Eucharist Sacrament Research Paper Example | Topics and Well Written Essays - 1500 words

Eucharist Sacrament - Research Paper Example The researcher paper "Eucharist sacrament" puts more emphasis on the Eucharist which is also regarded as Holy Communion. The holy Sacrament began the day Jesus gathered his disciples in a quite and orderly room for the last supper. This marked his major mingle with his disciples and was acting as a reminder in their lives and even the generations that were to come. He ordered for certain bread made in specific ways, for instance, it was to be unleavened, meaning it was to have no additives but be made from pure wheat. He then taught them on the importance and implication of the occasion before the actual partaking. He then blessed the bread and wine and ordered his disciples to partake in his remembrance. Jesus the broke the bread and gave to the disciples to symbolize his fleas while the wine symbolized his blood. The disciples kept on with the ritual even after their master ascended to heaven, and this has extended even to the current Christians. The sacrament was a symbol o unity, love, loyalty and commitment to the Christian faith (CCC, 1323). Catholics and other Christians from different beliefs do take the holy communion to mark the sacrificial ritual and as a meal, or rather the spiritual nourishment. The ritual involves the taking of wine and bread which symbolize the blood and body of Christ. The sacrament also draws humankind closer to God, as it purifies the soul and sparks God’s Grace in the Christian lives. The sacrament also acts as a bridge between humankind and God’s promises, according to the new covenant. ... Catholics do appreciate the fact that light and darkness can never tolerate each other, and that is the reason they purify their hearts for God’s mercy and work be manifested in their lives. Some Catholics even fast a day or two before the sacrament. This is to kill the flesh and nourish the spirit so that God may be pleased and His deeds be manifested in the Church. Christians, faith is set to grow as they take various sacraments from one stage to the next. A Christian life is meant to follow a certain order as indicated in the Catechism of the Catholic Church. One is confirmed then baptized just as it happened in Jesus’ life. The sacrament of the Eucharist is meant for a mature Christian, not in age but in faith. One is to be taught the meaning of the sacrament before the actual partaking. Eucharist sacrament is a way of fulfilling Jesus’ command to the disciples to partake the wine and bread to symbolize his body and blood as a remembrance. A Christian is mean t to attend some specific teachings to understand the influence of the ritual in Christians’ lives. Jesus had to teach his disciples the importance of the last supper before the actual breaking of bread. To follow Jesus’ example, a holy priest or teacher is meant to teach the church or remind the church on some basic principles with regard to the ritual before the actual partaking of the bread. These include but not limited to forgiving one another as Christians, repenting to God, telling God any yolk in your life and making peace with fellow human among others. The priest or teacher taking the process should provide humble time for Christians to make peace among themselves and the almighty. The priest or teacher then prays for the bread and then each Christian

Jahari Window Essay Example for Free

Jahari Window Essay The Johari Window, named after the first names of its inventors, Joseph Luft and Harry Ingham, is one of the most useful models describing the process of human interaction. A four paned window divides personal awareness into four different types, as represented by its four quadrants: open, hidden, blind, and unknown. The lines dividing the four panes are like window shades, which can move as an interaction progresses (Daft, 2011 pg. 273-276). The Johari Window concept would be particularly helpful for leaders to promote understanding employee/employer relationships and is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group. The Johari Window actually represents information such as feelings, experience, views, attitudes, skills, intentions, motivation, etc, within or about a person, in relation to their group, from four perspectives (Daft, 2011, pg. 275). The Johari Window model can also be used to represent the same information for a group in relation to other groups. Johari Window terminology refers to self and others: self means oneself, ie, the person subject to the Johari Window analysis. Others means other people in the persons group or team (Dart, 2011, pg. 275). The Johari window, essentially being a model for communication, can also reveal difficulties in this area. In Johari terms, two people attempt to communicate via the open quadrants. On the simplest level, difficulties may arise due to a lack of clarity in the interaction, such as poor grammar or choice of words, unorganized thoughts, faulty logic etc. This induces the receiver to criticize you, the sender, by revealing something that was in your blind quadrant. Then, if the feedback works, you correct it immediately, or perhaps on a more long term approach take a course in reading and writing. On a deeper level, you may be in a group meeting, and while you secretly sympathize with the minority viewpoint, you voted with the majority. However, blind to you, you actually may be communicating this information via body language, in conflict with your verbal message. On an even deeper level, you in an interaction with others, may always put on a smiling, happy face, hiding all negative feelings. By withholding negative feelings, you may be signaling to your friends to withhold also, and keep their distance. Thus, your communication style may seem bland or distant (Chapman, 2010).

Case Study Example of Reflective Listening in Counselling

Case Study Example of Reflective Listening in Counselling Case: Savita is a 33 year old woman. Her marriage broke up more than 10 months ago. Prakash and Savita had been married for ten years, and had two children, Rakesh aged 6 and Rohan aged 18 months. Currently both children are with Savita. Savita came for counselling after being referred by her Family Doctor who thinks she has early signs of depression. Background Savita and Prakash met in college where they were studying BCS. After graduating they both worked in separate companies and were dating for many years before getting married. Savita continued her job after marriage until the birth of their first child Rakesh, Savita took a break and to work part time. Prakash worked full time and received a number of promotions. Savita was working part time until the birth of their second child Rohan, then she again took a break to look after both her children. She got a new job and was about to start to work when one day Prakash shocked her by informing her that he was leaving her for another woman who worked at his office. A month later Prakash moved out of their home. He has not contacted Savita or the children since then. Savita has too depressed to return to work and is now in danger of losing her job with the company. Session Details Upon Savita’s arrival, the Counsellor spent some time developing speaking to Savita to make her feel comfortable and at ease. Counsellor began the session by asking Savita whether she had any questions about the counsellor and answered them about her experience and work in counselling. Counsellor proceeded to ask Savita what had brought her to counselling. Savita kept staring at the floor and after a few seconds started crying, â€Å"My husband left me. He likes another woman; I just can’t get over it.† Counsellor responded with a paraphrase and reflection of feeling â€Å"You sound devastated by the behaviour of your husband Savita.† Savita replied â€Å"Yes I am, but it was many months ago, I should get on with my life. I don’t know why I am still so upset. My family and friends are saying that I have to move on. But I miss Prakash so much and the children cry for him every day.† Counsellor: â€Å"So, you and the children are still very sad and yet your family and close friends think that it is about time you started living again?† Savita: â€Å"Yes, maybe I am taking too long to get over him. What do you think?† Counsellor: â€Å"Let me ask you Savita. Do you think six months is long enough for your sadness about your marriage?† Savita: â€Å"No I don’t.† Counsellor: â€Å"And you’re the only one knows how you are feeling and whether you can get over your marriage with Prakash, Savita.† Savita continued her story about her life with Prakash and how she has struggled for the last ten months without Prakash. Savita described the traumatic situation and how she is has looked after the children on limited income. She also spoke about her fears and uncertainty about her own and her children’s future. Counsellor focused on Savita to encourage her to speak about her feelings and her pain. Counsellor summarized Savita’s issues and said â€Å"Savita, you’ve just described a very traumatic time in your life you must have had to make a lot of adjustments to your life during this time. You have the responsibility of two children, you have to take care of the house and manage your finances. At the same time you are facing a lot of pain with regard to your marriage. That is quite a lot that you are managing in your life right now. † Savita: â€Å"Yes, my situation is very bad. It didn’t seem so bad when Prakash was living with us.† Savita cried a lot and told the Counsellor about her childhood dream about getting married in a joint family how they show on TV and in the romantic Yash Johar family movies. She continued to cry about how she will never be able to fulfil that dream. She also spoke about her feelings of anger and blamed herself for not being able to deal with her situation and be a good parent. Through open questions, paraphrases and thoughts, Counsellor was able to help Savita her feelings of anger and also helped he understand what being a ‘good mother’ meant to her. Savita spoke about her own mother who was a stay at home full time Mom. They also spoke about different parenting lifestyles of the past and today. How the role of women has changed in the Indian society and how friends and relatives are treating Savita. Savita said that she missed her job and the satisfaction it gave her to have a career. Counsellor helped reveal Savita’s feelings and understand what Savita liked about her work and her strengths and capabilities. Savita: â€Å"I am thinking that , maybe I could talk to my organisation to get me to work part time for a while until I can get my life organised a bit better. I have a few family member and friends who might be able to help me out with the children.† Counsellor smiled at Savita and helped her make up her mind for herself and her future. Savita: â€Å"Yes, I will speak to my boss on about it.† Then, Savita’s looked more relaxed and comfortable. Counsellor asked if there was anything else she’d like to talk about today. Looking at her watch said that the children would be waiting for her. She also said that if she needed to talk she would come back. Counsellor replied that she was most welcome and wished her luck. Session Summary In the session, Savita was given the freedom to talk about her pain in a place full of empathy, genuineness and unconditional positive regard. A Case Study 1 Samantha is a 38-year-old Anglo-Indian woman who had abused a number of substances, including cocaine, heroine, alcohol, and marijuana over the past 15 years. She left high school and worked as a prostitute for 5 years. Later she found a job as a sales clerk at a home furnishings store. Samantha had two children in her early twenties, a daughter who is now 15, and a son, aged 18. Because of her substance abuse problems, they lived with other relatives who agreed to raise them. Samantha was in treatment repeatedly and had remained substance free for the last 5 years, with several minor relapses. She had been married for 2 years, to Steve, a carpenter; he was substance free and supported her attempts to stay away from substances. Few months ago she became symptomatic with AIDS. She was diagnosed with HIV-positive for 5 years but had not developed any illnesses related to the disease. Samantha had practiced safe sex with her husband who knew of her HIV status. Recently, after learning from the physician at her clinic about her HIV symptoms, she began to shoot up, which led her back into treatment. Out of fear, she came to visit a counselor at the clinic one day after work who she was asked to meet by her physician. She looked all worried about her marriage and that her husband would be devastated by this news. She was afraid she was no longer strong enough to stay away from drugs since discovering the onset of AIDS. She was also concerned about her children and her job. Uncertain of how she would keep on living, she was also terrified of dying. The counsellor engaged in reflective listening, his words were of acceptance to Samantha and her past, and he clarified her current situation and feelings. He was empathetic of her emotions and feelings and was in complete congruence with her mood and thought flow. As Samantha developed trust in the counsellor, he began to emphasize her positive characteristics and her potential to make meaningful choices to become the person she wanted to (and could) become. The counsellor also helped her develop sufficient insight so that she could make choices that reflect more closely the values and principles to which she aspired. During this time, she mentioned her will to tell her husband about her symptoms and try to strengthen her marriage. During the session, when Samantha began to feel guilty about her past as a prostitute, the counsellor demonstrated appreciation of her struggle to accept that aspect of herself, highlighting the fact that she did eventually choose to leave it. He mentioned that she did the best she could at that time and underscore her current commitment to choose a better life. He counselled Samantha, that she would be supported and accepted, not criticized. She was completely engaged with the counsellor. She expressed her fear of death and the effect this fear had on her. Samantha happened to mention that this was the first time in her life that someone was unconditionally accepting of her or focused on her strengths rather than her failings. What was noticed was that she had the ability to solve problems, which was reflected by her return to counselling and her insight about needing help. She mentioned that by being understood and accepted, her self-esteem and sense of hope begun to increase and h er shame begun to decrease. She had felt supported in making critical choices in her life and more confident to resume her recovery. A Case Study 2 Shashank was a 36 year old man who worked as an admin employee for a small family business. The business was failing and Shashank was worried that he would probably have to begin the process of â€Å"winding it up† in the near future. His commitment to the business and his friends, the business owners, had intensified the level of stress he was feeling as a result of the business collapse. He had taken a week off work on sick leave and felt too â€Å"stressed† to return to work. Revati, Shashank’s wife, had contacted the counselor because she was greatly concerned for her husband. She was worried that Shashank was depressed as he was refusing to go to work. She stated that he had agreed to attend counseling if she organized an appointment, however he did not think it would help him. Shashank attended four sessions with the counselor over a ten week period. Shashank had reported the following symptoms: decreased motivation particularly in relation to his work, unu sual outbursts of anger, anxiety whenever he thinks about his work or attends his workplace, and difficulty sleeping. He stated that these symptoms commenced when he realized that the business he was working for might begin to fold and have increased to the point that he is finding it difficult to complete his usual tasks and â€Å"doesn’t want to do anything†. At the first session, the counselor engaged in reflective listening, his words were of acceptance to Shashank and his situation, and he clarified his current situation and feelings. He was empathetic of his emotions and feelings and was in complete congruence with her mood and thought flow. As Shashank developed trust in the counselor, he began to tell the counselor a lot of facts that were lying deep within him. He told the counselor that he had worked as an admin employee in small businesses for the last twelve years. About eight years ago he was working with another business that required him to close it down . He described that experience as extremely distressful. He felt that the process had involved a loss of loyalty from organizations associated with the business and that he saw this as a â€Å"personal attack† against him. He also felt he had been exposed to people who would do everything they could to get as much as possible from a â€Å"crumbling company†. In the next session, Shashank reported that he felt he was â€Å"depressed† (using his own understanding of the term). He stated that the depression began as the retail business he was working for started deteriorating. During that time he felt betrayed by people he had trusted and he felt â€Å"conned† and tricked by many â€Å"colleagues†, and as a result, he had felt like a failure. He stated that he was now experiencing an extreme fear of having to go through the same experience again. The counselor identified the seriousness of the events that had led to his level of stress and normalized Shashank’s reaction. To manage the current level of stress that Shashank was experiencing, the counselor recommended he continue his temporary respite from work and that he had to implement some relaxation strategies like regular exercise, doing things that he enjoys and things that he finds relaxing. Shashank was very concerned about what he should do about his retu rn to work. He said that he did not feel that he could go back. The counselor suggested that he try not to think about the decision concerning his return to work until the next session which was in two weeks In the following session, Shashank reported that he felt â€Å"more relaxed†, although he continued to feel unmotivated to return to work. He described walking regularly and avoiding worrying too much about work. He also said that he had gone into work for two brief periods during the two weeks and had experienced a high level of stress and frustration when he did, although he reported some comfort from the use of the relaxation methods. The counselor used a four step decision-making model to assist Shashank to come to a decision about his work. Step One: What is the problem? Step Two: What are the options and what are the relevant issues associated with each one? Step Three: What is the best option? Step Four: What do you need to do to implement the best option (include possible contingency plans)? The counselor suggested that Shashank had to develop a written plan for managing and balancing all the aspects of his life (relaxation, enjoyment, hobbies, family relationships, and work) that would be reviewed at the next appointment. In the third session, Shashank explained that he had taken a holiday for a week with his wife and had returned â€Å"refreshed† and with new insights into his life. He also stated that his stress continued to reduce. He described a â€Å"new conviction† to balance his life more. At that point, he felt he might be able to return to the workplace full-time, or he might decide to resign from his position and move to another area to start again. He said that he realised that when he has no clear direction and feels out of control, he gets very stressed. He described these things as the triggers for the stress he has felt in this situation and similar situations in the past. He therefore decided to ensure that he always has a sense of direction and control in the whole of his life by taking the focus away from work. The counselor supported and encouraged his continued self-reflection and determination. This move is based on his decision to balance his life more and he was ex cited about his family’s plans. He had commenced playing a sport with friends one night a week and was walking regularly. He stated that he had realised it would take some time to change his measure of success / failure, however, he would continue to address it.

Free Essays - I Found Timelessness :: Personal Narrative, Descriptive Essay

I Found Timelessness    Today, waiting on the schoolhouse steps, I saw something I had never seen before. My back against the warm brick wall, in happy prospect, I stared abstracted towards the red-orange of autumn on a tree. At the very center of my concentration was a single leaf; a torn yellow-green, not even red yet. But it fell. I saw the precise moment of release - the instant the leaf actually disconnected from the branch. It was the brevity of perfection. Partition in sunderance, an umbilicus severed, a future unlatched; an end and a beginning. There was an eternity within; the filial unity, the brief struggle for escape, then the sudden absence of support; and from an empathic vicariousness I found myself within.    I found my entire life in the transience of an instant; I sat up, in respect and humility. The leaf swung in descending pendulum. I rose to grab it, then stopped. I was standing in a small pile of wet and shredded leaves. The leaf, lifted by a breeze, slowed, suspended, paused then rolled over on itself. I knew that one day this leaf too, would crumble into a crust of sinew and stem - so I let the leaf continue, rising upward.    The leaf waltzed in an orbit around itself. Others fell around it, but I kept my attention. This leaf was lighter. It took its time. The torn yellow leaf, because of its shape, spun differently than the rest. The leaf was continually tossed up in irregular oscillations, gaining further distance, until it came near the wall of the building. As the wind approached the brick schoolhouse, the air was forced up and over, trying to pull the leaf along with it.    The leaf reached up, against gravity, and against the lacerated shreds below. It hung, pulled up and down by destiny and self-aspiration.

Free Essays on Vouchers, School Choice, and Charter Schools :: Argumentative Persuasive Topics

School Choice and Charter Schools    I am not so sure I am for or against the idea of school choice as much as the idea for educational equality. If school choice and charter schools are the way this country will gain equity in the schools then I am for school choice. I feel that the impoverished are not going to get the best education that is available to them in their area. If the town fifteen miles away is a much better school, both educationally and developmentally, then I believe that the student that goes to school A should have the opportunity to attend school B. Why should someone who was born into an underpriviledged home live an underpriviledged life? This child did not choose to be born into this family, so I believe we should give them some kind of choice in their lives. A good education, along with other assets that one can gain through education, is the answer to bettering one's life. It gives these childrenm the choice to make a different life for themselves and for their children.    I am not so sure that there is an ideal school choice program, but then again does there really have to be? Choice is choice. If I am given the opportunity to choose, I will most likely make the right decision or I will fix the mistake that I made. If people are given the chance to better their lives, they will take that opportunity, if they are smart. We, as change agents, are not responsible to hold the hands of those who do not take the bull by the horn! There is only so much people can do for others. Give them the choice, and if they take it greeat, and if they don't, what else can we possibly do.    I think the only responsibilty of the change agents are to inform the public of their choices. Let the public know what is out there, and what the benefits are to school choice. Most people are going to wonder why they should take the trouble to transport their children to a school that might be a little farther than the school in the neighborhood. I believe that it is also very important to give many choices. I think it would be a mistake to limit the students to certain schools. Free Essays on Vouchers, School Choice, and Charter Schools :: Argumentative Persuasive Topics School Choice and Charter Schools    I am not so sure I am for or against the idea of school choice as much as the idea for educational equality. If school choice and charter schools are the way this country will gain equity in the schools then I am for school choice. I feel that the impoverished are not going to get the best education that is available to them in their area. If the town fifteen miles away is a much better school, both educationally and developmentally, then I believe that the student that goes to school A should have the opportunity to attend school B. Why should someone who was born into an underpriviledged home live an underpriviledged life? This child did not choose to be born into this family, so I believe we should give them some kind of choice in their lives. A good education, along with other assets that one can gain through education, is the answer to bettering one's life. It gives these childrenm the choice to make a different life for themselves and for their children.    I am not so sure that there is an ideal school choice program, but then again does there really have to be? Choice is choice. If I am given the opportunity to choose, I will most likely make the right decision or I will fix the mistake that I made. If people are given the chance to better their lives, they will take that opportunity, if they are smart. We, as change agents, are not responsible to hold the hands of those who do not take the bull by the horn! There is only so much people can do for others. Give them the choice, and if they take it greeat, and if they don't, what else can we possibly do.    I think the only responsibilty of the change agents are to inform the public of their choices. Let the public know what is out there, and what the benefits are to school choice. Most people are going to wonder why they should take the trouble to transport their children to a school that might be a little farther than the school in the neighborhood. I believe that it is also very important to give many choices. I think it would be a mistake to limit the students to certain schools.

Affects of Gender on Intelligence

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. 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 wit h 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 Eq ual 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 Sc ore| 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 à ¢â‚¬â€œ 4:00 – 4:59, 5:00 – 5:59, 6:00 – 6:59 Boys – 5:00 – 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 puzz le 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 selected 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 t he 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. 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 – L ink 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 multiple 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 * Information regarding the characteristics of your e xperimental 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, results, all in-text references, graph/table t itles 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 su perordinate 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 acquir ed 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+htmlThe 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|

Companies

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