Affects of Gender on Intelligence Free Essays

string(104) " an improvement for next time would be to have parental consent to the participation of the experiment\." The Effect of Gender on an IQ – Spatial Intelligence Introduction Intelligence is the capability to take in new information and adapt to situations. It is derived from both genetics and environment. Genetics are the part that genes play in a person’s life. We will write a custom essay sample on Affects of Gender on Intelligence or any similar topic only for you Order Now It is also questioned that different levels of different types of intelligence are based on whether a person is male or female. Howard Gardner suggested that there are multiple types of intelligence, those of which are: linguistic, logical-mathematical, musical, spatial, bodily-kinaesthetic, naturalistic, interpersonal and intrapersonal. These intelligences make up the IQ of an individual. Types of intelligences: * Linguistic: the ability one has with of words. * Logical-mathematical: the use calculation. * Musical: sound and rhythm. * Spatial: the use of spacing and where the placing of things are in comparison to one another. * Bodily-Kinaesthetic: the use of body and motion. * Naturalistic: the awareness one has with their natural environment. * Interpersonal: the use of interaction with other people. * Intrapersonal: the understanding of one’s self. A previous experiment conducted shows the differences between levels of spatial intelligence in males and females and how it can be changed, stating that the findings ‘found that playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability’ (Playing an Action Video Game Reduces Gender Differences in Spatial Cognition – 1990). It stated that ‘women benefit[ed] more than men’. The aim of this experiment is: to investigate the effect of gender on multiple types of intelligence, specifically spatial intelligence. Hypothesis: It is believed that the majority of males have more spatial intelligence than females. Independent Variables: gender Dependent Variables: level of intelligence Method Participants Equal amount of 12 girls and 12 boys from the two current (2013) Year 11 Loyola College Psychology classes aged 16 to 17 years. Materials * Task Sheet * Computers with internet * IQ quiz handout Procedure As Seen on ‘Unit 2 Psychology APS 2 SAC 1: ERA Intelligence’ – Task Sheet (refer to appendix) 1. You will form a pair where the 1st person will do puzzle 1 and the 2nd will do puzzle 2. 2. Person 1 Go to the website below complete the puzzle ttp://www. onlinejigsawpuzzles. net/animals_14_polar_bear. htm 3. Record the time required to complete the test and gender of the participant on the table attached. 4. Person 2 to go to the below website and repeated the process above http://www. onlinejigsawpuzzles. net/animals_11_parrot. htm 5. Now complete the questions 1-10 on the IQ quiz handout on logical reason. 6. Correct your questions. 7. Give your results table to either Mr Hong or Ms Ray so that the result may be collated. Results Spatial Test Scores Table: Test Score| No. of Girls | No. of Boys| 8| 1| 3| 7| 4| 2| 6| 1| 2| 5| 5| 4| 4| 0| 1| 3| 1| 0| Mean: Girls – 5. 83 Boys – 6. 16 Median: Girls – 5. 5 Boys – 6 Mode: Girls – 5 Boys – 5 Graph: Statement of Table and Graph: These results are from a Spatial Intelligence test. The highest scores given were four eights one of which was achieved by a female and the other three by males. The lowest score given to females was a three and the lowest score given to males was a four. On average males scored higher than females with the average score for both categories (male and female) being a score of five. Jigsaw Puzzle Times Table: Times in Minutes:| No. of Girls:| No. of Boys:| 4:00 – 4:59| 3| 0| 5:00 – 5:59| 3| 4| :00 – 6:59| 3| 4| 7:00 – 7:59 | 0| 2| 8:00 – 8:59| 1| 2| 9:00 – 9:59| 2| 0| Mean: For girls and boys – 6:00 – 6:59 Median: Girls – 5:00 to 5:59 Boys – 6:00 to 6:59 Mode: Girls – 4:00 – 4:59, 5:00 – 5:59, 6:00 – 6:59 Boys – 5:00 à ¢â‚¬â€œ 5:59, 6:00 – 6:59 Graph: (in minutes) (in minutes) Statement of Table and Graph: The Jigsaw Puzzle time results ranged from above four minutes to below 10 minutes. The specific male range was between five minutes to 8 minutes and 59 seconds. Over half of both males and females scored between 5 minutes and 6 minutes 59 seconds. The quickest time and the longest time were both completed by females. Discussion In this experiment the hypothesis was supported in the Spatial awareness test with the majority of males performing at a higher level of spatial intelligence compared to females but not supported in the Puzzle as the majority of females finished their puzzles in a shorter time than males. In the spatial intelligence tests the males had a higher average than females with a quarter of the males achieving the top score compared to the one female. This is not as much shown in the puzzle completion times where, although the lowest score was achieved by a female, the highest score was ompleted by a female as well as the majority of the shortest times were done by females. Males had a smaller range though, with their scores a little more consistent than females. These results suggest that males do tend to have more spatial awareness compared to females but does not mean that there are not exceptions to this suggestion. This may because males, especially within the age range selec ted for this experiment, have a higher tendency to be playing action video games which in earlier experiments have suggested can improve and maintain a higher level of spatial awareness. Variables could include the past experience of the subjects including interests, availability to mind games and information, previous intelligence tests conducted, etc. as well as the mood and energy of the person and the time the test was conducted. Improvements could include having all subjects tested at the same time and under quitter conditions without communication. No ethical consideration was given with the exception of the task sheet briefing for the subjects. No debriefing or acknowledgment of agreement to the experiment was given. As the participants were under the age of 18 an improvement for next time would be to have parental consent to the participation of the experiment. You read "Affects of Gender on Intelligence" in category "Essay examples" It is concluded that in this experiment males showed a higher ability in spatial awareness. This information suggests that gender does in fact have an effect on intelligence levels but does not mean that there are not exceptions to this suggestion. References * Feng J. , Spence I. , Pratt J. (1990) Playing an Action Video Game Reduces Gender Differences in Spatial Cognition University of Toronto, Toronto, Ontario, Canada Edwards R. , Blaher-Lucas E. , Marangio K. , Moore V. (2010) Oxford Psychology Units 1 2 Oxford University Press, South Melbourne, Victoria, Australia Appendices Appendix 1 – Link to puzzle page Appendix 2 – Participant data/Raw data Unit 2 Psychology AOS 2 SAC 1: ERA Intelligence The Task: To investigate the effect of gender on mult iple types of intelligence, specifically spatial awareness. You will conduct the experiment along the following guidelines. 8. You will form a pair where the 1st person will do puzzle 1 and the 2nd will do puzzle 2. 9. Person 1 Go to the website below complete the puzzle http://www. onlinejigsawpuzzles. net/animals_14_polar_bear. htm. 10. Record the time required to complete the test and gender of the participant on the table attached. 11. Pearson 2 to go to the below website and repeate the process above http://www. onlinejigsawpuzzles. net/animals_11_parrot. htm 12. Now complete the questions 1-10 on the IQ quiz handout on logical reason. 13. Correct your questions. 14. Give your results table to either Mr Hong or Ms Ray so that the result may be collated. The Written Report: The written report must be written under the following headings: Title Introduction Method Results Discussion/conclusion References Appendices All aspects of this ERA will be completed at home. You will be given the ERA in the last week of term 3. The final ERA will be due via email on the 19th of October. If you wish to hand in a draft of the ERA it must be given to your teacher by 5th October. Introduction (250-500 words)- The introduction must provide: * Rationale for this experiment * Exploration and discussion of any key theories and concepts related to this experiment from past research. Identification and discussion of the key concepts involved in this experiment that can be used to explain the results * Stated aim of the experiment * Identification of the dependent and independent variables of the experiment * A stated operational hypothesis Method (150 words)- The method must include: * Participants, Materials, Procedure written according to Lab Report conventions * Informat ion regarding the characteristics of your experimental design, participant selection and reference to ethical procedure Results (no word limit)- The results must include: At least one annotated table and an overall statement of results. This must be manipulated in order to present it in a fashion that is ideal for the manner in which you will interpret the data in your discussion Discussion/Conclusion (400-600 words)- The Discussion/Conclusions must include: * A reference to the support or unsupported operational hypothesis * A valid justification for your opinion * Valid inferences from the raw data and results * A discussion regarding how the ideas provided in the introduction are supported or not by your findings * Generalization of findings * Extraneous/confounding variables Conclusion and possible improvements As a final note: * The world limit must be adhered to with a 10% variation both ways. Excess words will not be considered in the grading process (the title, abstract, res ults, all in-text references, graph/table titles and annotations, appendices and final reference lists are not included in word count) * All work must utilize in-text referencing (Harvard Style) and provide references * All work must be typed in size 12 (Calibri or Times New Roman font) * All tables, graphs and pictures must be labeled and annotated * Appendices must be included. If referred to in your Lab Report, there must be a clear indication as to which specific areas of the appendices is being utilized. * PLAGARISM FROM ANY RESOURCE WILL NOT BE ACCEPTED. Any identified plagiarism will result in that section of the Lab Report being removed and not considered in the grading process. In the case of work being copied from another student, BOTH students involved will face disciplinary actions based upon VCAA guidelines that may result in an ‘N’ grade for Unit 2 Psychology. Grade Criteria and Structure for SAC 1b Unit 2 Psychology Name: Criteria: Introduction| 5| 4| 3| 2| 1| 0| Identification and exploration of superordinate goals and other theories and concepts relevant to the experiment| | | | | | | Evidence of research and explanation of concepts relevant to the experiment. | | | | | | | Identification and use of IV and DV in an operational hypothesis| | | | | | | TOTAL: /15| Criteria: Method| 5| 4| 3| 2| 1| 0| Identification of key process in developing a method| | | | | | | Identification and explanation of the utilized experimental design| | | | | | | TOTAL: /10| Criteria: Results| 5| 4| 3| 2| 1| 0| Ability to manipulate raw data into a meaningful format and presentation (Creation and use of accurate data graphs and tables) | | | | | | | Accurate identification of key statistical information from raw data (Mean, median, mode and/or other relevant statistics)| | | | | | | TOTAL: /10| Criteria: Discussion and Conclusion| 5| 4| 3| 2| 1| 0| Accurate and justified identification of support/no support for operational hypothesis| | | | | | | Proposed explanation of results in relation to acquired data| | | | | | | Proposed explanation of results in relation to researched theories and concepts relevant to the experiment| | | | | | | Exploration of the relevance of the results to the areas of reducing prejudice| | | | | | | Identification and discussion of extraneous variables and improvements to the experiment| | | | | | | Identification and summation of general conclusions to the population based upon the established data | | | | | | | TOTAL: /30| Criteria: Overall Requirements| 5| 4| 3| 2| 1| 0| Quality of referencing and research, and overall written quality and presentation of the ERA| | | | | | | TOTAL: /5| Total Score: /70 ( %) Comments: Recording table | Gender (male/female)| Time (in seconds)| Participant 1| | | Participant 2| | | _______________________________ _______________________________________________ Articles for your reference in completing this ERA Go to the following links to read articles related to spatial intelligence and gender. http://pss. sagepub. com/content/18/10/850. full http://pss. sagepub. com/content/4/1/35. full. pdf+html The following websites contain information on multiple intelligences http://www. tecweb. org/styles/gardner. html http://www. infed. org/thinkers/gardner. htm Raw DataFemale Participants| Gender| Score on test| Jigsaw puzzle time| 1| f| 7| 5:07| 2| f| 5| 4:48| 3| f| 7| 4:42| 4| f| 7| 6:25| 5| f| 5| 9:35| 6| f| 5| 9:33| 7| f| 8| 4:58| 8| f| 3| 8:16| 9| f| 7| 5:27| 10| f| 5| 6:40| 11| f| 5| 6:24| 12| f| 6| 5:43| Male Participants| Gender| Score on test| Jigsaw puzzle time| 1| m| 7| 5:10| 2| m| 6| 6:31| 3| m| 8| 6:00| 4| m| 7| 6:22| 5| m| 5| 8:39| 6| m| 8| 5:48| 7| m| 5| 6:04| 8| m| 8| 5:18| 9| m| 5| 7:21| 10| m| 5| 7:39| 11| m| 6| 5:39| 12| m| 4| 8:17| How to cite Affects of Gender on Intelligence, Essay examples

Affects of Gender on Intelligence Free Essays

string(104) " an improvement for next time would be to have parental consent to the participation of the experiment\." The Effect of Gender on an IQ – Spatial Intelligence Introduction Intelligence is the capability to take in new information and adapt to situations. It is derived from both genetics and environment. Genetics are the part that genes play in a person’s life. We will write a custom essay sample on Affects of Gender on Intelligence or any similar topic only for you Order Now It is also questioned that different levels of different types of intelligence are based on whether a person is male or female. Howard Gardner suggested that there are multiple types of intelligence, those of which are: linguistic, logical-mathematical, musical, spatial, bodily-kinaesthetic, naturalistic, interpersonal and intrapersonal. These intelligences make up the IQ of an individual. Types of intelligences: * Linguistic: the ability one has with of words. * Logical-mathematical: the use calculation. * Musical: sound and rhythm. * Spatial: the use of spacing and where the placing of things are in comparison to one another. * Bodily-Kinaesthetic: the use of body and motion. * Naturalistic: the awareness one has with their natural environment. * Interpersonal: the use of interaction with other people. * Intrapersonal: the understanding of one’s self. A previous experiment conducted shows the differences between levels of spatial intelligence in males and females and how it can be changed, stating that the findings ‘found that playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability’ (Playing an Action Video Game Reduces Gender Differences in Spatial Cognition – 1990). It stated that ‘women benefit[ed] more than men’. The aim of this experiment is: to investigate the effect of gender on multiple types of intelligence, specifically spatial intelligence. Hypothesis: It is believed that the majority of males have more spatial intelligence than females. Independent Variables: gender Dependent Variables: level of intelligence Method Participants Equal amount of 12 girls and 12 boys from the two current (2013) Year 11 Loyola College Psychology classes aged 16 to 17 years. Materials * Task Sheet * Computers with internet * IQ quiz handout Procedure As Seen on ‘Unit 2 Psychology APS 2 SAC 1: ERA Intelligence’ – Task Sheet (refer to appendix) 1. You will form a pair where the 1st person will do puzzle 1 and the 2nd will do puzzle 2. 2. Person 1 Go to the website below complete the puzzle ttp://www. onlinejigsawpuzzles. net/animals_14_polar_bear. htm 3. Record the time required to complete the test and gender of the participant on the table attached. 4. Person 2 to go to the below website and repeated the process above http://www. onlinejigsawpuzzles. net/animals_11_parrot. htm 5. Now complete the questions 1-10 on the IQ quiz handout on logical reason. 6. Correct your questions. 7. Give your results table to either Mr Hong or Ms Ray so that the result may be collated. Results Spatial Test Scores Table: Test Score| No. of Girls | No. of Boys| 8| 1| 3| 7| 4| 2| 6| 1| 2| 5| 5| 4| 4| 0| 1| 3| 1| 0| Mean: Girls – 5. 83 Boys – 6. 16 Median: Girls – 5. 5 Boys – 6 Mode: Girls – 5 Boys – 5 Graph: Statement of Table and Graph: These results are from a Spatial Intelligence test. The highest scores given were four eights one of which was achieved by a female and the other three by males. The lowest score given to females was a three and the lowest score given to males was a four. On average males scored higher than females with the average score for both categories (male and female) being a score of five. Jigsaw Puzzle Times Table: Times in Minutes:| No. of Girls:| No. of Boys:| 4:00 – 4:59| 3| 0| 5:00 – 5:59| 3| 4| :00 – 6:59| 3| 4| 7:00 – 7:59 | 0| 2| 8:00 – 8:59| 1| 2| 9:00 – 9:59| 2| 0| Mean: For girls and boys – 6:00 – 6:59 Median: Girls – 5:00 to 5:59 Boys – 6:00 to 6:59 Mode: Girls – 4:00 – 4:59, 5:00 – 5:59, 6:00 – 6:59 Boys – 5:00 à ¢â‚¬â€œ 5:59, 6:00 – 6:59 Graph: (in minutes) (in minutes) Statement of Table and Graph: The Jigsaw Puzzle time results ranged from above four minutes to below 10 minutes. The specific male range was between five minutes to 8 minutes and 59 seconds. Over half of both males and females scored between 5 minutes and 6 minutes 59 seconds. The quickest time and the longest time were both completed by females. Discussion In this experiment the hypothesis was supported in the Spatial awareness test with the majority of males performing at a higher level of spatial intelligence compared to females but not supported in the Puzzle as the majority of females finished their puzzles in a shorter time than males. In the spatial intelligence tests the males had a higher average than females with a quarter of the males achieving the top score compared to the one female. This is not as much shown in the puzzle completion times where, although the lowest score was achieved by a female, the highest score was ompleted by a female as well as the majority of the shortest times were done by females. Males had a smaller range though, with their scores a little more consistent than females. These results suggest that males do tend to have more spatial awareness compared to females but does not mean that there are not exceptions to this suggestion. This may because males, especially within the age range selec ted for this experiment, have a higher tendency to be playing action video games which in earlier experiments have suggested can improve and maintain a higher level of spatial awareness. Variables could include the past experience of the subjects including interests, availability to mind games and information, previous intelligence tests conducted, etc. as well as the mood and energy of the person and the time the test was conducted. Improvements could include having all subjects tested at the same time and under quitter conditions without communication. No ethical consideration was given with the exception of the task sheet briefing for the subjects. No debriefing or acknowledgment of agreement to the experiment was given. As the participants were under the age of 18 an improvement for next time would be to have parental consent to the participation of the experiment. You read "Affects of Gender on Intelligence" in category "Essay examples" It is concluded that in this experiment males showed a higher ability in spatial awareness. This information suggests that gender does in fact have an effect on intelligence levels but does not mean that there are not exceptions to this suggestion. References * Feng J. , Spence I. , Pratt J. (1990) Playing an Action Video Game Reduces Gender Differences in Spatial Cognition University of Toronto, Toronto, Ontario, Canada Edwards R. , Blaher-Lucas E. , Marangio K. , Moore V. (2010) Oxford Psychology Units 1 2 Oxford University Press, South Melbourne, Victoria, Australia Appendices Appendix 1 – Link to puzzle page Appendix 2 – Participant data/Raw data Unit 2 Psychology AOS 2 SAC 1: ERA Intelligence The Task: To investigate the effect of gender on mult iple types of intelligence, specifically spatial awareness. You will conduct the experiment along the following guidelines. 8. You will form a pair where the 1st person will do puzzle 1 and the 2nd will do puzzle 2. 9. Person 1 Go to the website below complete the puzzle http://www. onlinejigsawpuzzles. net/animals_14_polar_bear. htm. 10. Record the time required to complete the test and gender of the participant on the table attached. 11. Pearson 2 to go to the below website and repeate the process above http://www. onlinejigsawpuzzles. net/animals_11_parrot. htm 12. Now complete the questions 1-10 on the IQ quiz handout on logical reason. 13. Correct your questions. 14. Give your results table to either Mr Hong or Ms Ray so that the result may be collated. The Written Report: The written report must be written under the following headings: Title Introduction Method Results Discussion/conclusion References Appendices All aspects of this ERA will be completed at home. You will be given the ERA in the last week of term 3. The final ERA will be due via email on the 19th of October. If you wish to hand in a draft of the ERA it must be given to your teacher by 5th October. Introduction (250-500 words)- The introduction must provide: * Rationale for this experiment * Exploration and discussion of any key theories and concepts related to this experiment from past research. Identification and discussion of the key concepts involved in this experiment that can be used to explain the results * Stated aim of the experiment * Identification of the dependent and independent variables of the experiment * A stated operational hypothesis Method (150 words)- The method must include: * Participants, Materials, Procedure written according to Lab Report conventions * Informat ion regarding the characteristics of your experimental design, participant selection and reference to ethical procedure Results (no word limit)- The results must include: At least one annotated table and an overall statement of results. This must be manipulated in order to present it in a fashion that is ideal for the manner in which you will interpret the data in your discussion Discussion/Conclusion (400-600 words)- The Discussion/Conclusions must include: * A reference to the support or unsupported operational hypothesis * A valid justification for your opinion * Valid inferences from the raw data and results * A discussion regarding how the ideas provided in the introduction are supported or not by your findings * Generalization of findings * Extraneous/confounding variables Conclusion and possible improvements As a final note: * The world limit must be adhered to with a 10% variation both ways. Excess words will not be considered in the grading process (the title, abstract, res ults, all in-text references, graph/table titles and annotations, appendices and final reference lists are not included in word count) * All work must utilize in-text referencing (Harvard Style) and provide references * All work must be typed in size 12 (Calibri or Times New Roman font) * All tables, graphs and pictures must be labeled and annotated * Appendices must be included. If referred to in your Lab Report, there must be a clear indication as to which specific areas of the appendices is being utilized. * PLAGARISM FROM ANY RESOURCE WILL NOT BE ACCEPTED. Any identified plagiarism will result in that section of the Lab Report being removed and not considered in the grading process. In the case of work being copied from another student, BOTH students involved will face disciplinary actions based upon VCAA guidelines that may result in an ‘N’ grade for Unit 2 Psychology. Grade Criteria and Structure for SAC 1b Unit 2 Psychology Name: Criteria: Introduction| 5| 4| 3| 2| 1| 0| Identification and exploration of superordinate goals and other theories and concepts relevant to the experiment| | | | | | | Evidence of research and explanation of concepts relevant to the experiment. | | | | | | | Identification and use of IV and DV in an operational hypothesis| | | | | | | TOTAL: /15| Criteria: Method| 5| 4| 3| 2| 1| 0| Identification of key process in developing a method| | | | | | | Identification and explanation of the utilized experimental design| | | | | | | TOTAL: /10| Criteria: Results| 5| 4| 3| 2| 1| 0| Ability to manipulate raw data into a meaningful format and presentation (Creation and use of accurate data graphs and tables) | | | | | | | Accurate identification of key statistical information from raw data (Mean, median, mode and/or other relevant statistics)| | | | | | | TOTAL: /10| Criteria: Discussion and Conclusion| 5| 4| 3| 2| 1| 0| Accurate and justified identification of support/no support for operational hypothesis| | | | | | | Proposed explanation of results in relation to acquired data| | | | | | | Proposed explanation of results in relation to researched theories and concepts relevant to the experiment| | | | | | | Exploration of the relevance of the results to the areas of reducing prejudice| | | | | | | Identification and discussion of extraneous variables and improvements to the experiment| | | | | | | Identification and summation of general conclusions to the population based upon the established data | | | | | | | TOTAL: /30| Criteria: Overall Requirements| 5| 4| 3| 2| 1| 0| Quality of referencing and research, and overall written quality and presentation of the ERA| | | | | | | TOTAL: /5| Total Score: /70 ( %) Comments: Recording table | Gender (male/female)| Time (in seconds)| Participant 1| | | Participant 2| | | _______________________________ _______________________________________________ Articles for your reference in completing this ERA Go to the following links to read articles related to spatial intelligence and gender. http://pss. sagepub. com/content/18/10/850. full http://pss. sagepub. com/content/4/1/35. full. pdf+html The following websites contain information on multiple intelligences http://www. tecweb. org/styles/gardner. html http://www. infed. org/thinkers/gardner. htm Raw DataFemale Participants| Gender| Score on test| Jigsaw puzzle time| 1| f| 7| 5:07| 2| f| 5| 4:48| 3| f| 7| 4:42| 4| f| 7| 6:25| 5| f| 5| 9:35| 6| f| 5| 9:33| 7| f| 8| 4:58| 8| f| 3| 8:16| 9| f| 7| 5:27| 10| f| 5| 6:40| 11| f| 5| 6:24| 12| f| 6| 5:43| Male Participants| Gender| Score on test| Jigsaw puzzle time| 1| m| 7| 5:10| 2| m| 6| 6:31| 3| m| 8| 6:00| 4| m| 7| 6:22| 5| m| 5| 8:39| 6| m| 8| 5:48| 7| m| 5| 6:04| 8| m| 8| 5:18| 9| m| 5| 7:21| 10| m| 5| 7:39| 11| m| 6| 5:39| 12| m| 4| 8:17| How to cite Affects of Gender on Intelligence, Essay examples

Comparing Sherlock Holmes and Dr. Jekyll compariso Essay Example For Students

Comparing Sherlock Holmes and Dr. Jekyll compariso Essay n compare contrast essaysComparing Sherlock Holmes and Dr. Jekyll Living in the 21st century is very exciting. Science and technology has advanced like never before. We have seen new medical vaccines to cure such horrific ailments as Polio, Small Pox, and further progression in the fight on AIDS. Medical procedures have advanced also, incorporating the use of science and technology to perform difficult surgical procedures, and other complicated calculations. Power can be an enormous thing. If used right it can have an overwhelming positive influence. Used incorrectly it can have disastrous effects. Advancements like these in science and technology have to begin somewhere. Wielding this kind of power in the 21st century begins with a certain type of individual. A person like this probably has some characteristics of the fictional characters being studied in the 19th century. Power can be more than just form of knowledge, and control; it can be a way of life. Characters such as Sherl ock Holmes and Dr. Henry Jekyll are proof of this. Two individuals, who would seem so different, are more alike then one might think. The similarities between the two are undeniable. Both Characters are from England and from roughly the same period. The two characters may live differently but require the same fulfillment. First you have Dr. Jekyll whose a pillar of his community, a well-regarded man of wealth and proper upbringing, the host of many social functions, competitive, and is described as a large, well made, smooth faced man of fifty, with something of a stylish cast (12). Still with all of his financial, business, and social successes Dr. Jekyll is alone, and hides behind his only true power, knowledge. Then there is Sherlock Holmes, whom seems to be fairly similar Dr. Jekyll. From a parallel perspective Holmes follows the same approach to life that Dr. Jekyll has. His extreme intuition has made him popular in his own community. His ability to be approachable, and a cut above the rest as a detective have made him well regarded. He is competitive like Dr. Jekyll, and has the same type of social activity, but like Dr. Jekyll he is also alone. Holmes uses his only true power in the same fashion as Dr. Jekyll, for knowledge. Fundamentally both men require power for survival. Each wields their power in the same way, to increase their self worth. With the noticeable absence of family outside of close friends in the lives of Jekyll/Holmes it is obvious that each has a void to fill. For Jekyll it is the need to separate him from whats desirable and whats not. For Jekyll to survive he must have the ability to remove all that is unwanted to increase his own self worth. Holmes need for an increased self worth is much more obvious than Jekyll. Holmes needs the company of friends to defuse his issues with women. He adds more insight into his feeling regarding the opposite sex, in a statement to Watson, Holmes says, I would not tell them to much continuing w omen are never to be entirely trusted- not the best of them (203). In his particular case his apparent abuse of knowledge fumes from his every statement. In every possible chance Holmes gets, he applies what he has deducted in almost a vain manner. In the first encounter with Dr. Watson, Holmes comments on his uniquely dark tan as saying you have been to Afghanistan, I perceive Watson replies, how on earth did you know that? Holmes responds Never mind (13). The most obvious point between the two books regarding Jekyll/Holmes obsession for power is the need for mind-altering chemicals to help each reach their intended goals. In the introduction we learn that Holmes is a first-class chemist (11). On the beginning first page of text, Holmes removes a bottle from his mantle and takes out his hypodermic syringe from its case. Watson adds that, three times a day for many months I had witnessed this performance he continues in regards to the injection which is it to-day, morphine or cocaine? (135). Holmes responds, it is cocaine, a seven percent solution (136). It seems that Holmes knowledge of chemistry allows him the ability to alter his perceptions on a regular basis. The daily injection might help Holmes in his day-to-day confrontations with people. Which in turn might give him enough alteration to perform his job flawlessly in the eyes of his peers. This form of power is needed for Holmes to function at the professional level that is expected of him. Similarly Jekyll who is already a known chemist uses chemicals to alter his whole being in his search for perfection. The chemical alteration is needed for Jekyll to reach the ultimate power he is seeking. In Jekylls full statement he says, I knew well that I risked death; for any drug that so potently controlled and shook the very fortress of identity, might by the least scruple of an overdose or at the least inopportunity in the moment of exhibition, utterly blot out that immaterial tabernacle which I loo ked to it to change (44). In the case of Jekyll the chemicals themselves represent power. He cannot function in the world he has created without them. As Jekyll continues this obvious chemical abuse his social status, and financial power established in the world around him is about to crumble because of his need for perfection by separating his good versus evil in the form of Hyde. Causing this need of abuse for these two characters is their confusion and dissatisfaction with their lives. Both simply are not happy as human beings. Jekylls need to try and reinvent himself backfires as he points out, The evil side of my nature, to which I had now transferred the stamping efficacy, was less robust and less developed than the good which I had just deposed (44). The success in his community, wither it is financial or social is simply not enough. Jekyll feels the need to put his well being at risk in search of recognition from the medical community. To perfect a new procedure that is as advanced and god-like in nature would secure him a place in history. If the procedure was successful, Jekyll could have been happy as a human being. Holmes needs is very similar to Jekyll. Instead of true separation like Jekyll, Holmes displays his unquestionable knowledge to fulfill his dissatisfaction with his life. He likes to outsmart others instead of working in conjunction, like the Police detectives. Holmes finds pleasure in reminding individuals of their inability to compete at his level. He reminds Watson of this in a conversation regarding the launch saying, I then put myself in the place of Small and looked at as a man of his capacity would (215). It seems to suggested that Jekyll and Holmes are looking for ways to extend their power over those they encounter. Because of this they seek to find pleasing forms of immortality. For Jekyll it is the ability to extend his life by using the special powder. Following this measure Jekyll hopes to take advantage of living the l ife he always knew he could never have. Regarding his feelings of his life as a young man he says, many a man would have even blazoned such irregularities as I was guilty of; but from the high views that I had set before me I regarded and hid them with an almost morbid sense of shame (42). Holmes condition regarding immortality is different than Dr. Jekyll. Since he cannot extend himself in the same physical alteration as Jekyll, he hopes to do it in a lasting remembrance. Holmes presents himself as a renaissance man. His wide interests outside of academics include boxing. In a conversation with a former boxing champion Holmes states, I dont think you could have forgotten me. Dont you remember that amateur who fought three rounds with you at Alisons room on the night of your benefit four years back? The champion responds, If instead o standin there so quite you had just stepped up and given me that cross-hit of your under the jaw, Id ha known you without a question (165). Holmes is certainly not void of the chemical influence in his search for immortality. When Watson asks Holmes about any other professional inquires he may wish to investigate Holmes responds, None. Hence the cocaine. I cannot live without brainwork. What else is there to live for? (142). It would seem that although chemical alteration is apart of Holmes life, maybe this chemical dependence is needed for Holmes to complete his professional work in a certain type of manner, and might just help him in reaching his ultimate goal of immortality. It seems clear that Holmes and Jekyll do not reach their goals in power. Obviously these examples have disastrous effects on Dr. Jekyll. As for Holmes his chemical dependence may be his undoing. Perhaps his chemical alteration affects his judgment in future investigations, causing his death. British literature is reflective of the times. The British culture that is portrayed in the books reflects a different concept for success. In the books examined, both main characters use their knowledge as a form of power to preserve themselves. For Jekyll, its a physical preservation. However for Holmes it is being remembered as a great critical thinker, an athlete, and an individual who can always be counted on, or otherwise a renaissance man. Both of these characters are disturbed; they represent some of the attributes that make our science and technology possible today. Both of their attributes include a solid and diverse knowledge, a curiosity of the unexplained, overconfidence towards their work, and the reliance on chemicals to help attain their goals. There does not seem to be a clear-cut answer as to whose power is more monstrous. In the 21st century an individual wielding his knowledge in an unknown substance and chemicals to physically and mentally alter ones self might be considered more monstrous than a know-it-all detective with a cocaine habit. .uca6ab24840b0b803191c7d87bfff5da3 , .uca6ab24840b0b803191c7d87bfff5da3 .postImageUrl , .uca6ab24840b0b803191c7d87bfff5da3 .centered-text-area { min-height: 80px; position: relative; } .uca6ab24840b0b803191c7d87bfff5da3 , .uca6ab24840b0b803191c7d87bfff5da3:hover , .uca6ab24840b0b803191c7d87bfff5da3:visited , .uca6ab24840b0b803191c7d87bfff5da3:active { border:0!important; } .uca6ab24840b0b803191c7d87bfff5da3 .clearfix:after { content: ""; display: table; clear: both; } .uca6ab24840b0b803191c7d87bfff5da3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uca6ab24840b0b803191c7d87bfff5da3:active , .uca6ab24840b0b803191c7d87bfff5da3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uca6ab24840b0b803191c7d87bfff5da3 .centered-text-area { width: 100%; position: relative ; } .uca6ab24840b0b803191c7d87bfff5da3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uca6ab24840b0b803191c7d87bfff5da3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uca6ab24840b0b803191c7d87bfff5da3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uca6ab24840b0b803191c7d87bfff5da3:hover .ctaButton { background-color: #34495E!important; } .uca6ab24840b0b803191c7d87bfff5da3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uca6ab24840b0b803191c7d87bfff5da3 .uca6ab24840b0b803191c7d87bfff5da3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uca6ab24840b0b803191c7d87bfff5da3:after { content: ""; display: block; clear: both; } READ: Lucid Dreaming Essay Thesis

The Girls in Their Summer Dresses free essay sample

â€Å"The girls in their summer dresses† by Irwin Shaw In the short story â€Å"The girls in their summer dresses† by Irwin Shaw, a couple’s marriage is in danger. A scene is played out from the early 1900’s of a middle aged couple going for a walk after breakfast on a Sunday morning. Michael, the husband is seen looking at a girl and Frances, the wife becomes emotional instigating a fickle dispute over Michaels actions. In their marriage Michael and Frances have different attitudes and expectations for a committed relationship; Michael is a stereotypical insensitive male who enjoys looking at beautiful woman and Frances is a stereotypical sensitive woman who’s actions are confused by feelings. Their marriage is in danger due to their different attitudes and expectations. Michael reasons it is fine to look at other woman and assuages Frances by stating I look at everything. God gave me eyes and I look at women and men and subway excavations and moving pictures and the little flowers of the field. We will write a custom essay sample on The Girls in Their Summer Dresses or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I casually inspect the universe. Frances eventually implies Michael want’s other woman You look at them as though you want them, Michael replies in a way thats true. â€Å" affirming Frances implication and furthering the altercation. Frances is emotionally confused Michael is looking at other woman, but Michael has been doing so before the marriage even started. This is clearly a cause for confusion as Frances did not bring up the issue until now. Michael is the stereotypical insensitive male who enjoys looking at beautiful women. Regardless of being married, Michael still desires other women and blatantly stares at them in front of Frances. Look out, Frances said, as they crossed Eighth Street. Youll break your neck. What starts out as an adverse acknowledgement turns out to be the epidermis of a much greater problem that is negatively affecting their marriage. Michael admits wanting to be free after Frances demands the truth, but does nothing to console Frances nor try’s to stop looking at other women in respect of their loyalty together. Upon hearing Michael’s sudden testimony Frances becomes emotional and no longer knows what to expect from their marriage. At first Frances planned on spending the day with just Michael â€Å"Lets not see anybody all day, but by the end of the dispute Frances wants to go into the country with the Stevenson’s Do you want me to call the Stevensons? she asked. Itll be nice in the country. Frances wanted Michael to be honest in the relationship Tell the truth. Michael goes on to reveal himself and Frances finally says Stop talking about how pretty this woman is, or that one. Nice eyes, nice breasts, a pretty figure, good voice, she mimicked his voice. Keep it to yourself. Im not interested. Frances and Michael have different attitudes and expectations of what marriage is supposed to be like and its eating away at their relationship. Frances is unable to understand Michael because of emotional instability. While Michael can’t see Frances’ distraught during the blunt testimony, Michael offers little consoling where Frances remains upset and the problem is not resolved.

Critically discuss how EU Law (as applied under Article 101 TFEU) identifies anti-competitive conduct between undertakings, and assess the extent to which such conduct is considered illegal. The WritePass Journal

Critically discuss how EU Law (as applied under Article 101 TFEU) identifies anti-competitive conduct between undertakings, and assess the extent to which such conduct is considered illegal. The WritePass Journal Introduction Critically discuss how EU Law (as applied under Article 101 TFEU) identifies anti-competitive conduct between undertakings, and assess the extent to which such conduct is considered illegal. rodrigo | October 24, 2016 WritePass - Essay Writing - Dissertation Topics [TOC]IntroductionMain BodyConclusionReferencesRelated Introduction It will be critically discussed how EU law identifies anti-competitive conduct between undertakings. In doing so, the extent to which such conduct is considered illegal will also be assessed by reviewing the case law and academic opinion within this area. Applicable textbooks, journal articles and online legal databases will be utilised by adopting a secondary research approach. This will enable a wider range of information to be collected that is considered suitable for this study. Main Body It is provided for under Article 101 (1) of the Treaty on the Functioning of the European Union (TFEU) that; â€Å"all agreements between undertakings, decisions by associations of undertakings and concerted practices which may affect trade between Member States† shall be prohibited. This advances free competition within the EU’s economic market by prohibiting conduct that could disrupt free competition. Therefore, any behaviour involving the restriction of free trade will be sanctioned (Castendyk et al, 2008, p. 41). Much concern is thus placed upon â€Å"horizontal agreements and concreted practices because of the detriment to consumer welfare that results from co-ordination between competitors† (Colston and Galloway, 2010, p. 25). Despite this, vertical agreements are also cause for concern since they often contain clauses which provide for the exclusive distribution of trade as well as single branding. This can have a significant impact upon free trade and co mpetition within the common market is ultimately stifled. In Consten Grundig v Commission [1966] ECR 299; it was made clear that an agreement which aims to artificially maintain separate national markets so that the free flow of particular products can be restrained would violate Article 101. Therefore, undertakings which attempt to affect the free flow of products in any way will generally be deemed illegal (Wesseling, 1999, p. 427). In addition, as demonstrated in Procureur du Roi v Dassonville Case C-8/74, [1974] ECR 837, trading rules enacted by Member States must not contain any prohibitions on the free flow of products which are capable of â€Å"hindering directly or indirectly, actually or potentially, intra-Community trade.† Therefore, Member States must also ensure that their practices comply with the provisions in Article 101, yet as noted in Societe Technique Miniere Case C-56/65, [1966] ECR 235; â€Å"the competition in question must be understood within the actual context in which it would occur in the absence of the a greement in dispute.† Since not all anti-competitive conduct between undertakings will be considered illegal. This is because; there are certain agreements which will be permitted under Article 101 (3) and section 9 of the Competition Act 1998. This is provided that they can fulfil certain conditions under Commission Regulation No’s 2790/1999 and 1400/2002. In effect, it is manifest that anti-competitive conduct between undertakings is largely considered an illegal practice within the EU. However, because there are certain exceptions to this rule, it is likely that anti-competitive undertakings will still be adopted in certain instances. An example of this can be seen in the Wouters, Savelbergh, Price Waterhouse Belastingadviseurs BV v Algemene Raad van de Nederlandse Orde van Advocaten Case C-309/99, [2002] 4 C.M.L.R. 27 case when a Regulation which was created through an association of undertakings within the meaning of Article 101 (1) was deemed necessary even though it prohibited partnerships. The Regulation in this decision clearly effected competition within the common market an d thus violated Article 101, yet because it use could be justified the Regulation was permitted. Consequently, it will depend entirely upon the circumstances as to whether anti-competitive conduct between undertakings will be permitted or not and â€Å"where the restriction is ancillary to some desirable, pro-competitive agreement it is likely to qualify for exemption† (Woods and Watson, 2012, p. 594). This may consist of either a research and development agreement or a specialisation agreement between small and medium sized firms and such agreements will thus qualify for either automatic exemption or block exemption under Article 101 (3). In Re Vacuum Interrupters Ltd [1977] 1 CMLR D67 the parties were provided with individual exemption on the basis that the agreement was for research and development. Regardless of this, however, it is often very difficult to determine whether anti-competitive conduct between undertakings will be considered illegal or not since the term ‘undertaking’ remains ill-defined (Craig and de Burca, 2011, p. 961). Still, it was held in Hofner and Elser v Macroton GmbH Case C-41/90 [1991] ECRI – 1979 that the term undertaking will generally cover â€Å"any entity engage in economic activity.† Therefore, any organisation found to have entered into an anti-competitive agreement will be capable of being subjected to the provisions contained in Article 101. Nevertheless, it will depend entirely upon the way in which the undertaking operates in order to decide whether it can be rendered permissible; Kattner Stahibau GmbH v Maschinenbau – und Metall – Berufsgenossenschaft [2009] ECR – I 1513. Bailey (2012, p. 559) believes, nonetheless, that there are four different ways an anti-competitive agreement will be exempted from the provisions contained under Article 101 which are; 1) that the context of an agreement can exclude a prima facie finding of restrictive object; 2) that the undertakings can plead an objective justification for a prima facie object restriction. 3) where the restriction does not have an appreciable effect on competition between Member States; and 4) that a restriction should be permitted under article 101(3). Therefore, rather than merely relying on the provisions under Article 101 (3) it is believed by Bailey that there are other situations which may give rise to an exemption under Article 101 (1). Again, this will require close inspection of the undertaking in question in order to decide whether or not it can be justified. Conclusion Overall, whilst it is provided for under Article 101 (1) that anti-competitive conduct between undertakings is illegal, it is clear after reviewing the case law that there are many available exceptions to this provision. Consequently, it will thus depend upon the particular facts of the case as to whether an undertaking is considered reasonable or not and although conduct which affects the free flow of trade should always be prohibited, this is not always the case in reality. Hence, there will often be times when a restriction of competition is required which illustrates that anti-competitive conduct between undertakings is not always rendered illegal. References Bailey, D. (2012) Restrictions of Competition by Object under Article 101 TFEU, Common Market Law Review, vol. 22. Castendyk, O. Dommering, E. J. and Scheuer, A. (2008) European Media Law, Kluwer Law International. Colston, C. and Galloway, J. (2010) Modern Intellectual Property, Taylor Francis. Craig, P. and de Burca, G. (2011) EU Law: Text, Cases and Materials, OUP Oxford, 5th Edition. Wesseling, R. (1999) The Commission White Paper on Modernisation of EC Antitrust Law, European Competition Law Review, vol. 20, no. 427. Woods, L. and Watson, P. (2012) Steiner Woods EU Law, OUP Oxford, 11th Edition. Cases Consten Grundig v Commission [1966] ECR 299 Hofner and Elser v Macroton GmbH Case C-41/90 [1991] ECRI – 1979 Kattner Stahibau GmbH v Maschinenbau – und Metall – Berufsgenossenschaft [2009] ECR – I 1513 Procureur du Roi v Dassonville Case C-8/74, [1974] ECR 837 Re Vacuum Interrupters Ltd [1977] 1 CMLR D67 Societe Technique Miniere Case C-56/65, [1966] ECR 235 Wouters, Savelbergh, Price Waterhouse Belastingadviseurs BV v Algemene Raad van de Nederlandse Orde van Advocaten Case C-309/99, [2002] 4 C.M.L.R. 27

Critical Evaluation of a Journal Article Essay Example | Topics and Well Written Essays - 1500 words

Critical Evaluation of a Journal Article - Essay Example e.g., young children at home and many housework hours) and spousal support would demonstrate a stronger correlation with the F 3 W conflict for individuals in the family profile than for individuals in the work profile. For the first hypothesis, the authors have anticipated that four different groups would appear based on high versus low importance attributions to work and family roles. For the second hypothesis, participants belonging to the dual profile were expected to exhibit a high level of W 3 F conflict and F 3 W conflict because of their desire to invest time and energy in both roles. With regard to the third hypothesis on family-related stress and support variables, the researchers said research has linked high levels of F 3 W conflict to the presence of small children in the home (Lewis & Cooper, 1988) and to many hours invested in housework (Voydanoff, 1988). However, spousal support was found to moderate the F 3 W conflict (Matsui, Ohsawa, & Onglatco, 1995). Finally, no explanation was mentioned about why the fourth hypothesis was derived. The paper says in the end that the findings generally supported the main hypotheses of the research. According to Creswell (2003), the research question is the statement being examined in the study in its most general form. The way the paper was organized, it was hard to locate the research question or questions. Yet, when a question was found, the paper was not committal. It starts with the words, â€Å"However, these studies investigating†¦. analysis. Thus, the following question remains unanswered: Are work-related stress and support variables similarly related to the W3F conflict among persons belonging to the work profile and individuals belonging to the family profile? There remains evidence†¦.† If this is the research question, it is not comprehensive enough to cover all that the research had studied. In other words, the paper can still be said to have presented no adequate research question. At best, any

Professional Articles Review Essay Example | Topics and Well Written Essays - 750 words

Professional Articles Review - Essay Example In my discussion, I also provide a connection to today’s educational practice provided in each of these articles. The first article talks about adoption of an appropriate ELL program that would promote English learning among the students who do not have English as their first language. This article talks about the five-program models, which are English-language monolingual program, English-monolingual-plus ESL program, Transitional bilingual educational program, Maintenance bilingual education program, and structured immersion program (Hanigsfeld, 2009). The article also talks about how these programs were used in promoting English language learning among ELL students and also gives the situations in which each of the programs was applicable. This article also introduces another set of four programs that can be used with students who have ELL status. According to Hanigsfeld (2009), these programs are structured English immersion program, English as a second language program, b ilingual education program and dual language program. The programs have been more applicable and practiced in our today’s educational practices compared to the previously mentioned programs. ... The second article talks about some of the strategies adopted by different state to overcome challenges encountered in giving instructions to ELL students. The article starts by talking about the challenge of equitable education for ELLs and how it result due to practices that privilege some groups. According to this article, equitable education for ELLs should incorporate understandable language and curriculum that offers a variety of cultural perspectives as well as offering opportunities for parents to participate in the learning process of their children (Smith, 2008). It continues to talk about the instructional considerations for ELLs that can promote English language proficiency among ELL students. The article continues to talk about a case of the state of Massachusetts in which it talks about how diversity among ELLs in this state has made the task of instituting policies and practices to be rather more complex. In terms of instruction delivery to ELLs, the article talks abou t the use of Sheltered English instruction as a major way of promoting English language proficiency among ELL students. According Smith (2008), this kind of instructions are given in three main ways which include â€Å"sheltered† content instruction, English as a Second Language instruction, and bilingual (native language) instruction. The lesson created using these sets of instructions are always tailored towards the specific needs of English Language Learners’ needs. The article also talks about various training that has been done to the teachers in various stated to give them the capacity to give these kind of instructions to ELL students and also the kind of training that is yet to be done. The article shows that this kind of approach has been very applicable in today’s