Calcium carbonate and Hydrochloric Acid Essay Example for Free

Calcium carbonate and Hydrochloric Acid Essay 1. Spatula: We used the spatula to take out the calcium carbonate from the jar because it was the only equipment small enough to fit through the jar. Using another piece of equipment, for example a spoon, would be too large to fit through. 1. Weighing Boat: We placed the calcium carbonate in the weighing boat after we measured it. The weighing boat is light, so it will not affect how we measure the calcium carbonate. 1. Goggles: We wore goggles as part of our health and safety rules that we had to follow to stop any injuries from happening. An example for when we need goggles is when we need to prevent acid from getting into your eyes as it may damage your eyes for the long term. 1. Conical flask with bung: We used this piece of equipment because we needed to put in the reactants (calcium carbonate and hydrochloric acid) that we used when measuring the amount of gas being produced. It attached onto the gas syringe so the gas that was produced in the reaction could pass through the tube to be measured. The bung is there to make sure that the gas being produced, does not escape from the conical flask. The method consists of several steps: 1. Put on your lab coat and goggles. 2. Gather all the equipment that you need e. g. gas cylinder with chronicle flask, two clamp stands, measuring boat, measuring cylinder, and stop watch. 3. Set your equipment up e. g. clamp the gas cylinder into one clamp stand, and clamp the chronicle flask into the other clamp stand, making sure they are at the same height 4. Measure the hydrochloric acid with a measuring cylinder. 5. Pour the acid into the chronicle flask 6. Weigh out the calcium carbonate with the electronic balance 7. Pour the calcium carbonate into the chronicle flask 8. Place the bung on straight away, and start the digital stop watch 9. Take readings from the gas cylinder every 10 seconds. Main experiment – changing the surface area. The equipment we used was pipette. We used this to make sure the volume of acid used was as accurate as possible. The way we measured the acid was at eye level from the bottom of the meniscus. We used the gas syringe to measure the volume of carbon dioxide gas produced. The syringe was precise because it measured volume in 1ml divisions. We used the electronic balance to ensure the experiment is precise because the electronic balance is measured to 2 decimal places and we also used the stop clock as it is precise because it measured to hundredth seconds. This helped us accurately record the volumes of gas at our set intervals. In the surface area we made sure that we kept the 2M of the hydrochloric acid for each experiment of the surface area. We also used a mercury thermometer as it gives us a better precise reading and allows us to see whether the temperature of the hydrochloric acid makes a difference to the results. The method of the experiment of surface area was on the first experiment we used small calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml, by using a measuring cylinder which allowed us to measure the volume accurately. The second experiment we used medium calcium chips with the mass of 1. 5. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For the third experiment we used large calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For every experiment for the surface area we poured the hydrochloric acid into the conical flask, and then added the calcium chips as fast as possible to ensure the gas does not escape into the air, and not in the gas cylinder. As soon as we placed the bung inside the conical flask, we immediately started the stop watch and timed it up to 120 seconds. For every 10 seconds the person in role of the stop watch would shout at every 10 seconds, and the other person reading the gas cylinder will shout how fast the rubber, tubing is moving out of the gas cylinder. Then we would record the results in the table and repeat the same experiment 5 times to make the results precise and reliable. Results for surface area. We first started off with calcium carbonate powder (1. 5g)with hydrochloric acid (30ml) but the reaction took place within 5 seconds and immediately reacted. Therefore it was very fast and it was impossible for us to take any readings. Because of this we decided to use calcium carbonate chips so it is easier to take the reading. Table 4. Results for small chips of calcium carbonate Calcium Small Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat1 (ml) Repeat 2 (ml) Repeat 3 (ml) Repeat 4 (ml) Repeat5 (ml) Averages Evaluating the results for small chips of calcium carbonate Table 4 shows the surface area of small calcium chips. We did this by using 1. 5g of small calcium chips and 30ml of volume of 2M hydrochloric acid. There does not seem to be any outliers; a good start for the first results. As you can see we repeated the experiment 5 times to result precision. From the Table 4, we can see that the volume of gas produced increased fast towards the average of 110. From this we were keen to find out if the medium calcium chips made a more noticeable difference. Table 5. Evaluating results for medium chips of calcium carbonate Calcium Medium Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat1 (ml) Repeat 2 (ml) Repeat 3 (ml) Repeat 4 (ml) Repeat 5(ml) Averages EC Outliers Evaluating results for medium chips of calcium carbonate. In Table 5, we show the surface area of medium calcium chips. We did this by using 1. 5g of medium calcium chips and 30ml of volume of 2M hydrochloric acid. In this graph there seems to be an outliner which is highlighted in blue. For the averages we did not include the outlier to give us a more reliable and precise average. As you can see we repeated the experiment 5 times to assure result precision. From Table 5 we can see that the volume of gas produced has gradually increased towards the time of 120 seconds. This shows that medium chips are the best results so far. To make sure we have concluded the right decision we wanted to check if large calcium chips would make a stronger difference. Table 6. Evaluating results for large chips Calcium Large Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat 1 (ml) Repeat 2 (ml) Repeat 3(ml) Repeat 4 (ml) Repeat 5 (ml) Averages emp= 24EC 24EC 24EC 24EC 23EC Outliers Evaluating results for large chips of calcium carbonate. In Table 6 we show the surface area of large calcium chips. We did this by using 1. 5g of large calcium chips and 30ml of volume of 2M hydrochloric acid. In this graph there seems to be an outliner which is highlighted in blue. In the outlier the temperature on the hydrochloric acid was 23EC, which is an inconvenience and the rest of the results that don’t have an outlier have all got 24EC. This tells us the that the change in temperature may be a reason why there may be an outlier. For the averages we did not include the outlier to give us a more reliable and precise average. As you can see we repeated the experiment 5 times to assure precision in results. From the Table 6 we can see that the volume of gas produced has gradually increased towards the time of 120 seconds. This shows that large chips results are also reliable. Graphs for surface area. In the graph I can see that small chips used in the reaction releases more volume of gas in (ml) is better as it increases the amount of carbon dioxide produced till 100 seconds so the amount of carbon dioxide produced from 100 – 120 seconds becomes constant. The medium chips starts releasing gas at 10 seconds at a volume of 9ml. The volume of gas then increases up to 120 at a volume of 83ml. The large chips starts releasing gas at 10 seconds at a volume of 9ml and the volume of gas then increases up to 120 seconds at a volume of 85ml. Because we did not carry on timing the experiment we do not know if the rate of reaction decreases at 120 seconds and more because both large and medium chips seem to be increasing the volume of gas. As you can see from these results in the graph. large and medium chips release almost the same amount of carbon dioxide. This means that both the differences between large and medium are insignificant. as the range bars overlap. Conclusion for surface area In the surface area there was more area available for collisions to take place. If the reactant is a solid it is necessary to break it into smaller pieces to increase surface area. In the surface area results, we found out that as the mass of the calcium chips are larger; it increases the speed of the particles. The faster the particles move, the greater the number of collisions, and therefore the rate of the reaction increases. Chemical reactions take place by chance. Particles need to collide with enough velocity so that they react. As surface area is increased the particles move faster since they have more energy. This means that they are colliding more often and most of the collisions have enough velocity to cause a reaction. Since there are more collisions the chemical reaction takes place faster. Main experiment – changing concentration. The equipment we used was pipette. We used this to make sure the volume of acid used was as accurate as possible. The way we measured the acid was at eye level from the bottom of the meniscus. We used the gas syringe to measure the volume of carbon dioxide gas produced. The syringe was precise because it measured volume in 1ml divisions. We used the electronic balance to ensure the experiment is precise because the electronic balance is measured to 2 decimal places. Qe also used the stop clock as it is precise because it measured to hundredth seconds which helped us accurately record the volumes of gas at our set intervals. In the concentration we made sure that we kept the calcium carbonate small chips of 1. 5g and the hydrochloric acid 30ml but just changed the M to 0. 5M, 1M, 1. 5M, 2M for each experiment for the concentration. We also used a mercury thermometer as it gives us a more precise reading and allows us to see whether the temperature of the hydrochloric acid makes a difference in the results. The method of the experiment for the concentration was on the first experiment as we used small calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 0. 5M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. In the second experiment we used small calcium chips with the mass of 1. 5. We measured this by using an electronic balance and we used 1M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For the third experiment we used small calcium chips with the mass of 1. 5g.

Television Programing Essay -- Technology, TV, Internet

In the beginning, television programming was free for anybody with a television set and an antenna. Unfortunately, there weren’t very many channels to choose from and they were all loaded with ads. Later, cable companies found success for themselves by charging consumers to pipe an ever increasing number of channels into their homes. But it still seemed like there was never anything good, and it was all still loaded with ads. Now advanced telecommunications technology enables consumers to access television and video content on demand via the internet, provided they have a broadband, or high speed, connection. The increasing market penetration of broadband internet service may be leading consumers to abandon traditional television in favor of internet based on-demand video distribution, and forcing traditional television content producers to find new ways to maintain profits in the wake of this change. Watching high quality video content on a television screen via the internet has become easy for the average consumer. Streaming video players, which connect televisions to the internet and allow someone to easily navigate the vast sea of internet video content, are readily available for purchase in electronics stores. One such product, the Roku 2 HD, retails for about $60 and allows access to hundreds of online video channels without subscription fees over a broadband internet connection (â€Å"Choose your Roku†, 2011; â€Å"Roku channel store†, 2011). Meanwhile, Cox Communications charges about $20 per month for a very basic programming package consisting of 23 channels (â€Å"Cox Communications†, 2011). Since the Roku only costs the equivalent of three months worth of the most basic cable television service and does not require a subscription ... ...ly $734 million of that is from video (Perren, 2010, p. 74). While the advertising revenues are still small for online video, the number of people that are viewing is large, and it is getting larger quickly. In November 2010, The Washington Post published an article that that noted Netflix’s video service alone made up roughly 30% of all consumer internet traffic during the busiest times (as cited in Kang, 2011a). With so many consumers shifting over to online viewing, it is apparent that the industry will have to find a way to make it work. The consumer trend towards broadband internet connections and internet based on-demand video services is clear. Cable companies will continue to lose their once dominant positions unless they are able to leverage these new technologies to improve their customers’ experiences while increasing value of their advertising space.

Different Perspectives in Psychology Coexist Rather Than Conflict

This paper approaches the topic from a consideration of psychological research in the fields of sex and gender and language. It does so in general terms and avoids discussion at levels of detail. Therefore where a reference is made to specific research the intention is to do no more than exemplify a general principle. The paper will conclude that different perspectives in psychology do at times co-exist, though complement and conflict are frequent.It will suggest the lack of a decisive answer is a result of the relative immaturity of Psychology as a discipline and a concomitant lack of adequately powerful theories that might serve to unite otherwise disparate perspectives. A consideration of how psychology approaches the study of sex and gender reveals, amongst others, four significant theoretical perspectives that are for the most part quite distinct in terms of their objects of knowledge and consequent methods of analysis.Biological psychology is concerned with explaining the diffe rences between male and female in terms of hormones, genes and brain structure. It is mechanistic, with a strong empirical tradition. Evolutionary psychology attempts to explain differences between sexes in terms of behavioural selection for reproductive fitness. Whilst in large part necessarily theoretical, it embraces empirical methods as a means of testing theories. Social constructionist psychology approaches sex and gender through the study of discourse in various historical, cultural and social contexts and so is hermeneutic.Finally psychoanalytic psychology primarily uses clinical observation and the study of infants to gather evidence of how humans acquire and develop a sense of sex and gender (cited in Holloway et al, 2007, pp. 127ff). (6) The immediate impression from the above is that the scope for complement, conflict or co-existence is not clear-cut. Given that they do not share common objects of knowledge, the hope might be for complementary theories that together cont ribute to a broad understanding. Certainly the biological and evolutionary perspectives appear complementary at the theoretical level n that both regard biological sex as the determinant of gender and view differences between sexes as biological features that have been selected for during evolution. However, biological psychology attempts to explain differences in male-female psychology in terms of selected physiological characteristics, for example dimorphism in brain structures (cf. Hofman and Swaab, 1991, cited in Holloway et al, 2007, p. 139). On the other hand the evolutionary psychologist would principally argue in favour of selected behavioural characteristics such as differences between male and female sexual attitudes (cf. Clark and Hatfield, 1989, cited in Holloway et al, 2007, p. 146).There is thus an apparent conflict at the level of analysis. It is therefore ironic that evolutionary psychology must perforce co-exist with biological psychology since, given the understand able constraints on its ability to conduct the sorts of empirical investigations that might be wished for (cf. Herrnstein-Smith, 2000, cited in Holloway et al, 2007, p. 173), it is dependent on a certain amount of corroboration from the biological perspective, amongst others (cited in Holloway et al, 2007, pp. 84). (22) Whereas the biological and evolutionary perspectives agree that biological sex lies at the heart of explaining gender, the social constructionist perspective explicitly rejects that view; sometimes for political reasons (cited in Holloway et al, 2007, pp. 185; see Spence, 1984 and Spender, 1980). Social constructionism regards both sex and gender as characteristics that are revealed only through discourse and action. They are a consequence of the individual's behaviour and experience in a given cultural, social and historical context (ibid).The depth of the conflict is exemplified by a comparison of evolutionary studies that emphasise cross-cultural stability in part icular sexual preferences (cf. Singh 1995, p. 148; Buss and Schmitt, 1993, p. 148, cited in Holloway et al, 2007) and social constructionist ideas such as Bem's (1994, cited in Holloway et al, 2007, p. 153) Gender Schema Theory. Crucially, for the social constructionist gender is something that is continually re-established throughout the lifetime of the individual (cited in Holloway et al, 2007, pp. 153). From the biological and evolutionary perspectives, it is predetermined. 33) Whilst the psychodynamic perspective largely complements the social constructionist, in terms of its interpretive or hermeneutic methodology, its explanations largely focus on the unconscious given that its objects of study entail â€Å"the meaning of the biological differences between men and women and how these become internalised in the child's mind† (cited in Holloway et al, 2007, pp. 184).Thus both the social constructionist and psychoanalytic perspectives conflict with the biological and evolu tionary approaches at the methodological level. Uniquely however (ibid, p. 86) the psychodynamic perspective recognises both biological and cultural contributions to it's theorising. It is not without its share of conflict however. Within the perspective, Freudian notions of the opposite sexed p arent as ‘sexual object of choice' and ‘penis envy' (ibid, p. 161f) quickly came under scrutiny of female and feminist psychologists (cf. Horney, 1926, cited in Holloway et al, 2007, p. 163). There is also conflict with evolutionary explanations of rape as an adaptive strategy (compare Thornhill and Palmer, 2000 and Rose and Rose, 2000 cited in Holloway et al, 2007, p. 71, p. 172). (26) Turning to a consideration of the study of language and meaning, one finds an equally intriguing mix of potential co-existence, complement and conflict when comparing the three principal perspectives. The evolutionary perspective sets out to explore the origins of language and its implications for the human species; the cognitive perspective adopts an information processing approach to the transmission of meaning; and the social constructionist perspective focuses on â€Å"meaning making† as a dynamic between interlocutors (cited in Cooper and Kaye, 2007, p. 119).It is possible therefore to view the three perspectives as at least co-existent. Their objects of knowledge are different and one might expect their cumulative product to contribute to some sort of unified theory. Indeed, from the evolutionary perspective Deacon (1997, Cooper and Kaye, 2007, p. 115) suggests that language is a social phenomenon that defies explanation only in psychological, or only in neuro-biological terms. (9) However, the potential for conflict between the cognitive and social constructionist perspectives is revealed in how they view meaning as the object of knowledge.For the former it is something that is constructed internally by the individual prior to transmission, and subsequently rec onstructed by the audience. For the latter it is negotiated as a result of discourse between individuals – meaning emerges as the result of a complex interplay of intentions, interpretations and power-relations. Thus, there is cause for disagreement as to what â€Å"meaning† is and where it comes from (cited in Cooper and Kaye, 2007, p. 102). That this is adequate to justify a claim of conflict seems weak since the types of â€Å"meaning† espoused by the two perspectives are themselves different.Further, at the level of common sense they are mutually sustaining. The very notion of discourse requires at least two participants seeking, though perhaps not achieving, a consensus of meaning. This demands that at some level each participant is cognising about their intended meaning and how the other is construing it. The implication is that the two perspectives ought to complement the other, or at least co-exist. (6) A key social constructionist argument against a pur ist cognitive perspective is that linguistic (and other cognitive) processes cannot be â€Å"transparently reported† (cited in Cooper and Kaye, 2007, p. 11). This argument is one that cognitive researchers have long acknowledged.Commenting on early research into the cognitive modelling of language Boden (1977, pp. 113ff, et passim) notes that a person's understanding of language in a given instance is dependent, not simply on their knowledge of the world around them, but crucially on their understanding of their relationship with their interlocutors. Other researchers emphasise the point (cf. Sperber and Wilson, 1986, cited in Cooper and Kaye, 2007, p. 99). For their part, social constructionists such as Edwards et al (1992, p. 42, cited in Cooper and Kaye, 2007, p. 112) recognise the importance of the cognitive perspective and suggest only that theirs is a new perspective that offers different insights. Therefore, unless a researcher is determined to hold to one or the other perspective as a matter of purist dogma, it seems more reasonable given the disparate loci of the respective objects of knowledge and the statements that each perspective favourably acknowledges the other, then the cognitive and social constructionist perspectives are thus far co-existent. (32)Within the evolutionary perspective there is a debate as to whether language evolved as an adaptational advantage and was the foundation for other cognitive abilities (Pinker, 2000 cited in Cooper and Kaye, 2007, p. 121), or as a consequence of selection for an ability to form and manipulate predictive metarepresentations (Sperber, 2000 cited in Cooper and Kaye, 2007, p. 121). These are polarised and conflicting views. Pinker's would complement the cognitive perspective with its emphasis on information processing, whilst Sperber would complement the social constructionist.However, Deacon (1997) offers evidence that both capacities evolved in parallel. If he is correct, then there are substant ial grounds for seeking a complementary accommodation between the cognitive and social constructionist paradigms. (6) Even from this scant evaluation, one is struck by the disparate objects of knowledge, types of theory and methodologies. The inevitable conclusion is that psychology is characterised by perspectives that at one or more of these levels conflict, co-exist or complement.One might wish for a parallel to the cosmologist's search for a Unified Theory of Matter; where although theories might diverge cosmology has one over-arching object of study and one comprehensive methodology in computational empiricism. Psychologists do not stand on such substantial bedrock. The questions they pose are often difficult to formulate computationally without reducing the predictive power of any solution, or indeed are abstractions that cannot be treated computationally without trivialising them (see Sundem, 2006 for amusing examples).Whereas the history of physics can be measured in thousan ds of years, psychology as a recognisable discipline has existed for just over a century. A sense of internal conflict muted by convenient co-existence and fortunate complement should not therefore come as a disappointment. It is merely an acknowledgement that psychology is still an emerging and diverse field, and that whatever conflict exists can reasonably be attributed to a lack of sufficiently powerful theories with which to reconcile the different perspectives. This essay focuses on the social perspective of psychology referring Language nd Meaning and Gender and Sex. It deals with the relationship between psychological theory and method in a range of material in both chapters, with particular attention to how social influences shape human development and behaviour. Language and Meaning ‘Language and meaning’, is used to describe a social constructionist approach to language. There are several ways in which the social perspective has promoted understanding in this area. There are primarily two different psychological perspectives on language: cognitive and social.These approaches take evidence from different research bodies, each of which have a different focus As social beings, we continuously interact with other people, thinking about our use of language and how it may best serve us. The social constructionist perspective sees language as a way of creating meaning between individuals as they interact. The social psychological perspective defines the human world as being created through language, making it one of its most powerful and important features. This approach to language sees people using language to take action and achieve objectives.Language is seen as a means by which goals might be achieved. The social psychological approaches to language therefore focuses on understanding language and its meanings as a social process. It sees language as an interactive process between people. It is seen as social because it involves this very i nteraction, and it is through this social interaction that meaning is created. Social psychology argues that there is more to language than the knowledge of syntax, semantics, phonics and coding and other rules of language, even if these are described as being interactive within a cognitive approach.This argument helps define the contrast between social psychological and cognitive approaches to language. In social psychological perspectives, the purpose of language is not to reflect thoughts and emotions and convey them neutrally to someone else. Instead, the motivation for language is defined by the desired action brought about by the use of language. Social psychological approaches to language do not place meaning inherently in the constructions of language such as lexicon, grammar or semantics in the same way as cognitive approaches do.One of the methodological complexities involved in researching language is that we must use language itself as the means by which we research it a s a subject in its own right. This issue is at the centre of the tension that exists between cognitive and social approaches to language. The paradox here is that the necessity of responding in language may predetermine what is said about language. The cognitive perspective assumes that there are separate cognitive processes that language can represent in communication to others, or in dialogue with the self.The accuracy of this depends upon how closely language communicates the cognition behind it. Cognitive psychologists believe that the thinking that underlies language can be studied accurately and in social isolation. However, discursive psychology argues that, when people use language, they do so in a social context, with an audience and for a reason. The social constructionist approach views language as the means for the socially produced meaning. It is the means by which people construct their world, interact with others and set out to achieve their objectives.The cognitive a pproach sees language as the part of the cerebral information processing. It can be argued that meaning is generated by people as they communicate. There is therefore a tension between the social constructionist and cognitive perspectives with respect to meaning and whether it is communicated between people or constructed between them. The social constructionist perspective on language is that it is a tool for social interaction. These different views of language have different implications – the cognitive perspective is that language underpins human thought.The social constructionist approach has no particular implication for the relationship of language to thought as it places language firmly within a socially constructed context. Sex and Gender ‘The psychology of sex and gender’, is used to refer to the social constructionist approach to sex and gender. There are several ways in which the social perspective has promoted understanding this area. With respect to the two terms (sex and gender), there is a distinction between the biological and the social.However, biological sex may also be expressed in behaviour that is influenced by social factors and psychological meanings. Therefore, as labels, sex and gender may only be useful as theoretical constructs. However, gender is usually taken to refer to social constructs that pertain to biological differences. These sex differences can be the result of interactions between biological, psychological and social processes. Social constructionist psychology looks at how sex and gender have been constructed within particular social contexts.It examines these social constructions and their influences. The social constructionist perspective is based upon the theory that the construction of meaning through language and social practices as discussed in the section above has produced patterns of behaviour, cognition and emotions that are gender-differentiated. Social constructionism argues that behavio ur cannot be directly explained solely by biological, reproductive sex. It also argues that the world is constructed to have two biological types (male and female) who have many diverse social and behavioural manifestations.This suggests that the many discourses of masculinity and femininity are socially produced. Social constructionism sees reproductive sex as being the visible difference between the sexes that provides the basis for a range of socially constructed gender differences. According to this perspective, biological sex is not central to explaining gender identity, but is a visible indicator to which a range of socially constructed gender differences are attached. Discourses about masculinity and femininity are therefore used by individuals to create their own gendered positionality.Gender is seen as being constructed throughout life, as behaviour and experience is defined through cultural manifestations of gender. Evolutionary psychologists also acknowledge social influe nces on sexual behaviour. However, they provide no systematic way explaining this in their experimental approach. The strength of the social constructionist approach to gender is its ability to take into account the social and cultural contexts of individuals. Evolutionary psychology however does offer some explanation of the origins of gender difference.The social constructionist perspective argues that sex is not central to explaining gender differences. Evolutionary and social constructionist perspectives have contrasting ideas about the relationship between sex and gender. Psychoanalytic psychology takes a different approach to social constructionism’s emphasis on external influences in determining people’s behaviour. However, both social constructionism and psychoanalysis are based upon the interpretation of meaning.Unlike evolutionary psychology, psychoanalysis, in common with social constructionist psychology, believe that the researcher’s positionality a nd subjectivity is inevitably involved in research. The onset of puberty is an example of the convergence of biological, psychoanalytic and social constructionist perspectives. The psychoanalytic and social constructionist approaches use methods that consider people’s beliefs and experiences, and focus on the interpretation of meaning by relying on the interpretation of symbolic data.The social constructionist perspective examines the importance of culture in the construction of gender. The psychoanalytic perspective acknowledges both the importance of biological difference and the social and cultural meanings inherent in this difference. The social constructionist and psychodynamic perspectives may be seen as complementary to each other in terms of methodology, as both use approaches are based on a hermeneutic theory to understand the meanings of gender.Conclusion The social constructionist perspective underpins discursive psychological theories of meaning as emerging from c ontext and interaction. Although the social perspective goes some way to addressing the influences of language and gender issues, there are some aspects which are also given a different perspective by other approaches. This can be seen in the sometimes useful linguistics frameworks of syntax, phonics, semantics etc. which is adopted by cognitive psychologists.In some instances the social perspective complements other perspectives. Such an example is psychoanalysis in the area of sex and gender. However, in other instances it more commonly just co-exists, for example in the case of social constructivism and evolutionary psychology. Social constructivism is in clear conflict with the cognitive perspective in the area of language as illustrated and argued above. Cognitive and social constructionist perspectives make conflicting assumptions about communication.

What Drives a Man - 1606 Words

What Drives A Man What makes a successful man? This, in itself, is a culture bound question because it can vary from culture to culture. However, in the perception of Okonkwo, the main character in Chinua Achebe s novel, Things Fall Apart, the measure of a man s success is based on two elements, material acquisition and growth, and physical prowess. This is ironic for Okonkwo since his people s typical idea of success seems to be constructed of a complex, strong spiritual culture, seemingly able to deal in traditional ways with any challenge in nature and human experience. (Ravenscroft 9) Although Okonkwo is undoubtedly an important member of Umuofian society, he is not a typical representative of that society. (Taiwo 115) It†¦show more content†¦(Ravenscroft 9) Since Okonkwo is a tragic hero, he must have a tragic flaw. This flaw comes on two levels. The first of which is his fetish with war, fighting, and conquering. Okonkwo constantly must be engaged in some activity, and like a typical Star Trek Klingon, this is physical exertion or combat. For Okonkwo, the desire to conquer and subdue is described as being, ...like the desire for woman . (Achebe 30) He possessed a one-track mind that was f ocused on nothing, save success. His second tragic flaw is that he can show no other emotion, except anger. He never shows his fondness for the young hostage, Ikemefuna, who eventually regards Okonkwo as his father. Inside, Okonkwo wishes that Ikemefuna was his natural son instead of Nwoye. It is also his flaw that causes him to beat his wife during the weak of peace for, ...killing this banana tree. (Achebe 27) His anger almost causes him to kill his second wife with a gun. He feels very sorry for this, but cannot show his true emotions. The tantamount example of this is when the Oracle of the Hill deems that Ikemefuma must die, but not by Okonkwo s hand, since he calls him father. As the man who had cleared his throat drew up and raised his matchet, Okonkwo looked away. He heard the blow. The pot fell and broke in the sand. He heard Ikemefuna cry, ‘ My father, they have killed me! as he ran towards him.Show MoreRelatedThe Role Of Art On The Aesthetic Education Of Man By Frederik Schiller1508 Words   |  7 Pagesthroughout time. Frederik Schiller (1795-1805), in his â€Å"Letters On the Aesthetic Education of Man† develops the theory of the drives to explain the fragmentation of the human being and places art in a reconciliatory role between man’s personal nature and the community. The present essay will discuss in some detail Schiller’s theory of the drives, placing the main focus on the role and importance of the play-drive in human life, to finally discuss the features in Schiller’s theory of play that help elucidateRead MoreAnalysis Of David Lynch s Mulholland Drive 1367 Words   |  6 Pagesthe first to make surrealism popular. Through his critically acclaimed films like Elephant Man, Eraser Head and Blue Velvet, he earned his title as the first to make surrealism popular. Like any surreal ist worth his salt, Lynch creates his own version of reality, with its own set of often unfathomable and inexplicably, but emotionally and psychologically resonant qualities. In his 2001 film, Mulholland Drive, a mystery film that tells the story of an aspiring actress named Betty, newly arrived in  LosRead MoreWhy Edison Was A Driven Man Essay1135 Words   |  5 Pagessupernatural man when he harnessed the power of electricity. Today, some know him as the remarkable inventor who literally took us from a world of darkness to a world of light. Others know him simply as the man who gave us the device we all take for granted, the light bulb. Yet, as a society we often forget or at least underestimate the amount of hard work, perseverance, and drive it took for Edison to accomplish so many of the things we now take for granted. In fact, Edison was such a driven man that theRead MoreA Text That Lasts Forever Essay1194 Words   |  5 Pagesway and today was going to be a sunny, hot da y in Texas. As we drove to work we were discussing meetings we each had for the day and the workload that awaited us upon our arrival. We talked about the not so important yet pressing matters such as what we would have for dinner and if our schedules would allow us to meet for lunch. We had turned onto East Lancaster and were headed east, less than a mile from work, when things began to change. Traffic was moving a little slower than the posted speedRead MoreD.H. Lawrence: Critique of Social Practices (References Snake, the North Country, and the Triumph of the Machine)1484 Words   |  6 Pagesindustrialisation. The use of symbolism, metaphor and repetition in The North Country illustrate Lawrence’s disapproval of a society that worships technology. The Triumph of the Machine challenges the attitude that machinery should be allowed to take the place of what is natural. The imagery used within Triumph condemns the practice of rejecting nature. The use of techniques such as extended m etaphor, pathetic fallacy and symbolism helps to convey Lawrence’s criticisms of various social practices, attitudes andRead MorePatricio Acosta Essay #3 April 15 2014 Are You a Doctor? The story named â€Å"Are you a Doctor† by900 Words   |  4 PagesPatricio Acosta Essay #3 April 15 2014 Are You a Doctor? The story named â€Å"Are you a Doctor† by Raymond Carver is a very short yet interesting story. This story is about a man, Arnold Breit, who receives a phone called from a mistaken user. The woman that called Arnold, Clara Holt, was trying to reach someone else but the number she dialed was the wrong number. After a couple minutes of small talk and superficial conversations, the woman got the courage to ask the Arnold to come over to herRead More Humanities’ Irrational and its Effects on a Utopian Society1690 Words   |  7 PagesThe human psyche is divided into rational and irrational drives. Courtesy of Sigmund Freud, it is divided into the id, ego, and super-ego. According to Freud, although the super-ego controls the other two to present ourselves in a rational state within society, the id often tends to be out of complete control by the conscious, making it an unconscious action. For Freud, it’s the recognition that the irrational is there, that it must b e controlled to take over. Man’s aggressive nature does tend toRead MoreCommon Attributes of Peter Careys Short Stories Essay1072 Words   |  5 Pagesinteraction of both forms. The quality of entrapment seen throughout Crabs, Peeling and A Fat Man in History relies on lies. In Crabs, the main character and his girlfriend become â€Å"stranded† at the drive in after their car parts have been stolen and the manager of the drive in tells them there is no way that they can leave, in effect lying to them. The same form of lying is adopted by Florence Nightingale in A Fat Man in History, as she makes them believe that they really can’t do anything to escape theirRead MoreThe Invisible Man By Ralph Ellison And Gorilla My Love By Toni Bambara1320 Words   |  6 PagesClearness of Vision and of Life In both Invisible Man by Ralph Ellison and Gorilla My Love by Toni Bambara, the description of the main character s vision symbolizes the character’s conceptualization of their future. Both of these stories’ main characters start with clear vision and a clear sense of their futures. In Invisible Man by Ralph Ellison, the narrator is tasked with the responsibility of driving Mr. Norton around; at the beginning of the drive, the narrator intently listens to Mr. Norton’sRead MoreKey Reasons For Having A Computer Network Essay1568 Words   |  7 Pagesnetwork is large enough and lets you access a large number of computers, it becomes even more useful. You can share a modem, printers, storage space and DVD drives with the other computers on the network. You can video conference with the other people using the network or you can work together on a complex task with your connected systems. What are the main reasons for having a computer network? Setting up a network is a good way to get more use out of your computers and peripherals, particularly