The Allegory of Plato an Example by

The Allegory of Plato: The Distinction between Reality and Illusion Plato is one of the most relevant figures in philosophy. He has been a great influence to all the other philosophers who emerged after him. His works are mostly in the form of a dialogue, allowing readers to easily understand his philosophy. One of the most recognized texts attributed to Plato is the Allegory of the Cave, which conveys an important element of his philosophy through a conversation with Glaucon. Through the allegory, Plato tries to illustrate the difference between how illusion and reality is perceived by people. Need essay sample on "The Allegory of Plato: The Distinction between Reality and Illusion" topic? We will write a custom essay sample specifically for you Proceed An allegory is that which represents something apart from itself. Therefore, the Allegory of the Cave by Plato is more than just a story. It conveys a message beyond the given instances indicated in the text. It actually illustrates one of the most integral aspects of Platos philosophy. In the allegory, Plato tries to distinguish between enlightenment and ignorance of humanity (Plato 79). He gives out a specific scenario, one which includes prisoners in a cave. Plato describes this cave as one which has an entrance that allows sunlight to come into the cave. Inside the cave, there are prisoners who have been there since their youth. Their legs and necks are bound, forcing them to only look ahead. The prisoners could see through a curtain wall which is also found inside the cave. Somewhere high above, there is a fire (Plato 79). The fire creates shadows of those people which move behind the curtain walls, shadows that the prisoners can see. Because of their bondage, these shadows are the only things that the prisoners can see. Plato gives another scenario. One of the prisoners is freed from the condition he was trapped in since he was a child (Plato 80). For the first time, this allows him to see for himself the fire and the objects behind the shadows. Initially, he is blinded by the light; afterwards, his eyes adjust in time to see the outside world (Plato 80). Plato presents yet another scenario. The freed prisoner goes back to the cave (Plato 81). This time, he is blinded by the darkness; his exposure to the light made him this way. In the instance that he was to discriminate against the darkness, the other prisoners would consider him crazy (Plato 81). They would not understand him, as all they know are the shadows that they see. If the remaining prisoners in the cave can take a hold of the prisoner who has returned, the former would kill the latter. The Allegory of the Cave tries to illustrate how human limitations can blur the lines between reality and illusion. The allegory presents an analogy of how Plato perceives the limitation of man. The prisoners in the allegory represent humans. The prisoners have been bound since the beginning; their eyes have been limited to see only shadows. Because it is the only thing they see, it becomes reality for them. The objects behind the curtain wall represent reality, while the shadows are merely illusions. Under the given conditions, the prisoners consider the shadows as the real things. Humans are like the prisoners. The human body limits an individuals ability to determine between reality and illusion. From the beginning, a humans perception of reality is distorted by his sensory experiences. What is real for him is that which he has experienced from his senses, just as the shadows were considered reality by the prisoners. There is a resistance by the prisoners to embrace reality which can be found in the last scenario given by Plato. In the instance that a prisoner who had seen the outside world would return to the cave and tell the other prisoners the real story behind the shadows, he would be perceived as a fool and might even be killed in the process. The reason behind this is that only the freed prisoner is aware of the truth; everybody else is still bound to their ignorance. If the freed prisoner was to relay what he had seen to the others, the prisoners would not believe him. How can the prisoners believe his stories when all they can see are the shadows? The shadows are all they experience; it is the only reality available for them. To hear a testimony of another experience would surely be met with opposition. The knowledge of the freed prisoner would make him appear insane; the others would assume that the world beyond the cave has damaged his eyes (Plato 81). The so-called damage would then d iscourage the others from breaking free of their bondage and would render freedom from the cave as an unworthy endeavor (Plato 81). There is a reason why the remaining prisoners do not want to see the outside world. There is a reason why they do not want to know the truth. For most of their lives, the shadows have been reality for them. It is all they know as true. They have long held such perception that to do otherwise would be extremely difficult. When the freed prisoner tells them the truth, they are challenged. It is almost an insult for the prisoners to have their long held belief questioned. The prisoners do not want to know the truth because the experience would be similar to what the freed prisoner experienced. In the beginning, the freed prisoner was blinded by reality; it took time for his eyes to adjust to reality. For the remaining prisoners, to know the truth would also be a blinding experience. It will take a long time for them to break free from their illusions and adjust their eyes to reality. The cave is their comfort zone; there is much hesitation in their part to leave it for the outside world . This is the reason why the prisoners do not want to know the truth. They want to spare themselves from a blinding experience. In a way, the situation is similar to humans. Humans are bound to their sensory experiences and to the illusions that these experiences provide. However, the senses do not suffice in providing people an access to reality. Therefore, one must go beyond the senses and illusions to reach reality. The only way one can experience reality is through reason (Plato 82). In the allegory, the prisoner was only immersed in reality when he was free from the cave. Reality was only experienced by the prisoner when he went to the outside world and discovered the real story behind the shadows and reflections. In this case, humans can only experience reality through the use of reason. Plato believed that people can only grasp reality if reason was involved. People should not rely on their senses to know the truth; thinking is more important than using the senses. The importance of thinking is the reason why some people find it easier to retain their illusions. They mostly rely on their senses, even t hough it presents inaccurate information. Thinking would force them to go beyond what they thought is true; instead of their senses, they would have to resort to reason. The transition from senses to reason would be similar to the prisoners dilemma: the adjustment from darkness to light. Platos Allegory of the Cave is an illustration of the problematic distinction between reality and illusion. It represents how people can mistake illusion for reality given the limitations their bodies provide. In the allegory, the prisoners represent the people. Their sense of reality is false, as their eyes only allow them to accept illusion as the real thing. It is only when they can come out into the outside world they can they truly experience reality. For humans, the physical world only presents illusions. Their senses can grasp these illusions as reality. Plato believes that reason should be used to truly experience reality. Hence, the problem between reality and illusion can only be resolved through the use of reason. Work Cited Authors last name, authors first name. Title of the book. Place of Publication: Publisher, Year of Publication.

Sample of Comparative Essay for School

Sample of Comparative Essay for SchoolA sample of comparative essay for school is an essential tool in learning to write essays. The style of writing that students learn at school will influence how they view their writing skills as adults. For this reason, the teacher or college instructor who is grading the student's essay should be very careful when evaluating the student's essay and his or her use of language. At times, a teacher may feel that the student's writing style is too formal or too informal.To ensure that the student receives an A, the instructor should assign a high-school composition grade and provide the student with the grade for the sample of comparative essay for school. If the student had poor essay writing, the instructor should add in some extra time to complete the assignment. In addition, the student should be required to write the essay three times.Each year, the school curriculum may change. Therefore, the student should be provided with updated samples of comparative essay for school from time to time. The additional lessons may require additional work on the part of the student.In order to ensure that the student achieves a passing grade, he or she should receive feedback from the instructor, both written and verbal. When the essay is published, it must be proofread by someone other than the author. This person should be knowledgeable in editing, proofreading, and the use of spell check.For oral feedback, the instructor should interview the author in person. In addition, the teacher should also interview the other people who worked on the project, including the writer, who worked independently. By asking questions and reviewing the results of the process, the instructor can improve his or her own skill as a writer.Another factor to consider is the quality of the essay. Inorder to write an essay that stands out from the other essays, the sample of comparative essay for school should show one's unique style of writing. It is important to think about what type of audience is intended by the essay.Students who are writing essays for school should be provided with a list of questions to ask about the topics that are included in the essay. Also, the student should be provided with a list of research material for the essay and examples of what information is to be used. By giving the student some examples, the instructor can help the student to research the topic.Finally, the essay that is given to the student for a particular class may not be the same essay that he or she has to write for a different class. In order to write a sample of comparative essay for school, the student should be encouraged to use his or her own creativity and style. After all, a student's coursework should be completed in a timely manner.

3 qualities that will make you an effective team player

3 qualities that will make you an effective team player The term â€Å"team player† is so often used as an essential professional attribute that it’s become a well-worn clichà ©- but that doesn’t make it any less of a valuable skill to have if you want to be successful at work, regardless of your occupation or industry. Being able to work well with others and being regarded by your colleagues as an effective team player can lead to a wealth of promising career opportunities- people will tend to seek you out when assembling teams for projects (which are more likely to be successful when the members of your team work well together), peers and superiors will turn to you for collaborations that can enhance your visibility and profile, you’ll increase your chances of impressing your colleagues, and others will want to support you and celebrate your success as you climb your personal career ladder.Although some folks seem to be able to work well with others no matter what the situation or mix of personalities they f ind themselves in, for others it’s not quite that simple. The truth is, not everyone is a natural team player, but everyone can become one with a little effort.Yes, your work environment and the nature of the work you do will go a long way towards dictating what makes an effective team player in your world, but there are some fundamental personal qualities that most effective team players seem to possess- and use- to their advantage when opportunities to collaborate arise. Do you possess the following 3 qualities? If so, then be sure to use them to your advantage at work, and keep them polished and sharp. If not, consider building these skills to maximize your chances of achieving success.PatienceGreat team players typically possess an abundance of patience in their reserves when working with others, which comes in really handy when juggling the diverse personalities and work styles of team members. It can be easy to get frustrated in collaborative work settings, especially w hen one (or more than one) team member is tough to work with or tries to exert unwanted control over the group, or when the project doesn’t go as well as initially planned. However, those who are known to be effective team members have the patience and self-control to keep themselves and others calm, cool, and collected, which helps to keep both colleagues and work projects on track.FlexibilityA close relative of patience, flexibility allows team players to roll with the punches when things get volatile or tumultuous during a group effort at work, and can pivot effectively when a project takes an unexpected turn or requires a course correction. Where some folks lose control when things don’t go according to plan during the life cycle of a project, those who are good team players are flexible enough to swerve when change is needed- without putting added stress or strain on their team members.ReliabilityReliability is where the â€Å"rubber meets the road† on a pr oject, and effective team members consistently deliver in this area. When collaborating on a project, they are well aware of what they are responsible for and make sure that they deliver as planned and on schedule, allowing their team members to focus on their tasks without having to worry about weak links, with the end result being that the collaborative effort becomes greater than the sum of its parts.If you set your sights on strengthening your skills in the areas mentioned here, you will improve your ability to work with others and gain a reputation as someone people can count on in any collaborative situation, big or small.

Employee Retention and Competitive Advantage A Critical Investigation Essay - 1

Employee Retention and Competitive Advantage A Critical Investigation of challenges faced and strategies employed in London Hotels - Essay Example The growth of global competition and the regular appearance of London hotels in the local dailies regarding management crisis experienced suggests that it would be quite useful to examine the management and work practices of a selection of these hotels. This is proposed to act as the first stage of a more comprehensive international research study that is deemed to propose creative solutions to the dilemmas faced by London hoteliers. For this reason, it becomes imperative for the researcher to embark on the theoretical framework of the meaning and application of Human Resource Management. In the views of Armstrong (2006), the concept of Human Resource Management emerged in the mid 1980s against the backdrop of the works of famous writers on management who came up with a list of the attributes that characterized successful companies. Accordingly, Budhwar et al (2009) and Dickmann et al (2008) stress that Human Resource Management â€Å"is the strategic and coherent approach to the management of an organization’s most valued assets – ‘the people’ working there, who individually and collectively contribute to the achievement of the objectives of the business†. Similarly, Cooper et al (2010) asserts that Human Resource Management â€Å"is the total knowledge, skills, creative abilities, talents and aptitudes of an organization’s workforce, as well as the value, attitudes and beliefs of the individuals involved†. Consequently, research explains that an organization is bound to retain its best employees by adopting the various employee retention strategies open to Human Resource Managers. From this standpoint view, experts have explained that employee retention involves taking measures to encourage employees to remain in the organization for the maximum period of time. The corporate world in recent times has been wrestling with a multiplicity of challenges emanating from employee retention according to the views of Adele and

Injuries In The Workplace Essay Example | Topics and Well Written Essays - 750 words

Injuries In The Workplace - Essay Example Active work participation and good supervision are some of the important aspects in ensuring hazards are identified and tackled. Nevertheless, it is important to train workers on ways of ensuring safety in their workplaces. In this study, an investigation will be conducted in respect to the relationship between injury rates and different conditions in the workplaces. Although many organizations have some means of preventing and controlling hazards in workplaces, the effect of some conditions such as the total hours allocated for working and the impact of sensitization on high risk work places compared to less sensitization in low risk work places is ignored in many studies (Kennedy et al, 2010). Therefore, this study will investigate the impact that variation in the number of working hours and lack of protective sensitization in low risk workplaces , have on injury rates in workplaces. Research question 1. Does giving workers more time to complete their work reduce injuries in work places? 2. Does workers operating in high risk workplaces experience low injury rates than workers who operate in less risky workplaces because of high sensitization in high risk work environments? Hypothesis Null hypothesis: More working hours and working in risky working environments do not have any effect on the injury rate. Alternate hypothesis: More working hours and working in risky working environments have significant effect on the injury rate. Method and results The number of actual hours worked by all employees in the area/team for the 12 month period ending 12/31/2009 were taken and recorded in an excel spreadsheets. Also, operations for supervisors differed in terms of activities and risks. Risk ranged from low (1) office related to high (7) manual material handling activities. This data was taken and recorded in an excel worksheet as well. Finally, the average rate of injuries per 100 employees over 12 month period was recorded on the excel worksheets. Among these variables, the injury rate was taken as the dependent variable while the level of risk and hours worked was taken as the independent variables. The aim of the study is to find out the relationship between injury rate on the one hand and hours worked and risk, on the other hand. In other words, the researcher formulated a statistical model to find out whether the risk and hours worked can be used to predict the rate of injuries in workplaces. The data collected in the excel worksheets are then imported into an SPSS for statistical analysis. In this case, a regression analysis was run and the following output was established. Table 1: Model summary Model R Adjusted R Square Std. Error of the Estimate Change Statistics 1 0.455191 0.432491 13.16423 F Change Sig. F Change 20.05217 0.000000 Table 2: Coefficientsa Model Unstandardized Coefficients t Sig. B Std. Error 1 (Constant) 55.65025 6.654373 8.362959 .045 HOURS_WORKED RISK -0.000619 -2.080234 0.000128 0.988191 -4.855031 -2.105094 .000 .0405 a. Dep endent Variable: INJURYRATE Discussion and conclusion From table 2 above, the coefficient of hours worked is -0.000619 and that of the risk is -2.08. This means that the two independent variables are inversely related to the dependent variable. It also means that, when the hours worked and the level of risk is increased, the rate of injuries in the workplace is reduced (Morita, Lee & Mowday, 1993). The essence of this is twofold. First, when the workers are allocated adequate time to complete their tasks, there is a likelihood that they will concentrate and be more careful hence avoid injuries in the w

A group II metal hydroxide Essay Example for Free

A group II metal hydroxide Essay To find the identity of X(OH)2 (a group II metal hydroxide) by determining its solubility from a titration with 0.05 mol dm-3 HCL Theory:1. Titrations are the reaction between an acid solution with an alkali. In this reaction (called neutralization), the acid donates a proton (H+) to the alkali (base). When the two solutions are combined, the products made are salt and water. For example: 2HCl(aq) + X(OH)2 (aq) XCl2 (aq) + 2H2O (l) This shows the one of the products i. e. salt being XCl2 and water. So titration therefore helps to find the concentration for a solution of unknown concentration. This involves the controlled addition of a standard solution of known. Indicators are used to determine, at what stage has the solution reached the equivalence point'(inflextion point). This means at which, does the number of moles base added equals the number of moles of acid present. i.e. pH 7 Titration of a strong Acid with a Strong Base: As shown in the graph, the pH goes up slowly from the start of the tiration to near the equivalence point. i.e (the beginning of the graph). At the equivalence point moles of acid equal mole of base, and the solution contains only water and salt from the cation of the base and the anion of the acid. i.e. the vertical part of the curve in the graph. At that point, a tiny amount of alkali casuses a sudden, big change in pH. i.e. neutralised. Also shown in the graph are methyl orange and phenolpthalein. These two are both indicators that are often used for acid-base titrations. They each change colour at different pH ranges. For a strong acid to strong alkali titration, either one of those indicators can be used. However for a strong acid/weak alkali only methyl orange will be used due to pH changing rapidly across the range for methyl orange. That is from low to high pH i.e. red to yellow respectively pH (3.3 to 4.4), but not for phenolpthalein. Weak acid/strong alkali, phenolpthalein is used, the pH changes rapidly in an alkali range. From high to low pH, that is from pink to colourless pH(10-8.3) respectively but not for methyl orange. However for a weak acid/ weak alkali titrations theres no sharp pH change, so neither can work. Therefore in this investigation, the titration will be between a 0.05 mol dm-3 of HCl with X(OH)2, using phenolphthalein. Dependant Variable: Is the volume of HCl to achieve a colour change that is from pink to colourless. The Controlled variables : 1. the same source of HCl 2. same concentration of HCl 3. Same source of X(OH)2 4. Same volume of X(OH)2 5. Same equipment, method, room temperature Controlled Variables How to control How to monitor 1. Same source of HCl Using the same batch of HCl or from the same brand will control this. If the concentration was not to be same throughout, then this will cause different ratios of the components of the solution, that might cause different volume of HCl to be obtained for the neutralization to occur. 2. Same concentration of HCl This will be controlled by using the same batch of HCl and from the same source i.e. the same brand. By using the same batch ensures that the reactant concentration is the same. If another batch were to be used causes the concentration to differ. This causes the HCl obtained to be different. 3.Same source of X(OH)2 Using the same batch of X(OH)2 or from the same brand will control this. If the concentration was not to be same throughout, then this will cause different ratios of the components of the solution that might cause different volume of HCl to be obtained for the neutralization to occur. 4. Same volume of X(OH)2 This will be controlled by using the same batch of X(OH)2 and from the same source i.e. the same brand. By using the same batch ensures that the reactant concentration is the same. If another batch were to be used causes the concentration to differ. This causes the HCl obtained to be different. 5. Same equipment, method, room temperature The method would be kept the same and the same set of equipment and brand will need to be used throughout. The room temperature will be kept throughout at 180C by using a water bath. If different equipment or brands were used then there would be a lot of anomalies in the experiment causing a huge amount of inaccuracy of measurement particularly. Results: Raw data results were collected by using 25.00 cm3 of X(OH)2 with phenolphthalein and the volume of HCl was obtained by the solution going from pink to colourless. The volume of HCl found in 50.0cm3 burette à ¯Ã‚ ¿Ã‚ ½ 0.05 cm3 Trial 1 Trial 2 Trial 3 Trial 4 Average 19.600 19.800 19.600 19.700 19.675 Qualitative results that occurred during the experiment: * Conical flask swirling not even between the trials * Difficult to judge colourless solution change subjective end point * Ability to measure 25cm3 * Filling of burette accurately with HCl 0 point in right spot * Residual distilled water or solutions remain in conical flask i.e. diluted/interfered with subsequent solutions of X(OH)2 Average = trials (1+2+3+4)/4 Therefore: (19.6 + 19.8 + 19.6 + 19.7)/4 = 98.5/4 = 19.675 Due to the equation being 2HCl(aq) + X(OH)2 (aq) XCl2 (aq) + 2H2O (l) Therefore the ratio is 2:1 of 2 HCl : 1 X(OH)2 So using the equations mentioned above: Moles of acid is the number of moles= concentration X volume i.e. the volume will be used from the average Therefore: =0.05mol/dm3 x 19.675 cm3 =19.6 cm3 / 1000 = 0.0196 dm3 =0.05mol/dm3x0.0196 dm3 = 0.00098 moles So Moles of alkali in 25.000 cm3 Moles of HCl / 25.000 cm3 due to the ratio being 2:1, therefore 0.00098/2= 0.00049 moles of HCl So now the ratio is 1:1 so 0.00049 moles of X(OH)2 Moles of alkali in 100 cm3 It is assumed that there are four lots of 25 cm3 = 4 x 0.00049 = 0.00196 moles The next series of results will be used to calculate solubility of each compound by their mass in 100 cm3 The total Mr has been calculated in the table below for each compound. This was done by : Mr of X + ((O + H) X 2). Each element Mr for the following elements (OH)2 Total Mr Be 9.010 (16.00 +1.01) X 2 = 34.020 43.030 Mg 24.310 (16.00 +1.01) X 2 = 34.020 58.330 Ca 40.080 (16.00 +1.01) X 2 = 34.020 74.100 Sr 87.620 (16.00 +1.01) X 2 = 34.020 121.640 Ba 137.340 (16.00 +1.01) X 2 = 34.020 171.360 To obtain the solubilitys of metal II hydroxides is moles X Mr of the compound Therefore this table shows the calculation for the solubilitys for each of the different compounds Each element Total Mr Moles of X(OH)2 Solubiltity given as g/100 cm3 Literature values of the compounds given as g/100 cm3 Be(OH)2 43.03 0.00196 0.0843 0.000 Mg(OH)2 58.33 0.00196 0.114 0.001 Ca(OH)2 74.10 0.00196 0.0145 0.170 Sr(OH)2 121.64 0.00196 0.0238 0.770 Ba(OH)2 171.36 0.00196 0.335 3.700 Uncertainties: The uncertainty in measurement: Uncertainty due to pipette of 25.000 cm3 : Volume of X(OH)2 = à ¯Ã‚ ¿Ã‚ ½ 0.100 cm3 Percentage uncertainty = (0.1/25) X 100 = 0.400% Uncertainty due to Burrette of 50.000 cm3: Assumed due to measured volume of 19.675 cm3 and the uncertainty due to the smallest unit of measurement being 0.1 cm3 Therefore 0.1/2= à ¯Ã‚ ¿Ã‚ ½ 0.050 cm3 Percentage uncertainty = (0.05 /19.675) X 100 = 0.254% Therefore total uncertainty = 0.400% + 0.254% = 0.654% Conclusion and Evaluation: X(OH)2 is most likely to be Ca(OH)2 as the calculated solubility is closest to the literature value given of Ca(OH)2. The solubility for Ca(OH)2 0.145 g/100 cm3 and the literature value is 0.170 g/100 cm3. This shows that the difference is only 0.025 cm3. However the comparison between Be(OH)2 of the calculated solubility is 0.0843 g/100 cm3 and of its literature value 0.000 g/100 cm3 . Shows that there is a greater difference. Showing that it cannot be X(OH)2 solution. This is also shown for Mg(OH)2 as the difference between the calculated solubility and the literature value is 0.113 g/100 cm3, showing that it still has a greater difference than Calcium hydroxide does. The difference between Sr(OH)2 and its literature value is 0.532g/100 cm3. However the difference between the calculated solubility of Barium hydroxide and the literature value is 3.365 g/100 cm3 showing there is a great difference so it cannot be Barium hydroxide. The percentage error of Ca(OH)2 = [(0.170 0.145)/0.170] X 100 = (0.025/0.170) X 100 = 14.705% Throughout the experiment there were systematic errors and random errors that were met. Uncertainties/limitations Error Type of error Quantity of error Explanation for error Improvements Measurement in burette Systematic error +/- 0.05cm3 Equipment limitation, this is because the line where each of the reading might not be precise. Different manufacturer should be used with multiple trials in order to increase the accuracy of the calculated value to the literature value. Measurement in pipette Systematic error +/-0.1cm3 Equipment limitation, this is because due to the pipette only holding 25 cm3 of volume. The line could have been where the actual reading might not be Causing the result to not be precise. Different manufacturer should be used with multiple trials in order to increase the accuracy of the calculated value to the literature value. Point of colour change Random error Not quantifiable Human observation subjective measurement. This is because even though a white tile is used, it is unclear as to what point has the solution gone colourless. Use alternative indicator for several different trials, use pH meter to assess neutralization point. Therefore there will be a more precise point as to when the solution becomes green. Temperature fluctuations Random error Not quantifiable There can be a change of measurements of equipment due to variation in expansion and contraction of materials. Due to the temperatures not being constant from the fan, windows or from the air conditioner. Controlled lab environment of the temperature by using a water bath at 180C with no air conditioner, fans working. To ensure no fluctuations occur. Fluctuations in humidity of room Random error Not quantifiable Change solution concentrations due to differences in evaporation rate in the surrounding air. Controlled lab environment Calibration error in burette Systematic error Not quantifiable 0 line incorrectly marked Divisions on burette inaccurate Use different manufacturers equipment for other trials Calibration error in pipette Systematic error Not quantifiable 25cm3 line incorrectly marked. Because it is unclear as to where the true meniscus lies. Causing the values measured out to be not precise. Also due to there being only one line causes a further decrease in the precision of the results. Use different manufacturers equipment for other trials to ensure that the accuracy increases. Another improvement that will be done, if the experiment were to be repeated is that due to the inaccuracy of the conical flask being swirled. If the conical flask is being swirled unevenly there is a chance of inaccurate results of when the colourless solution occurs. Therefore a stirring rod should be used to increase the accuracy of the swirls of the reaction in the conical flask. Another limitation that arouse in this experiment that would be improved if the experiment were to be done again is that after the neutralization reaction had occurred, there would still be some residue of the distilled water used to rinse out the equipment. This can be improved by increase the number of repeats of rinse. This would ensure that more of the diluted solution would have been removed. Also the trials can also increase, to 10 repeats so that there is more variance so that the accuracy increases. Another improvement might be, to use different indicator, for example methyl orange. Due to the colour change would be from red to yellow would make it easier for the pH 7 to be more easily recognized against a white tile then it was with phenolphthalein. Cited Sources: 1. http://www.vigoschools.org/~mmc3/c1%20lecture/Chemistry%201-2/Lecture%20Notes/Unit%205%20-%20Acids%20and%20Titration/L3%20-%20Acid-Base%20Reactions%20and%20Titration.pdf

Essay --

In 1815 The Battle of New Orleans was fought, became the largest battle of the war of 1812, and was won by Andrew Jackson. From that time he was recognized as a national hero for winning such a huge war, even though the Treaty of Ghent was the armistice which had ended the War of 1812, and was signed earlier than when The Battle of New Orleans occurred. The Product of The War of 1812 was nationalism. â€Å"America may not have fought the war as one nation, but it emerged as one nation.† (â€Å"Nascent Nationalism†). American art and literature had developed and proceeded to show that nationalism began. â€Å"Washington Irving and James Fenimore Cooper attained international recognition in the 1820s, significantly as the nation’s first writers of importance to use American scenes and themes† (â€Å"Nascent Nationalism†). American authors had begun to receive equal attention to European writers, and were capable of achieving the level of writing only European authors were recognized as having. â€Å"Irving’s Bracebridge Hall (1822) received at least 32 reviews in the British press, equaling the attention given the work of the two most popular British authors, Byron and Scott.† (Eaton). The American System, similar to the Federalist System, produced economic diversification and represents an effect of nationalism, with its goal to create a unified expanding economy. Henry Clay wanted to create a strong national bank, which would grant lots of mortgages in the West and South. He also envisioned a strong transportation system. The tariff of 1816 was the first tariff in American history passed by Congress â€Å"instituted primarily for protection and revenue† (â€Å"The American System†). Clay wanted a protective tariff that would allow for the flourishing of eastern ma... ... A strong central government was important to Jackson. This strengthened the improved and developed American nationalism. With the belief in a strong democracy and increased involvement and power of man in the government, Jackson supported the rise of nationalism. Nationalism pushed Jackson to make decisions, which shaped the country. This was shown when he threatened South Carolina by getting military ready for action to enforce the federal tariff. Although South Carolina did not go along with paying the tariff, they complied with the government and their idea of collecting a federal tariff. Nationalism imposed many different ideas and was the guiding factor in important American leader’s decisions. Nationalism, as a political ideology shaped the social life of Americans, and was responsible for the political culture of the United States within the years 1815-1836.