment where children can explore different interests and activities without being constrained by gender stereotypes.

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The preeminent statement presents two main theories which must be understood in order to formulate an answer. First being conflict theory, a macro-level theoretical perspective which attempts to Justify how the unequal distribution of goods results to conflict amongst social classes (the bourgeoisies and the proletariats). The second being symbolic integration theory, which is a micro-level theory which focuses on meanings attached to human interactions.

A similarity between both the conflict and the symbolic interaction theory would be the recognition of toys being categorized by gender, where there are toys that are designated or made to suit the interests of both boys or girls. Symbolic interaction theory states that social interaction shape the construction of reality and give meaning to symbols. In this case, the teacher allocated certain toys to her students based on her beliefs and values formed though social interactions and experiences. Where boys were given more spatial development toys and girls were given more dolls and cooking games to girls. In other words, gender designated toys are rooted to the social consensus established through social interactions and experiences, subliminally influencing the teacher’s actions and ability to reason.

However, symbolic interaction theory fails to recognize the cultural or societal influence on the teacher’s values and belief, as it only focuses on the individuals (micro) and not the general context (macro). Taking into consideration the conflict theories, these toys were manufactured with the sole purpose of developing children’s abilities which match their gender norms to then contribution to the needs of their society. Exemplified by the allocation of dolls and cooking game to girls, as they possess a nurturing stereotype, and as a society they are expected to raise their children and put food on the table for the family. Whereas boys are considered to be more physically dominant and spatial, as a result, they are given toys which complement their societal stereotypes. In a feminist point of view, society forces these genders into performing certain roles, restricting them of their freedom to choose to develop ability which they see as fit to their personality; as it be seen that the adults force the children to play with these toys based on their beliefs. Where boys are given toys which would encourage their dominance and power, and girls are given toys which would enhance their nurturing ability and other essential household roles.

In conclusion, it can be deduced that both theories have their similarities and differences. The predominant similarity amongst them is the recognition of gender-based toys, where certain toys are manufactured for the purpose of fulfilling the desires or needs of certain genders. However, unlike the symbolic interaction theory, conflict theory being a macro-level theory takes into consideration the societal and cultural implications, it argues that these toys were manufactured for the sole purpose of developing children’s abilities which match their gender norms to then contribute to the needs of their society.

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According to the symbolic interaction theory, this circumstance is a result of the meanings and symbols that people assign to gender and toys. In this instance, the teacher may have provided the kid with puzzles and room to develop the toys because she believed boys would enjoy them more and they were more appropriate for boys. Similar to this, she might offer females dolls and culinary games since she believes they will enjoy them more and are more appropriate for girls.

Conflict theory would fault symbolic interaction theory for ignoring the larger societal structures that influence interpersonal relationships.
According to conflict theory, gender is influenced by wider social and economic systems in society in addition to being a result of individual relationships.
In this scenario, a teacher might provide boys with puzzles and toys that promote spatial growth because she thinks that doing so will help the boys acquire abilities like spatial thinking and problem-solving that are important in the workplace. Similar to this, she might give girls dolls and culinary games since she thinks these accessories will help them grow domestically useful qualities like nurturing and caring.

Conflict theory would be criticised by symbolic interaction theory for disregarding the ways in which people actively negotiate and manufacture meaning in social relationships.The symbolic interaction theory holds that people actively negotiate and interpret the meanings and symbols that are ascribed to them in their interactions with others rather than passively accepting or copying them.
Children may actively fight or dispute gender expectations communicated through toys in such circumstances, and they may even seek out items that are not typically associated with their gender.

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Introduction:
Gender roles and expectations are deeply ingrained in society and influence the way in which we interact with one another. In a nursery setting, these gendered expectations can be observed in the way that toys are distributed to children. In this essay, we will compare the way in which conflict theory and symbolic interaction theory would explain a scenario in which a teacher is observed giving puzzles and spatial developmental toys to boys, and dolls and cooking games to girls. We will also examine how these two theories would criticize each other and highlight their respective strengths and weaknesses
Main-body paragraph 1:
As we already know, conflict theory is a macro theory that looks at the society as at one organism that functions with the help of individuals and classes in it. Conflict theory also seemes to explain how uneven distribution of the resources, status and power leads to conflicts between different social groups, which further leads to social changes. When looking at the example of the nursery, we can say that teachers acted according to the stereotypes they were used to, more specifically- giving the so-called cooking toys and dolls to the girls, when on the other hand, giving puzzles and cars to the boys. That can be explained by the stereotypes our society has, which are the roles that men and women have in social life- women are raised to become mothers, men- work and earn money. When tending to explain it from the point of one of the conflict theories, feminism, we can say that this happens because of the patriarchy in our society. Women are used to be perceived as housewives, when man are usually perceived as workers, and that is why the teacher’s choice of the toys for the children was like that.

Main-body paragraph 2:
Symbolic interaction theory, on the other hand, is a micro-level theory that focuses on the individual interactions that take place between people and how these interactions shape their perceptions and behaviors. When looking at the scenario in the nursery from a symbolic interactionist perspective, it would be suggested that the teacher's actions are influenced by the way in which they interpret and respond to the children's gendered behaviors. For example, the teacher may have noticed that the boys tend to gravitate towards puzzles and spatial developmental toys, while the girls tend to prefer dolls and cooking games. As a result, the teacher may have reinforced these gendered behaviors by providing toys that align with their interests and preferences.
Conclusion:
In conclusion, the scenario in the nursery highlights the ways in which gender roles and expectations are perpetuated and reinforced through interactions with children. Conflict theory and symbolic interaction theory provide different perspectives on the underlying causes of these gendered behaviors, with conflict theory focusing on broader societal structures and symbolic interaction theory emphasizing individual interactions. While each theory has its strengths and weaknesses, a more comprehensive understanding of the scenario would require an integration of both perspectives. Ultimately, the way in which we distribute toys and reinforce gendered behaviors in early childhood can have lasting effects on the way in which individuals understand and interact with gender roles throughout their lives

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Conflict theory would explain the scenario of a teacher giving gendered toys to children as an example of how society reproduces and reinforces gendered stereotypes and inequalities.  According to conflict theory, society is divided into different groups with competing interests, and the distribution of resources and opportunities is shaped by power dynamics.  In the case of the nursery observation, the teacher's actions are likely influenced by the cultural norms and expectations that associate certain toys and activities with gender.  These norms are shaped by larger social structures and institutions, such as the media, education system, and family.  Conflict theorists would argue that the gendered division of toys and activities in the nursery reflects and reinforces the unequal distribution of power and resources between men and women in society.However, symbolic interaction theory would offer a different perspective on the scenario.  Symbolic interactionists would focus on the meanings and symbols that people attach to objects and activities.  They would argue that the teacher's actions are not simply a reflection of broader social structures but are shaped by the interactions and communication between the teacher and children.  Symbolic interactionists would suggest that the toys and activities provided by the teacher carry symbolic meaning that signals to the children what is appropriate for their gender.  By giving dolls and cooking games to girls and puzzles and spatial developmental toys to boys, the teacher is communicating and reinforcing gender norms and expectations.

Critics of conflict theory would argue that it oversimplifies complex social issues by reducing them to the level of class conflict or power struggles.  They would suggest that conflict theory neglects the role of individual agency and meaning-making in shaping social behavior.  In contrast, critics of symbolic interaction theory would argue that it downplays the influence of larger social structures and cultural norms in shaping individual behavior.  They would suggest that symbolic interaction theory overlooks the broader social context in which interactions take place.However, conflict and symbolic interaction theories can complement each other by offering different perspectives on the same phenomenon.  Conflict theory emphasizes the role of social structures and power dynamics in shaping behavior, while symbolic interaction theory focuses on the micro-level interactions between individuals.  By combining these perspectives, we can gain a more nuanced understanding of how gendered stereotypes and inequalities are reproduced and reinforced in society.

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Karl Max roughly divided conflicts into three categories: the first is the conflict between productive forces and relations of production; the second is the conflict caused by the superstructure i.e.  the people who occupy the wealth and power; and the last is the class conflict between groups. The productive forces determine the relations of production.

The economic base determines the superstructure. Men are viewed usually as the owners of the means of production. In addition，the means of production could be difined as resources or tools used by a worker in production. Generally can include land, plant, machinery and equipment, tools, raw materials and so on. Based on all the stuff mentioned above，people could know that men play a relatively important role as labours and owners of resources in this society. Given to this orientation for men，there is no surprised that the teacher was giving exploratory toys / items to the boys，because exploring is always supposed to be the men’s duty.

Symbolic interaction theory is relatively easy to explain this situation. In this theory, sign is the basic concept. Symbols refer to all things that can represent a certain meaning of people, such as language, words, actions, objects and even scenes. The reason why a thing becomes a symbol is that people give it some meaning, which is recognized by everyone; there is no objective meaning in things themselves. It is given by people in the process of social interaction. So the behavior of teachers giving different toys to students of different genders is based on their understanding of society. They gave these toys different objective values and meanings. For example, the teacher give dolls to girls which was hope them to be gentle. And dolls are not only toys, but also symbols of babies in social interaction. For a long time, most of the work of taking care of babies in the family was done by women. So when people mention toys like dolls or cooking games, most of them will contact with girls. Teachers may think that dolls and cooking games will help girls bring into the image of mothers, which will help them integrate into society. The same thing is that puzzles and space creation are highly innovative. In society, the image of engineers is mostly male, and this kind of toys can effectively improve children's creativity. Therefore, most people will think that such toys are the symbol of boys. Compare with symbolic interaction theory

Therefore, comparing these two theories, it can be found that the conflict theory believes that this toy will affect children's future social status and wealth rights, and promote children to become familiar with production tools in future social labor. Symbolic theory suggests that these toys represent different elements of society, and gender gives these social elements different meanings. That's why teachers give different toys to children of different genders.

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Conflict theory is a theory proposed to explain social structures in society by focusing on struggles within society. It was first introduced in the 19th century, and two of the primary conflict theories include Marxism and feminism. Marxism focuses on economic inequality, whereas feminism discusses gender inequality. Symbolic interactionism is a 20th century theory constructed by the theorists, Mead and Blumer. It focuses on meanings attached to human interaction, both verbal and non-verbal, through symbols.

When observing the situation of a nursery teacher handing out puzzles and spatial development toys and dolls and cooking toys for girls, both conflict theory and symbol interactionism would attempt to explain the teacher’s actions. Symbolic interactionism will suggest that this is because of the meanings given to the toys which would be viewed as symbols, through both their nature and colour. Feminism would accept the idea of the toys acting as symbols with meanings that influence human behaviour and suggest that this is a result of the stereotype created by society of women. In relation to the meaning of the symbols, both symbol interactionism and feminism would agree that softer and pink coloured toys would be used to associate with little girls and more dark and rigid toys would be linked with the idea of little boys. Moreover, Feminism would accept the idea that these meanings are derived from social interactions and personal experiences which influenced society to have that particular idea of women as it looks at gender inequality throughout history.  Additionally, both theories evaluate situations on a micro-level and can explain this single situation of the nursery teacher.

As a macro approach, conflict theory would view  this situation as an illustration of how socialisation in society reinforces gender inequality. This theory contends that the teacher's behaviour is influenced by societal patriarchal norms and values. Though they may not be aware of it, the teacher is perpetuating gender stereotypes by giving boys and girls different kinds of toys. On the other hand, a micro theory known as symbolic interaction would see this situation as an illustration of how interpersonal interactions shape gender roles in society. In addition to the expectations and preferences of the students in their class, the teacher's actions are influenced by their own values and beliefs. According to symbolic interaction theory, gender is a byproduct of social interactions rather than a trait that people are born with. As both theories have significant differences, they have both been heavily criticised. A major difference between both approaches is that they explore aspects of society on different scales. This causes a disadvantage for symbolic interactionism as it fails to address macro-level issues. It is too focused on individual interactions and does not recognise the broader social structures that influence these interactions. On the contrary, symbolic interaction theory might criticise conflict theory for being overly deterministic and failing to recognise the agency of people in determining their own experiences.

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As symbolic interaction theories, the scenario includes interaction between the teacher and boys or girls. The theories think that the teacher’s choices are stereotypes like they expect boys growing to become good at maths, machines or geometry. As a result, the interaction leads teachers to do as the scenario, and girls’ one is also in the same way. And after the condition, boys and girls may become more conform to expectations, and interact back into teacher’s choice. But symbolic interaction theories focus on micro-level, like individuals, so that the theories may ignore the whole structure or macro-level relations.

In this scenario, we can see that the teacher gave puzzles and spatial developmental toys to the boys and dolls and cooking games to the girls. According to the aspect of conflict theory and look at this situation, we can infer ‘puzzles and spatial developmental toys’ symbolised in the mathematics field or could be useful tools in the future. In contrast, ‘dolls and cooking games’ are more likely to be housewife’s work or don’t improve the development of work. Compared with those toys, the class of society is slowly showing out. In the future, the stereotype would emerge in the workplace, and society would be given more opportunities to boys in the mathematics field or think men can do better in this field.

The difference between conflict theories and symbolic interaction theories is that conflict theories focus more on macro-level information, like different classes (male and female) and the whole society’s effect. But symbolic theories pay attention to individuals, like the teacher and children in this scenario. Conflict theories would criticise symbolic interaction theories that they over emphasise the importance of individuals but never mention about the mix effect among society, which points out symbolic interaction theories’ imprecision on complex relationships. Vice versa, symbolic interaction theories would criticise conflict theories that they ignore individuals’ interaction and generalise all such scenarios as the same.

But there still are some similarities between conflict theories and symbolic interaction theories. They both recognize the difference between toys for boys and girls, and mention unfair thinking of different social groups.

In addition, functionalism will see the scenario as the social institution contributes to education for people that teachers represent school to educate children.

According to functionalism, teachers and the school have positive contributions to social cohesion, social order and social education. But it’s not completely real. In the scenario, boys and girls are treated differently on stereotypical toys, which may shape children into society’s expectations but not depend on their own mind and interest.

As a conclusion, symbolic interaction theories and conflict theories both mention unfairness between boys and girls and even different social classes, but functionalism only mentions the positive sides like school’s contributions on education and ignores the negative sides that the education system may not be fair enough to keep a balanced society. And conflict theories and functionalism pay most attention on macro-level and not realise individuals’ contributions, which contrary to symbolic interaction theories that symbolic interaction theories focus on micro-level and not mention the whole society.

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The functionalism idea holds that social systems and social behaviour must both serve the purpose of achieving social objectives. So, in order to assess the suffragette movement, we must consider if it was effective in achieving social objectives.

The suffragette movement sought to provide women the ability to participate in politics and to have an impact on the political, economic, and social environments. According to this perspective, the suffragette movement was crucial to accomplishing social objectives since it campaigned for women's political rights and equal standing, raising the status of women in society.

The suffragette movement also improved democracy and the legitimacy of government by increasing the variety and representation of political decision-makers, reducing bias against particular interest groups, and other positive effects on society as a whole.

In general, the suffragette movement served a significant purpose in achieving social goals and had a good effect on society as a whole from the standpoint of functionalist philosophy.

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Functionalism is a theoretical approach to sociology that sees society as a complex system made up of several components that work together to preserve social balance and stability. Functionalism holds that each component of society has a definite purpose in maintaining social harmony and order. Women's suffrage is one of several social phenomena that can be studied from a functionalist approach.
In the case of women's suffrage, functionalists would contend that it would upend established gender roles and family structures, which might cause social unrest. Some would contend that women's primary responsibility is to care for and support their families on an emotional level, and that granting them the power to vote would interfere with this duty.
Additionally, functionalists would contend that the male-dominated political system fulfils a key social need and that granting women the right to vote will reduce the political system's effectiveness. They can also claim that since men already speak for women's interests in politics, women don't need the right to vote.
In the context of women's suffrage, there are various objections to functionalism, though. Secondly, functionalism holds that any alteration to the current social order could lead to dysfunction because it is natural and essential for maintaining social stability. This viewpoint disregards the prospect of increased social equality and justice as a result of societal progress.
Second, power structures in society are not taken into consideration by functionalism. Instead of being a normal function of society, women's lack of political influence and representation is the outcome of systemic discrimination and inequality. These power dynamics and the requirement for social transformation are obscured by functionalists' emphasis on maintaining the status quo.
In conclusion, functionalism may shed light on how society works but falls short of explaining why social reform, like women's suffrage, is necessary. Its emphasis on upholding the existing quo obscures the power and discrimination that fuel inequality.

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Gender inequality is a very obvious inequality in society, where women are usually required to devote more time and energy to their families and are not respected in the workplace. Functionalism can be used to explain this social injustice. Functionalism can be used to explain this social injustice. This theory holds that every individual needs to promote social stability. Every social organization has its own functionality, promoting and maintaining social order with each other. Therefore, Functionalism scholars' understanding of gender inequality may think that women's lower status in society is due to the fact that their families need their functions more, which in turn promotes the reduction of demand in the occupation. However, this theory cannot solve the deeper issues of gender inequality. For example, why do women still have unequal relationships in today's society that requires mental labor. Because women and men have the same ability in mental labor, and their functionality is in the same position in today's society for Functionalism, this theory cannot explain why gender inequality occurs in today's society

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During the COVID-19 outbreak, gun violence increased. Approximately nineteen people have been shot and murdered in the United States as of June 2022.

The term "electronic commerce" refers to the sale of goods and services over the internet.We need to enhance restrictions on guns from all angles, because the severe management of the epidemic in recent years has caused people to be very impatient. For example, youngsters who are unable to attend school can do homework online at home.Because of the outbreak, some parents have little financial resources. The sick population has become large, and social medical facilities are distributed unevenly.I believe the positive element is being able to interact with society, so that different components of society can do what they have to do more effectively, and help people who are imprisoned as a result of the shooting incident, but repair their faults.However, there is a disadvantage because there are too many unknown components, making it impossible to predict whether they will change or follow the prior trend.

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According to the functionalist theory, society is a complex system whose separate elements work together to benefit society as a whole. Functionalists support the division of labour because they believe it helps society. Child labour is a social fact that is difficult to abolish in society since it is still functioning for social institutions such as family, business, and the child labourer himself.

Based on the idea of structural functionalism, the social facts surrounding child labour may be interpreted as an established social realityconnected to the presence of social structures and institutions around it. The change of a family institution's function as a child care institution into an economic institution has an influence on the rise of child labour. In this situation, the child is a social structure element who serves as the family's provider in order to meet the family's economic demands. As a result, functional child labour is for the family. With the employment of underage children, the existence of child labour is also functional for enterprises. Entrepreneurs gain since the income paid is low. Working is not only functional for the child in terms of meeting basic necessities, but it is also dysfunctional in that the child will lose time to learn, play, and socialise with family members. If a child is exploited at employment, it can have a negative influence on his physical and emotional health.

It can be concluded that the existence of child labour has a manifest function for the social system. The latency function refers to the ineffectiveness of regulation as a tool for overseeing the problem of child labour, as well as the rejection of regulation by the social system.

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Functionalism is a sociological viewpoint that regards society as a system of interdependent parts, each with a specific role, working together to maintain stability and balance. Social institutions such as family, education, religion, and economy all serve particular purposes that help sustain social order.

However, when we consider the issue of child labor, the functionalist theory falls short in explaining this problem. Child labor involves the exploitation of children for work that harms their health, education, and childhood. This practice is a global problem, often linked to poverty and lack of education.

From a functionalist perspective, child labor could be viewed as a necessary part of the economy, providing cheap labor for economic growth and stability. But this perspective neglects the harmful effects of child labor on children's well-being and perpetuation of poverty. Moreover, it violates children's human rights and contributes to broader social issues such as inequality and discrimination.

In conclusion, while functionalism offers an understanding of how social institutions work together to maintain social order, it does not fully address the complex problem of child labor. Exploiting children violates their rights and harms their development, perpetuates poverty, and contributes to broader social issues. Thus, a more comprehensive understanding of child labor is necessary, prioritizing children's well-being and rights.

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There is a controversial issue about whether females have the right to participate in the political process (e.g. vote). These social phenomena could be explained from sociology perspective through functionalism according to a number of specialized theories suggested by professional functionalists, in macro.

In general, the functionalists view different parts or sectors of our society as the organs in human body running. It is well known that there would be some problematic issues if human are attacked by some virus, and people’s organs become dysfunction. So our society does. Specifically, everyone has their own rights to get into the process of vote, it is not segregated by social and economic status, or gender. Otherwise, it would be a representation of anomie of society. In addition, reducing such a kind of inequality is also a crucial part of strengthening social cohesion, and maintaining social order, because people do not feel that they are treated unfairly, so as to they are willing to devote to the development of our society.

There is no denying that there is also a significant flaw or critique of functionalism given the fact that the resources imbalance i.e. the resources in our society are distributed unevenly. Funtionalists overemphasize the cohesion of our society. Nevertheless, people could be divided into two groups according to conflict theory, which are bourgies and proletariat.

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Functionalism is a theoretical perspective that perceives a society as a system of interrelated parts and functions which contribute to the society’s stability and integrity.

However, stability and cohesion are over-exaggerated in this theoretical perspective, as those who attempt to voice their concerns and opinions regarding certain matters are considered to be a threat. Therefore, it stagnates change and development by disregarding the freedom and autonomy of the people, stripping them from their rights. This can be exemplified by the suffragette movement, where women in the UK advocated their right to vote; and a latent function included the gender equally in various aspect in life by challenging gender norms and societies status quo. Taking into consideration the functionalism theory, it is evident that by disregarding human rights and perceiving humans as more of machines that contribute to the stability of a society, and not considering their concerns would results to conflict and chaos. To be able to oppose and question a system and structure is vital as it would lead to further development, as according to Plato, thoughtful questioning enables people to examine ideas more thoroughly and determine the validity of their ideas. By fighting for their rights, it shined light on the grey areas in the system which needed to be repaired. In this case, citizens who were mentally capable of voting should have to right to do so, as all citizens would be influenced by the final decision; it is essential for them to contribute to that decision to reach a general consensus in order to maximize harmony amongst citizens, ultimately resulting in stability and cohesion.

In conclusion, it can be inferred that functionalism as a theory fails to recognize the conflict within a society due to the perception of change and those who voice their concerns as a threat, while simultaneously over-emphasizing its stability and integrity.

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Our scenario is about gun conted in America. Most American citizens above 21 years old and have no criminal history can have rights to keep guns, but there are still many people who come from other countries and live in America are excluded from gun rights and included in gun conted.

As functionalist theory, society is an organism and every part contributes to society like organs to the whole human body, and functionalism thinks of the gun conted in the scenario as a social order provided by a social institution like government or court. Functionalism also thinks gun conted could give residents social cohesion and let people relate to each other by protecting citizens from shooting cases.

For the positive sides of functionalism, it seems gun conted tries to help keep a safe society and unite citizens by excluding relatively unstable people from gun rights. For example, American criminals can’t keep or use any gun, which helps reduce re-offend rates and let citizens feel safe to some extent.

But there are still some negative sides of functionalism as criticism. For example, people who live in America but don’t have citizenship like International students or permanent residents born in other countries, are banned from using or keeping guns, which lets them lose the ability to defend or fight back against criminals. This is not fair for them compared to American citizens and also not good for social stability.

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Functionalism is a  sociological theory that views society as a system of interconnected parts that work together to maintain social stability and order. According to this theory, every part of society has a function,and when each part fulfills its function, the whole society operates smoothly.
In the scenario of injustice a student is bullied at school and is not receiving
proper support from the school administration. According to
functionalismthe schoolis a social institution that has the function of providing education and socialization to its students.Howeverin this scenariothe school is not fulfilling its function of providing a safe and supportive environment for its students.
Functionalism assumes that social institutions exist to serve a purpose and contribute to the overall stability of society.
However,this assumption overlooks the fact that social institutionscan perpetuate inequalities and injustices. In the scenario discussed,the school’s failure to address the issue of bullying perpetuates an unjust situation for the student who is being bullied.
Furthermore,functionalism assumes that societyis naturally harmonious,with each part contributing to the overall stability of the whole.This assumption ignores the reality that conflicts and power imbalances exist in society, which can lead to the oppression of certain groups. In the scenario discussedthe student
who is being bullied is at a disadvantage due to their social status and lack of power in the school environment.
In conclusion,while functionalism provides a useful framework for understanding how society functions, it fails to account for the injustices and power imbalances that exist in society.The scenario discussed illustrates how functionalism overlooks the ways in which social institutions can perpetuate inequalities and injustices, and highlights the importance of
acknowledging these issues in sociological analysis.

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Functionalism would view child labour as an institution that contributes to the overall functioning of society. This institution, therefore has a manifest function which is to provide cheap labour and this would create a cycle of poverty within the society. This is because children who are forced to work, due to difficult financial circumstances, would not develop the skills and education required to break out of poverty in the future. The establishment of poverty, functionalists would argue does not contribute to social cohesion or integration. Instead, poverty would lead to social inequality within the society. A key criticism of functionalism is that it over emphasises ‘stability’ and disregards the fact that society can act according to their own needs. Therefore, it can be argued that functionalism fails to explain the use of child labour as it ignores the idea of oppression, where a particular group (the rich) oppresses another (the poor). Moreover, there seems to be no regard to value consensus with the use of child labour, in fact, it is a primary cause of unsettlement, conflict and separation in society.

However, functionalist could explain child labour as an anomie, which occurred as a result of a unfulfilled function of a particular institution. This means that, perhaps functionalists would see the use of child labour as an outcome of the failure of an institution, in this case, the government. They could argue that due to the lack of efforts made by the government to help people escape poverty, it has left them no choice but to work at a young age. This then results into social division  and conflict in society rather than social order. Another view could be that child labour had come about as a result of its own institution failing to perform its own function. This then leads the society not being able to function properly.

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In our opinion,Functionalist social theory fits the situation given by the question.  The idea of ​​functionalism means that each department in a system is responsible for different fields and has different roles, thus forming a complete society and maintaining the stable order of society.  For example, schools are responsible for education, schools can cultivate and send outstanding talents for the society, the police are responsible for law enforcement and controlling crimes, the government manages social administration, banks manage social property security, and churches provide space for social beliefs，the court will use the way of legal  to protect social fairness and justice.Their key ideas and terms are social structure,
functions, consensus and socialisation.  The meaning of Social Structure is that the underlying framework of society consisting of institutions, organisations, and relationships between individuals.Functions Meaning is the beneficial consequences of social structures and institutions that contribute to the maintenance and stability of society.Interdependence is that the idea that different parts of society are interconnected and work together to maintain social order.  Consensus shows the belief that there is a general agreement among members of society about what is important and how society should function.Socialization tells that the process by which individuals learn and internalise the values and norms of society.