RELG 252 Lecture : Generating the Pure and the Auspicious

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scarletbat329

17 Oct 2011

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To discuss: generating the pure and the auspicious. Ritual(s) enables us to see the ways in which women as individuals have the ability to be resilient in the systemic patriarchy. On the other hand the sight of women s resistance against the patriarchy. The participation (and the perception) of women through canonical text is not entirely correct. There are utopic ideas about women and women s bodies. How do we conceptualize women in hindu traditions? (sometimes is limited to sanskrit canonical texts) Brahmanic texts and idealized orthodoxy and orthopraxy (stridharma, meaning the dharma for women , in sanskrit texts) There is a whole body of knowledge that is called women s dharma. There are sections that deal with how an orthodox women is supposed to behave, and also talks about gender roles for women. There is another kind of place or space: popular understanding of womanhood, partially informed by brahmanic orthodoxy, transmitted through sanscrit narratives and rituals.

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Learning Objective: Compare and contrast two approaches of evolutionary psychology on human behavior

Best practice to participate in the discussion boards is to read the articles and consider the following questions. Then go to the discussion board and talk amongst yourselves; don't forget to post a minimum of a paragraph and reply to a colleague.

1. Some evolutionary psychologists, such as David Buss, suggest that men are more promiscuous than women. Man are hardwired for sex, wanting to have sex with as many women as possible. This is an evolutionary advantage, which gives men the opportunity to impregnate as many women as possible (i.e. to spread their seed). In addition, men prefer to have sex with women that are younger and have an hourglass shape. Both youth and a curvy figure are evolutionary signifiers of reproductive health. Buss also suggests that women are more selective in their mating and dating preferences. While men have a tendency to want to sleep around, women are choosier. Why? Because men have the ability to impregnate many women, while women can only have one offspring at a time. It is evolutionarily advantageous for women to be picky about their mates. What kind of mate to women prefer? They prefer mates with power and resources; men who can provide for the survival of their offspring. For our early ancestors this meant a man who could "bring home the bacon" now this means a man who brings home the money. Feminist evolutionary psychologists think this is just ridiculous. This type of thinking just portrays men and women as stereotypes.

2. Critics of the above theory demand: show me the physiological evidence. Evolutionary theory is rooted in biology hence there must be physical evidence to substantiate a claim. Feminist evolutionary psychologists say: It's not men who want sleep around, in fact, it is women who are hard-wired to want to take on as many mates as possible. This is why society has spent so much energy trying to regulate female sexuality. What is the evidence? One: only maternity is 100%. Everyone knows for certain the identity of their mother, yet before the recent advent of testing, paternity was never 100%. In a communal living situation, all the men in the tribe would have to provide for a child because the possibility could be that child was their own. Two: women are multi-orgasmic, while men only have one orgasm and then their brain releases a chemical which causes them to fall asleep. As many know, women become active post-coitus. They want to talk and cuddle, while men want to nap. The suggestion here is that while men are sleeping it off on the bear skin rug, the women go to the next tent and have sex again with someone else. Finally, women have an organ designed specifically for sexual pleasure: the clitori. Men do not have such an organ. The existence of the clitori is a strong physiological indicator that supports the above assertion. How can you explain the existence of the clitori?

1.Assume that there was a 10 per cent increase in the price of all goods in 2010; if the base year is 2009, then the price index in 2010 will be Select one:

a. 1100. b. 200. c. 90. d. 110.

2.The value of your money income, in terms of buying goods and services, is referred to like your money's

a. transaction cost.

b. rigidity factor.

c. staying power.

d. purchasing power.

3. Unemployment that is caused by business recessions is called

a. frictional unemployment.

b. seasonal unemployment.

c. structural unemployment.

d. cyclical unemployment.

4.All of the following are examples of a flow EXCEPT

a. the current unemployment rate.

b. a person who is fired from a job.

c. an individual who voluntarily leaves the labour force.

d. a new entrant into the labour force.

5.Which one of these factors plays a role in determining the extent and duration of frictional unemployment?

a. the ease with which job seekers can obtain information about job openings

b. the degree to which the overall level of business activity fluctuates up and down

c. the extent to which government legislation requires firms to provide health insurance for employees

d. the education and skill levels of labour force participants

6.Since 1950, the labour force participation rate in the United States

a. of men and women both decreased.

b. of men decreased and for women increased.

c. of men increased and women decreased.

d. of men and women both increased.

7.Increases in the duration of unemployment may

a. reflect a general downturn in economic activity that depresses job openings.

b. increase the unemployment rate.

c. All of these.

d. increase the number of discouraged workers.

8. A discouraged worker is someone who

a. is unemployed.

b. has been fired.

c. is not in the labour force.

d. is employed.

9.In the United States, the wage floor legislated by the government below which it is generally illegal to pay workers is known as

a. the going wage.

b. the employment gap.

c. the minimum wage.

d. the wage ceiling.

10. Which of the following is an effect of a minimum wage law that establishes a ceiling wage below the current market-clearing wage?

a. Surplus labour, or unemployment

b. A decrease in the market-clearing wage

c. A decrease in the quantity of labour supplied

d. An increase in the quantity of labour supplied

11. Which group of individuals most likely benefits from rent controls?

a. low-income wage earners who fail to obtain rental housing

b. the unemployed who fail to obtain rental housing

c. single-parent families without savings or other financial assets who fail to obtain rental housing

d. upper-income professionals who rent apartments at the price ceiling rate

blushsardine736

QUESTION 1What is the purpose of post hoc tests? Under what circumstances are post hoc tests not needed or appropriate?

a. Under what circumstances is ANOVA a more appropriate statistical technique to use than a t test for independent samples? Please provide an example(s) to support your answer. (2 marks)

b. (2 marks)

c. In testing the difference between group means, how are between group and within group variability related to each other? Provide an example to support your answer. (2 marks)

QUESTION 2

a. If a two-factor ANOVA results in a significant main effect for factor A and a significant AxB interaction, explain why you should be cautious in interpreting the effect of factor A. (1 mark)

b. For the following research situations what would be your main effects and interaction effect. If there was a significant interaction effect what would that mean? (please be as clear as possible in your explanation):

A researcher hypothesizes that the effect of alcohol consumption on one’s motor skills depends on the person’s weight (underweight, normal, overweight), but that this may differ for men versus women. (2 marks)
A teacher is interested in seeing how attending class and reading the assigned chapters is related to her students’ performance on tests. She assesses each student in terms of how often they attend class (rarely, sometimes, regularly) and how often they read the assigned chapters (rarely, sometimes, regularly). (2 marks)

QUESTION 3

Ethel is interested in two methods of note-taking strategies and the effect of these strategies on the overall GPAs of college freshmen. She believes that men would benefit most from Method 1, while women would benefit most from Method 2. After obtaining 30 men and 30 women volunteers in freshmen orientation, she randomly assigns 10 men and 10 women to Method 1, 10 men and 10 women to Method 2, and 10 men and 10 women to a control condition. During the first month of the spring semester individuals in the two note-taking method groups receive daily instruction on the particular note-taking method to which they were assigned. The control group receives no note-taking instruction. Fall and spring GPAs for all participants are recorded and a score that is the difference between the spring and fall semester GPAs is calculated.

Below are the results from running a two-way ANOVA. Please answer the following:

What is the dependent variable? (0.5 marks)
What are the independent variables (factors)? (0.5 marks)
What is the research question(s) being addressed? (1 mark)
What does the descriptive statistics (graphical) tell us about the effects under study?

(1 mark)
What assumptions are being tested in the R output? Are these assumptions met? Please

provide statistical evidence. (2 marks)
What effects are being tested in the R output? (1 mark)
What does output from the ANOVA table tell us? (1 mark)
What type of follow-up analyses was conducted and why? Please interpret. (2 marks)

: Men
: Method1

      median
coef.var

0.300

0.469

: Women
: Method1

      median
coef.var

0.150

0.496

: Men
: Method2

      median
coef.var

0.275

0.027

: Women
: Method2

      median
coef.var

0.600

0.629

: Men
: Control

      median
coef.var

0.175

mean 0.335

mean 0.170

mean 0.305

mean 0.640

mean 0.165

mean 0.105

skew.2SE
   0.408

SE.mean CI.mean.0.95

var 0.052

var 0.033

var 0.037

var 0.032

var 0.022

var 0.021

normtest.W
     0.936

std.dev
  0.229

0.682
    skewness

1.076
    skewness

0.630
    skewness

0.072

SE.mean CI.mean.0.95

normtest.p 0.830 -----------------------------------------------------------------------------

skew.2SE
   0.342

kurtosis
  -0.645

kurt.2SE
  -0.242

normtest.W
     0.964

0.058

SE.mean CI.mean.0.95

std.dev
  0.183

normtest.p 0.096 -----------------------------------------------------------------------------

skew.2SE
   0.361

kurtosis
  -1.363

kurt.2SE
  -0.511

normtest.W
     0.869

0.061

SE.mean CI.mean.0.95

std.dev
  0.192

normtest.p 0.857 -----------------------------------------------------------------------------

0.278
    skewness

0.904
    skewness

skew.2SE
  -0.124

kurtosis
  -1.096

kurt.2SE
  -0.411

normtest.W
     0.979

-0.171

: Women
: Control

      median
coef.var

0.100

1.392
    skewness

0.560

0.046

kurtosis
  -0.759

0.105

kurt.2SE
  -0.284

   std.dev
     0.146

normtest.p
     0.512

skew.2SE
   0.019

kurtosis
  -1.443

kurt.2SE
  -0.541

normtest.W
     0.967

skew.2SE
   0.458

kurtosis
  -0.770

kurt.2SE
  -0.289

normtest.W
     0.906

0.056

SE.mean CI.mean.0.95

std.dev
  0.178

normtest.p 0.254 -----------------------------------------------------------------------------

                                                                      std.dev
                                                                        0.149

normtest.p 0.958 -----------------------------------------------------------------------------

0.047

SE.mean CI.mean.0.95

0.164

0.131

0.137

0.127

0.107

> leveneTest(gpa$gpaimpr~gpa$gender, data=gpa,center=mean)

Levene's Test for Homogeneity of Variance (center = mean) Df F value Pr(>F)

group 1 7.09 0.01* 58

---
Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1 > leveneTest(gpa$gpaimpr~method, data=gpa,center=mean) Levene's Test for Homogeneity of Variance (center = mean)

      Df F value Pr(>F)
group  2    1.94   0.15

> #running Levene's test for assumption of HOV (INTERACTION EFFECT)
> leveneTest(gpa$gpaimpr, interaction(gpa$gender,gpa$method),center=mean) Levene's Test for Homogeneity of Variance (center = mean)

      Df F value Pr(>F)
group  5    0.57   0.72

Df Sum Sq Mean Sq F value Pr(>F) gender 1 0.020 0.020 0.61 0.43753

method 2 1.174 0.587 17.81 1.1e-06 *** gender:method 2 0.695 0.348 10.54 0.00014 *** Residuals 54 1.780 0.033
---

Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1

gender        0.0055
method        0.3200
gender:method 0.1894

0.011
0.397
0.281

eta.sq eta.sq.part

#selecting only Method1, run ANOVA, then follow-up tests

  Tukey multiple comparisons of means
    95% family-wise confidence level

Fit: aov(formula = gpaimpr ~ gender, data = gpaMethod1)
$`gender`
Women-Men -0.165 -0.3594851  0.02948506    0.0915581

diff        lwr        upr     p adj

#selecting only Method2, run ANOVA, then follow-up tests

  Tukey multiple comparisons of means
    95% family-wise confidence level

Fit: aov(formula = gpaimpr ~ gender, data = gpaMethod2)
$`gender`
Women-Men 0.335 0.161153 0.508847   0.000754

diff      lwr      upr    p adj

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RELG 252 Lecture : Generating the Pure and the Auspicious

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