Analysis Of Margaret Meads Coming Of Age In Samoa

On August 31, 1925, Margaret Mead arrived in Pago Pago, American Samoa to conduct ethnographic research on a particular problem. Prior to her arrival in American Samoa, Mead with the guidance of her mentor Franz Boas, decided to investigate the lives of adolescent girls in Samoa as a focal point of her research. Mead chose this subject matter due to her speculation that the period adolescence within the United States during the 1920s was filled with stress and a period of turbulence; therefore, Mead hypothesized that stress felt by American youth resulted from the American cultural environment. Through her investigation adolescent girls, Mead aimed to test the validity of the claims of adolescent behavior being a physiological determinant.†¦show more content†¦Coming of Age in Samoa received support from scholars within the field; however, dissonant voices emerged as well. Most notably the dissident opinion of New Zealand anthropologist, Derek Freeman generated the most famo us controversial debate among the sciences: The Mead-Freeman debate. Thus, in this research paper I will focus on Margaret Mead’s prominent work Coming of Age in Samoa: A Psychological Study of Primitive Youth for Western Civilisation, while juxtaposing the work of Derek Freeman Margaret Mead and Samoa: The Making and Unmasking of an Anthropological Myth. By using these two primary works as well as other works that stemmed from the Mead-Freeman debate, I will analyze the running debate on the nature versus nurture concept and its application within Samoan society. MEAD’S SAMOA: THE FIELD WORK 1925-1926 In order to properly assess the nuances of the Mead-Freeman debate, one must go back in time to the Ta‘Å « of 1925-1926 the time of Mead’s ethnographic field research in order to thoroughly evaluate Mead’s interpretation of Samoa. The Samoan archipelago consists of nine inhabited islands in the South Pacific between 13 ° and 14 ° south latitude 168 ° and 173 ° longitude west (Orans 1996). The Samoan archipelago is divided betweenShow MoreRelatedCritical Analysis Of The Mead-Freeman Debate1283 Words   |  6 PagesNature versus Nurture Controversy: Critical Analysis of The Mead-Freeman Debate Research Topic Outline In 1983, Derek Freeman challenged Margaret Mead’s 1928 ethnographic work Coming of Age in Samoa, Freeman asserted that Mead’s conclusion of adolescent behavior conflicted with important facts within the social sciences. Freeman’s critique sparked an intense controversy in anthropology regarding the concept of nature versus nurture. Freeman claimed that Boasians’ insisted on separating cultural determinismRead MoreThe World s Culture And Traditions1881 Words   |  8 PagesBefore Mead, detailed immersive field work was not a common practice, and at the time the book was published the idea of living with native people was fairly ground breaking. Mead’s fieldwork was done entirely in the Samoan language, because few, if any at all of the natives spoke English. I believe this to be the best way to study a culture. Total emersion into another society’s culture and traditions would be the only way to truly grasp the concepts with in a culture. Alt hough difficult as it mightRead More From Unilineal Cultural Evolution to Functionalism Essay1048 Words   |  5 Pagesfamous exponent of the school of Culture and Personality is Margaret Mead. Margaret Mead was a student of Franz Boas and Ruth Benedict. Though in the course of her career she would eclipse the fame of her tutors, particularly the latter. Mead’s first field study was on the Pacific Island of Samoa, where she studied the lives of the adolescent girls in that culture. From this field study, she produced her famous work Coming of Age in Samoa (1949). In this work, she investigated the relationshipRead MorePower Of Culture On Public Displays Of Affection1423 Words   |  6 Pagesof affection, a park located in North Vancouver, Canada was chosen for my observation sessions. As evident through comparisons of Margaret Mead’s book Coming of Age in Samoa and Dorothy Holland and Margaret Eisenhart’s novel, Educated in Romance: Women, Achievement, an d College Culture, the portrayals of romance and affection varies from location to location. In Samoa, Mead depicts a culture that enables liberal and indulgent views of romance and sexuality while in the American South, Holland andRead MoreEssay on What Is Anthropology? How Is It Done?2374 Words   |  10 Pagesbones; so, she can contrive and test ideas about the origins of humans by studying the remains of living things (Shell 1991:37). Zihlman went to Miami University of Ohio, where she decided to major in anthropology after reading Margaret Meads book, Coming of Age in Samoa (Shell 1991:38). Since Miami University didnt have an anthropology department, she transferred to the University of Colorado (Shell 1991:38). After graduating in 1962, she went to do graduate work at Berkeley (Shell 1991:38).

Early 1920s and Hitler’s Rise to Power Free Essays

The Rise of Hitler 1. Why did so many German people join the Nazi Party? In the early 1920s, Germany was especially hard-hit during the Great Depression after the first World War, mainly because of the Treaty of Versailles, which made Germany go into an extreme hyperinflation. People could not buy anything with a reasonable price. We will write a custom essay sample on Early 1920s and Hitler’s Rise to Power or any similar topic only for you Order Now In 1922, a loaf of bread costed 163 marks. In September 1923, it would have costed 1,500,000 marks and in November of that same year which was the peak of the hyperinflation, the loaf of bread would be worth 200,000,000 marks. Prices were going up faster than people could spend their money. Naturally, workers were unhappy with the social and economic conditions in Germany. Then came Adolf Hitler, who formed a party known as the Nazis which promised many things that the workers and the people of Germany wanted and implemented his ideas through his propaganda. Hitler told people that he would make sure everybody got a job and that he would help the peasants. These ideas were implemented into his propaganda and proved to be very effective. . Why did the Munich Putsch 1923 fail? The Munich Putsch of 1923, also known as the Beer Hall Putsch was Adolf Hitler’s attempt to overthrow the Weimar government of Ebert and establish a nationalistic one instead in its place. The Munich Putsch failed because of several factors. First, Hitler had only about 35,000 supporters at that time so there was a shortage of rebels. Second, the Kahr had called in army and police reinforcements and 16 Nazis were killed. Hitler was threatening to shoot anyone that left the Beer Hall and didn’t rebel so not everyone was happy about participating in it, so when the police and army reinforcements came, most of them fled since they didn’t even want to be there in first place. Overall, the reason for the Munich Putsch failing is because the Nazis, despite not having enough supporters at the time, tried to force itself into power against superior military and political forces. 3. Why did Hitler receive such a light sentence at his trial for treason? What were the consequences of his trial and time spent in prison? In 1923, after being arrested for participating in the Munich Putsch, Hitler served a fairly light sentence of 5 years and a 200 mark fine after being accused of high treason. Hitler actually only served 9 months of those 5 years in prison. However, the usual consequence of high treason was death. The question is, why didn’t Hitler get executed? In the courtroom at the time of the trial, Hitler used that time to make another one of his speeches, causing more people to join his cause. This also made the judge like him, so the judge gave him a particularly light sentence. However, even if the judge didn’t like him, he would have gotten a lighter sentence anyways. This is because there were many more German people supporting Hitler now and if the judge sentenced Hitler to death, then that might have caused an uprising or a protest. Therefore, the judge decided to send him to pay a 200 mark fine and serve a 5 year prison sentence, although he would be eligible for parole after 9 months. How to cite Early 1920s and Hitler’s Rise to Power, Essay examples

Hkcee Chemistry 2007 free essay sample

The products of cracking contained unsaturated (hydrocarbons) / alkenes / C=C / ethane / reasonable name of alkene, which decolourised the bromine water immediately by addition reaction (2) (II) The student then dropped more bromine water into the boiling tube until the brown colour of the bromine water persisted. After about 10 minutes, the brown colour disappeared. Why? The products of cracking also contained saturated (hydrocarbons) / alkanes / methane/reasonable name or molecular formula of alkane, which decolourised the bromine water slowly by substitution reaction. 2) 3. The diagram below shows the set-up used in performing a microscale experiment. A drop of hydrochloric acid was added to the drop of chlorine bleach in a petri dish was immediately covered with is lid. Chlorine gas formed by the reaction between chlorine bleach and hydrochloric acid eventually filled up the whole set-up. a) Write a chemical equation for the reaction between chlorine bleach and hydrochloric acid. (1) b) State the expected observation at position C and position D. In each case, write a relevant chemical equation if a reaction occurred. i. Position C Change (from colourless) to brown/yellow (1) (1) ii. Position D No observable change/reaction (1) c) Suggest one advantage of replacing test tube experiments with morescale experiments. Less chemicals are used / less harmful to environment / less dangerous / easy to handle / save money / save time (1) 4. A student learnt from a book that an ancient chemical cell could be made by immersing an iron rod in a liquid placed inside a copper can. The liquid used was vinegar but not wine. The diagram below shows the set-up designed by him in simulation the cell. ) Explain, in terms of structure and property of particles why the liquid inside the ancient chemical cell was vinegar but not wine. Both vinegar and wine contain molecules. (1) Only vinegar (ethanoic acid) can ionize in water / contains (mobile) ions for conducting electricity. (1) b) The student found that the iron rod dissolved gradually, and colourless gas bubbles were given out on the inner wall of the copper can. i. Write a half equation, involving iron, for the reaction that occurred at the iron rod. (1) ii. Write a half equation for the reaction that occurred on the inner wall of the copper can. 1) c) The student found that colourless gas bubbles were also given out at the surface of the iron rod that immersed in vinegar. Explain the observation. Iron reacts directly with vinegar/H+ (aq) giving out hydrogen gas. (1) 5. A solid sample contains zinc and copper only. The composition of the solid sample was analysed experimentally as outlined below: 2. 00 g of the solid sample was added to excess dilute hydrochloric acid in a beaker. Upon completion of reaction, the mixture inside the beaker was filtered. The residue obtained was first washed with distilled water, and then dried. The mass of the dried residue was 1. 75 g. a) Write a chemical equation for the reaction involved. (1) b) How can one know that the reaction has been completed? No further gas evolved (1) c) Explain why it is necessary to wash the residue obtained. To wash away Zn2+ / Cl- / H+ / ZnCl2 / HCl /acid left behind (1) d) Explain why it is NOT appropriate to dry the residue with a Bunsen flame after washing. Copper will be oxidized / become copper(II) oxide / copper reacts with oxygen (or air) (1) e) Assuming negligible experimental errors, calculate the percentage of zinc by mass in the solid sample. Percentage of zinc by mass in the sample = (2. 00 – 1. 75)/2. 00 x 100% = 12. 5% (2) 6. Read the paragraph below and answer the questions that follow. Magnesium is a useful metal. Scientists adopt different methods to extract magnesium form magnesium oxide. In 1828, a scientist obtained magnesium in two steps. In the first step, magnesium oxide reacts with chlorine and carbon to form magnesium chloride. In the second step, the magnesium chloride formed reacts with potassium to give magnesium. In 1951, some scientists adopted another chemical process to obtain magnesium form magnesium chloride. Potassium is not used in this process, and there is even no need to use any other chemicals. | a) Write a chemical equation for the reaction that occurred in the first step of the method used by the scientist in 1828. (1) b) Name the type of reaction between potassium and magnesium chloride. Why can potassium react with magnesium chloride to give magnesium? Redox (reaction) / displacement (reaction) (1) Potassium is a more powerful reducing agent / more reactive than magnesium (1) c) I. What would be the chemical process that can obtain magnesium from magnesium chloride, without using potassium or other chemicals, in 1951? Electrolysis (1) II. What property does magnesium chloride possess so as to make the chemical process possible? Magnesium chloride is an ionic compound / electrolyte/conduct electricity in molten state/contains mobile ions. (1) d) Suggest one use of magnesium in daily life. Sacrificial protection / making alloy / firework / flash (1) 7. This question involves how to distinguish four unlabelled test tubes, each containing one of the following colourless liquids: a) By heating a small amount of each of the colourless liquids to dryness, ONE of the liquids can be distinguished. Suggest which liquid can be distinguished, and state the observation involved. Concentrated sodium hydroxide solution (1) Solid / powder left (1) b) By applying a flame directly to a small amount of each of the colourless liquids, TWO of the liquids would catch fire. i. Suggest which two liquids would catch fire. Methanol and hexane (1) ii. For the two liquids that would catch fire, the observations involved during combustion are different. Suggest the difference in these observations, and explain your answer. Methanol burns with a blue flame while hexane burns with a yellow flame / hexane burns with a more sooty flame than methanol (1) Carbon content in hexane is higher than that in methanol (1) iii. Without using other chemicals apart from the above colourless liquids, suggest another method to distinguish the two liquids that would catch fire. State the expected observation. (Smelling is not accepted. ) Add distilled water / conc. Sodium hydroxide solution separately to methanol and hexane. Methanol is miscible with distilled water. Conc. Sodium hydroxide solution while hexane is not. (1) OR Just mix then together. Two layers are observed. Upper layer is hexane while lower layer is methanol. OR Carry out boiling point test. The one with higher boiling point is hexane. 8. a) Teflon is a plastic that can be used to make artificial hip joints. Teflon is an addition polymer of linear structure consisting of carbon and fluorine only. The ratio of the number of carbon atoms to the number of fluorine atoms in the polymer is 1 : 2. i. Draw a portion of the Teflon structure with 10 carbon atoms. (1) ii. Write the repeating unit of Teflon, and suggest a possible monomer of Teflon. Repeating Unit: (1) Monomer: CF2— CF2 / Tetrafluoroethene (1) b) Nylon is a polymer that can be used to make carpets. A portion of the nylon structure is shown below: i. With reference to the given structure, explain whether nylon is a thermoplastic or thermosetting plastic. Nylon is a thermoplastic as there are no cross links. (1) ii. Suggest one reason why recycling of used carpets to recover nylon is difficult. Carpets may be made of a variety of materials. Separating nylon from carpets may be difficult. (1) iii. State one disadvantage of disposing of nylon carpets by incineration. Poisonous gas / NO2 / NO / CO / HCN / soot may evolve. (1) For question 9, candidates are required to give answers in paragraph form. For the question, 6 marks will be awarded for chemical knowledge and 3 marks for effective communication. 9. A certain brand of rust remover contains an acid of high concentration. The rust remover can be used for removing tough rust stains; while the rust remover, after dilution, can be used for removing comparatively light rust stains. Write some instructions, with reasons, on how the rust remover can be used safely at home. Two sentences have been given below as an introduction. The rust remover should be kept out of reach from children as it contains an acid of high concentration. The rust remover should not be swallowed because it is harmful. Chemical knowledge (6) Corrosive property * Safety glasses / goggles / rubber gloves / protective clothings / avoid contact with skin or eyes / wash with plenty of water it contacted with skin. * Because acid of high concentration is corrosive. Dilution process * Add slowly small amount of rust remover into a large amount of water with stirring * Because large amount of heat given out in dilution of the rust remover (acid of high concentration) / avoid rust remover (acid) splashing out. Other potential dangers Use plastic container instead of metal / do not use to clean marble / do not mix with chlorine bleach or caustic soda / do not put in warm place * Because will damage metal container / damage marble / toxic gas evolves if mix with chlorine bleach / large amount of heat releases if mix with caustic soda / acidic gas evolves if put in warm place. Effective communication (3) Section B 10. In an experiment to determine the concentration of phosphoric acid (H3PO4), 10. 0 cm3 of the acid was first diluted 250. 0 cm3 with distilled water. 25. 0 cm3 of the diluted solution was then transferred to a conical flask and titrated with a 0. 25 M sodium hydroxide solution using phenolphthalein as indicator. 17. 60 cm3 of sodium hydroxide solution was needed to reach the end point. a) Describe briefly how 10. 0 cm3 of phosphoric and can be diluted to 250. 0 cm3 with distilled water in the laboratory. 10. 0 cm3 of the acid is transferred into a 250. 0 cm3 volumetric flask using a pipette. (1) Distilled water is added up to the graduation mark. (1) b) Phosphoric acid reacts with sodium hydroxide in the titration according to the following equation: Calculate the molarity of the original phosphoric acid before dilution. No. of moles of NaOH = 0. 0176 x 0. 025 = 4. 40 x 10-4 No. f moles of H3PO4 in 25. 0 cm3 of the dil. soln. = 4. 40 x 10-4 / 2 = 2. 20 x 10-4 Molarity of the original phosphoric acid = 2. 20 x 10 -4 x 10 / (10/1000) = 0. 22 M (3) c) ‘At the beginning of titration, the solution in the conical flask turned pink upon the addition of sodium hydroxide solution but because colourless immediately upon swirling. However, pear the end point, the solution took longer time to become colourless upon swirling. ’ Explain why the time needed for the solution to become colourless is different at the two stages mentioned above. Neutralization is a quick process. 1) As titration proceeds, concentration of acid decreases, less chance of NaOH to contact with the acid / rate of reaction decreases. (1) d) In the titration, the 0. 025 M sodium hydroxide solution was used a standard solution. i. What does the term ‘standard solution’ mean? A solution of known concentration. (1) ii. Comment whether it is appropriate to prepare a standard solution of sodium hydroxide by the following procedure: ‘Weigh a sample of solid sodium hydroxide, dissolve it in some distilled wa ter and make up to a known volume of solution. ’ Not appropriale. Solid sodium hydroxide absorbs water/CO2 readily in air. 1) 11. In a chemical piant, extraction of copper from its ores involves roasting copper(I) sulphide with air inside a high temperature fumace. Copper(I) sulphide reacts with oxygen in air according to the following equation: The copper so extracted contains impurities including metals such as silver, iron, zinc and gold. The impure copper is then purified by electrolysis as illustrated in the diagram below: a) With reference to the reaction between copper(I) sulphide and ixygen, identify the species undergoing oxidation and the species undergoing reduction. Explain your answers in terms of changes in oxidation numbers. Species undergo oxidation is sulphide ion, O. N. of S changes from -2 to -4. (1) Species undergo reduction are copper(I) ion and oxygen, O. N. of Cu changes from +1 to 0 and O. N. of O changes from 0 to -2. (1) b) Explain briefly bow impure copper can be purified by electrolysis as illustrated in the diagram above. The impure copper anode (+ve electrode) becomes copper(II) ions / Cu Cu2- + 2e- (1) Copper(II) ions in the solution discharge on the pure copper cathode (-ve electrode) / Cu2- + 2e- Cu (1) c) Insoluble impurities deposit under the impure copper anode as ‘anode sludge’. According to the information given, suggest what substances the anode sludge would contain. Explain your answer. Silver and gold (1) They are less reactive than copper (less readily to dissolve as ions when compared with copper) (1) d) ‘The concentration of copper(II) ions in copper(II) sulphate solution remains UNCNGED in the above electrolysis. ’ Is this statement correct? Explain your answer. Not correct. Concentration of copper (II) ions drops gradually. At anode, iron/zinc dissolve as ions because they become ions more readily then copper. (1) However at cathode, copper (II) ions are always preferentially discharged. 1) e) State TWO advantages of building a factory in which contact process is carried out near the chemical plant mentioned above * SO2 available as resource for contact process. * The cost of transportation of SO2 is minimized * Prevent air pollution induced by SO2. (any 2 points above, 1 mark for each point, 2) 12. Organic compound Z contains carbon, h ydrogen and oxygen only. Analysis of Z gives the following results: i. 1. 0 g of Z contains 0. 401 g of carbon, 0. 068 g of hydrogen and 0. 531 g of oxygen. ii. 1. 0 g of Z, upon complete vapourisation, occupies 400 cm3 at room temperature and pressure. ii. There are no observable changes when potassium carbonate solution is added to Z. iv. Brown colour of bromine remains unchanged when several drops of bromine in organic solvent are added to Z. (Molar volume of gas at room temperature and pressure = 24 dm3) a) Calculate the empirical formula of Z. (2) b) Deduce the molecular formula of Z. (2) c) i. Suggest a possible structure of Z. Explain your answer. HCOOCH3 (1) Explanations: From (III): Z is not an acid. (1) From (IV): No C=C double bond in Z. (1) ii. Five the systematic name for the compound represented by the structure you suggested in (i). Methyl methanoate (1) For question 13, candidates are required to give answers in paragraph form. For this question, 6 marks will be awarded for chemical knowledge and 3 marks for effective communication. 13. Discuss the similarities and differences between soapy detergents and soapless detergents with reference to their raw materials, structures and properties. Chemical Knowledge (6) * Both soapy and soapless detergents have ionic group / head and long hydrocarbon chain / tail. * Both soapy and soapless detergents have hydrophilic property and hydrophobic property. Soapy detergents made from fats / oils, while soapless detergents made from petroleum. * Soapy detergents have —COO- group, while soapless detergents have —SO3 / —OSO3- group. * Soapy detergents cannot wark with hard water / acidic medium, wile soapless detergents can. * Bother soapy and soapless detergents act as wetting agents. * Both soapy and soapless detergents act as emulsifying agents * Soapy d etergents are wsually biodegradable, while soapless detergents usually are not. * Soapless detergents can be tailor-made, while soapy detergents cannot. Effective communication (3)