Duty and desire in Jane Eyre
How is the conflict between duty and desire explored in these texts? Desire is a term conveying a longing for a certain object, person or outcome. It is an emotion from the heart and is unaffected by social opinion. Duty, in contrast, is a moral obligation to an act, which is perceived to be selfless. The decisions made regarding these emotions are significant throughout 'Jane Eyre' and 'Wide Sargasso Sea'. However, these definitions were more extreme during the time that Brontë and Rhy's texts were written. In the 19th century, it was considered a completely selfish act for women to show desire, it was a vulgar emotion that women were expected to control and conceal. The female role during the 1800's was limited; they were expected to be passive and were passed from father to husband, similar to a possession. To perform one's duty to society was regarded as an unspoken rule imposed on all women, therefore, women never truly had the chance to express their true identity or gain real independence. The 19th century conflict between duty and desire was a key topic written about by many authors, predominately women, who illustrated personal experiences and beliefs through the characters and their decisions. In both Bronte's and Rhy's novels the authors illustrate the limitations imposed on women, society's views and expectations concerning the conflict, and the importance of
Freuds Psychosexual Stages of Development
Freud's Psychosexual Stages of Development Freud advanced a theory of personality development that centred on the effects of the sexual pleasure drive on the individual consciousness. The following five stages are based around the notion that with each stage, the child's libido becomes centred around certain erogenous zones. The Oral Stage The oral stage begins at birth, when the oral cavity is the primary focus of libidal energy. The child, of course, preoccupies himself with nursing, with the pleasure of sucking and accepting things into the mouth. The oral character who is frustrated at this stage, whose mother refused to nurse him on demand or who truncated nursing sessions early, is characterized by pessimism, envy, suspicion and sarcasm. The overindulged oral character, whose nursing urges were always and often excessively satisfied, is optimistic, gullible, and is full of admiration for others around him. The stage finishes at the weaning stage. The stage lasts approximately one and one-half years. The Anal Stage At one and one-half years, the child enters the anal stage. With the advent of toilet training comes the child's obsession with the erogenous zone of the anus and with the retention or expulsion of the faeces. This represents a classic conflict between the id, which derives pleasure from expulsion of bodily wastes, and the ego and superego, which
Relating the structure and function of cell organelles
Relate the structure and function of cell organelles Cells are like cities with intricate organelles 'living and working' in it. There are basically two kinds of cells, namely Prokaryotic and Eukaryotic. Both plant cells and animal cells are eukaryotic while prokaryotic cells are simplier organisms that possess non-membrane bounded organelles. In most cells they contains the following organelles which carry out unique functions and allow cells to work properly. To start off with, nucleus is a large roundish organelle enclosed by a double membrane with numerous openings, namely nuclear pores, for nuclear traffic. It contains chromosomes and one or more nucleoli. Nucleolus is a spherical site where ribosomes are formed. Chromosomes contain DNA which tends to be packed in form of chromatin. Only during interphrase (a stage before a cell divides in a cell division process), chromosomes will be unravelled for easier replication. Tiny, hollow cylinders of protein called centrioles form a network of spindle fibres in the nucleus during nuclear division to pull chromosomes apart. The inner membrane of nucleus will break down and allow chromosomes lying freely in cytoplasm. DNA contains the genetic information and control the synthesis of protein. Each cell contains millions of ribosomes. They are very tiny, non-membrane bounded organelles made of protein and RNA which consist of
Outline and evaluate research into obedience (12)
Outline and evaluate research into obedience (12) In Milgram's original obedience to authority study, his aims were to set up a situation in which single individuals were ordered to act against a stranger in an inhumane way and to see at what point they would refuse to obey the order. Milgram advertised for male volunteers by placing an advert in a local paper, which offered $4.50 as payment for taking part in a study of 'punishment and learning'. 40 respondents from a range of backgrounds were selected and were told to attend the laboratory in Yale University. They were greeted by the experimenter, and were introduced to a 'supposedly' participant, Mr Wallace, but actually he was a confederate. They were both experienced to a role-assignment but it was rigged so that the real participant was the teacher. The experimenter explained to the teacher that it was his job to teach the learner a series of word pairs and then test their recall. If an error was made in the answer, an electric shock was made, starting from 15V working upwards each time. As the shocks became higher, the learner screamed and became more dramatic, and complained of a weak heart at around 180V. The participants showed signs of extreme tension, even showing nervous laughing fits, but they were still told to 'please go on' even though they didn't want to continue. Along side that, when the teacher refused
Outline the development of attachments
Developmental Psychology - Key Assessment Task a) Outline the development of attachments An attachment is a powerful bond between an infant and its caregiver. Infants form attachments because they are helpless at birth and so need caregivers to provide for and protect them. There are many long term effects of attachments, for example an attachment gives a foundation for emotional relationships e.g. the infant is learning how to form an emotional or "love" relationship. Schaffer and Emerson believed that infants form attachments by three stages, this argument was based on a large scale study of 60 infants in a working class area of Glasgow over 2 years. The first stage of attachment Schaffer and Emerson believed a child to go through happens when they are 0-6 weeks old, this is known as the Asocial Stage and involves the infant smiling and crying but not directing these emotions at individuals. The second stage of attachment is known as Indiscriminate Attachment and happens when the infant is 6 weeks to 7 months old; this involves the child seeking attention from different individuals. The last stage of attachment is Specific Attachments and happens when the infant is 7-11 months old, this stage shows a strong attachment to one individual, with good attachment to others following afterwards. b) Describe the procedures and findings of one study of individual difference in
Outline and evaluate two social psychological theories of aggression
Outline and evaluate two social psychological theories of aggression. (24 marks) Bandura believed that the potential for aggression may be biological, but the expression of aggression is learned. The social-learning theory (SLT) states that learning occurs through observation of a model. Imitation of an observed behaviour is more likely if the model is someone we aspire to or identify with or if they are rewarded. This is vicarious reinforcement. A child forms a mental representation of an event, including the possible rewards or punishments of the behaviour. When a child imitates an aggressive behaviour, they gain direct experience, and the outcome of the behaviour influences the value of aggression for the child. If they are rewarded they are more likely to repeat the behaviour. Children develop self-efficacy, which is confidence in their ability to successful carry out a behaviour. If aggressive behaviour is unsuccessful for a child, they will have a lower sense of self-efficacy so are less likely to behave this way in future. There is strong empirical evidence to support the SLT. For example, Bandura's Bobo doll studies found that children who observed a model behaving aggressively to the Bobo doll behaved more aggressively than those who observed a non-aggressive model and also imitated specific aggressive acts. This supports the theories claims that behaviour can be
Investigate the water potential of celeriac.
Aim Investigate the water potential of celeriac. Apparatus Celeriac - this is the specimen that we will be finding the water potential of. .00 mol dm-3 sucrose solution - this will be placed in the test tube in which the experiment will take place. We will dilute the solution to produce a range of concentrations. 0.0ml Graduated Pipettes (x2) - I had a choice of 5.0ml, 10.0ml and 20.0ml graduated pipettes. I chose this size pipette because it is time efficient and accurate at the same time. It is an accurate piece of equipment because as opposed to standard pipettes, this graduated pipette has 0.1ml graduations to ensure the utmost accuracy. One pipette will be used for water and one will be used for sucrose solution. 250ml Beakers (x2) - these will be used to hold water and the 1.00 mol dm-3 sucrose solution in a safe environment. Cork Borer - this will be used to cut the precise shape of the celeriac. This will also ensure that the surface area to volume ratio is constant throughout the experiment. Razor - this will be used to cut the pieces of celeriac to a precise length. Ruler - this will be used to measure the length of celeriac that will be used in the experiment. Scales - they will be used to measure the mass of celeriac before and after the experiment with accuracy. Therefore, the mass increase/decrease can be calculated after the experiment. These scales
Preparation of propanone from propan-2-ol
Date: 11/10/2011 Exp. No.: 23 Title: Preparation of propanone from propan-2-ol Aim: The aim of this experiment is to prepare propanone by oxidizing propan-2-ol with acidified potassium dichromate solution. Introduction: Ketones and aldehydes are important series in preparation of other compounds and they are commonly prepared by oxidizing alcohol which is done in this experiment. The experiment is an oxidation reaction where a secondary alcohol (propan-2-ol) is oxidized by acidified potassium dichromate. The reaction does not need to be heated but should be placed in an iced water bath as the reaction is highly exothermic. The product is propanone and no catalyst is needed for the reaction. The propanone is serparated from the reaction mixture by simple distillation and is purified using anhydrous cacium chloride. The equation of this reaction is as follow: Chromic acid is produced in situ by adding potassium dichromate (VI) with sulphuric acid and water. K2Cr2O7 + H2O + 2H2SO4 ? 2 H2CrO4 + 2 NaHSO4 The term chromic acid is usually used for a mixture made by adding concentrated sulfuric acid to a dichromate, which may contain a variety of compounds, including solid chromium trioxide. Chromic acid features chromium in an oxidation state of +6. It is a strong and corrosive oxidising agent. Apparatus and chemicals: Apparatus: Quick-fit distillation setup,
Rules of Causation Case. Jess throws paint in Sams eyes. Sam had to go to hospital to have paint removed from his eyes. On the way home, just before his sight was fully recovered, he tripped on the kerb and fractured his skull.
Jess throws paint in Sam's eyes. Sam had to go to hospital to have paint removed from his eyes. On the way home, just before his sight was fully recovered, he tripped on the kerb and fractured his skull. - Outline the rules of causation and briefly discuss whether Jess caused Sam's fractured skull (7 marks) Once it has been established that the defendant performed the act, the prosecution must prove that it was the defendant's conduct which caused those consequences to occur. The prosecution has to show that the defendant's conduct was the factual cause of that consequence, the defendant's conduct was in law the cause of that consequence and there was no intervening act which broke the chain of causation. There are two types of causation, factual causation, the defendant can only be guilty if the consequences would not have happened but for this act. An example of this is, R v Pagett, the defendant used his girlfriend as a human shield against police fire. He shot at the police, they fired back, killing his girlfriend. But for his actions she wouldn't have died. This relates to the scenario because but for Jess throwing paint in Sam's eyes, he would not have been partly sighted and tripped on the kerb resulting in a fractured skull. Causation in law, the defendant's actions must be the operating and substantial cause. An example of this is, R v Smith, two soldiers were
The comparison of antibacterial properties of herbal products and standard antibiotics
The comparison of antibacterial properties of herbal products and standard antibiotics Introduction: This is As biology coursework, studying the area of microbiology the main investigation contains the comparison of antibacterial properties of herbal products and standard antibiotics. Aim: The aim is to investigate the effect of herbal products against standard antibiotics on bacteria growth. To examine the extent to which the herbal products (tea tree oil and peppermint oil) and the standard antibiotics (penicillin and streptomycin), reduce bacteria growth of E.coli and M.luteus. This will be discovered by measuring the growth of bacteria on the agar plates and comparing the results. Background information: The proposed aim surrounds the study of bacteria growth and various other products, which can have an affect on the growth rate; it is therefore necessary to look deeper into the topic criteria to get a wider understanding and to help design an appropriate hypothesis. From self-knowledge antibiotics are chemicals produced by microorganisms, which are designed to inhibit and destroy specific pathogens when used at low temperatures. Antibiotics release chemicals, which inhibit bacterial growth and work on a specific action site. The first founded antibiotic was penicillin discovered accidentally by Alexander Fleming in 1928 from a mold culture. It can be
