Common Agricultural Policy by European Union

Common Agricultural Policy by European Union The Common Agricultural Policy (CAP) is a policy, set forth by the European Union (EU). It also comprises of a set of rules that control the manufacture, trade, and processing of agricultural products. The CAP currently accounts for almost fifty percent of the EU budget, however, this number continues to decrease over the years. The CAP is significant in that it symbolizes Europes switch from sovereignty on a national level to a European level. The CAP is funded by the European Agricultural Guidance and Guarantee Fund (EAGGF).This fund is allocated into two different sections, the Guidance section and the Guarantee section. The Guidance section is one of the structural funds, which contributes to the structural improvements in agriculture and the development of rural areas; the Guarantee section funds expenditures concerning the common organization of the markets. Storage taxes, manufacture taxes, and portions of each member states Gross National Product (GNP) also finances the CAP. The Treaty of Rome, in July 1958, formed the foundation for a unified Europe via the implementation of the general objectives for the CAP. â€Å"The CAP was established as a means of rectifying the deficit in food production within Europe through supporting internal prices and incomes† (Blair 123-124). The CAP succeeded in realizing its initial goals of increased production and productivity, stabilized markets, secured supplies, and farmer protection. However, the system included problems, which became apparent as the Community established a surplus for most of its agricultural products. First, the CAP increased output beyond the markets need via the guaranteeing of prices through intervention and production aids. Second, the very success of the Cap caused tension within the Communitys trading partners as subsidized exports affected the market, and thirdly, the desire to produce more food brought with it environmental damage to certain regions (Blair 123-4). The legal base for the CAP is defined in Articles 32-38 in Title II of the EC Treaty, in which, Articles 33-34 form the basic foundation for the CAP. Article 33 lists the objectives of the CAP as a means, â€Å"to increase agricultural productivity by promoting technical progress and by ensuring the balanced development of agricultural production and the optimal utilization of the factors of production, to ensure a fair standard of living for the agricultural community, in particular by increasing the individual earnings of persons engaged in agriculture, to stabilize markets, to assure the availability of supplies, and to ensure that supplies reach consumers at reasonable prices† (europa.eu.int).Through Article 34 came the creation of the Common Organization of the Agricultural Markets (COM). These COMs were to take on one of three different forms, depending on the product. They successfully eliminate obstacles to intra-Union trade while also keeping a common customs barrier with respect to countries outside the Union. Results of the COMs include a unified market in which products move freely between nations, community preference, in which EU products are always given preference, price advantage over imported products, and financial solidarity in which all expenses by the CAP are covered by the Community budget. The CAP has had a long history of reform, and is nowhere near perfect. The main attempt of improvement came just ten years after its operation. In 1968, the Mansholt Plan in which he aimed at rationalizing farming with the community, giving farmers an adequate income and reducing the burden of subsidies in the economy was put into effect in an attempt to reduce the number of people in the agriculture business and to promote more efficient means of agricultural production. In 1972, the extensive food surpluses were targeted through the creation of structural measures designed to modernize European agriculture. This attempt at reform is generally regarded as a failure because many of the problems it tried to fix were still left unchecked. In 1983, a publication was released entitled, The Green Paper, which sought to balance the on-going differences between supply and demand through improvements in production. In 1988, the European Council agreed on various reform measures. The â€Å"a gricultural expenditure guideline,† limited the percentage of CAP expenditure in the complete budget. In 1991-92 the future of the CAP was addressed through what has been called, â€Å"The MacSharry Reforms† in which the reforms included the cutback of agricultural prices to make the products more competitive, compensation for farmers that incurred a loss in income, and environmental protection. With the positive effects on European agriculture, the reform of 1992 was generally regarded as successful. However, international trends, the expansion towards Central and Eastern Europe, the preparation of the single currency causing budget constraints, the increasing competitiveness of products from non-member countries, and a new round of World Trade Organization negotiations forced further adaptation of the CAP† (europa.eu.int). In July 1997, â€Å"Agenda 2000† was created to address many of the important issues facing the EU and the CAP. the reinforcement of t he competitiveness of agricultural commodities in domestic and world markets were the key focuses of this new agenda , the promotion of a fair standard of living, the creation of extra sources of income for farmers, a new rural development policy, revamped environmental considerations, better food quality and safety, and the simplification of CAP legislation. The European Unions common agricultural policy protects and subsidizes agriculture so heavily as to bring serious social losses to the Economic Union. The policy creates inadequacies in the agriculture sector as well as other sectors of society such as manufacturing, textiles, and service industries. Furthermore, â€Å"there have been many economic consequences of the CAP, including the high level of protection, the burdens on consumers, taxpayers, and the EU budget, environmental damage, the harm to international trading relations, and the failure to raise farmers incomes† (Howarth 4). There have been a number of negative effects on the European Union countries. First and foremost, the Common Agricultural Policy has kept agricultural prices in the member countries above world market prices. â€Å"The CAP has encouraged production of certain products to the extent that net importers of these products have become net exporters† (Rosenblatt 9). Also, the CAP has contributed to large agricultural net export or stock-building by the European community. This has contributed to the CAP hindering the economies of the EU member countries. Higher food prices, which the CAP causes, and which fall hardest on the least well off, hinder economic development and reduce international competitiveness and EU employment. Consumers lose twice under this policy since they have to pay higher prices for their good and pay taxes to subsidize the agricultural sector. The CAP has also led to inefficiencies in production and the European Unions total budget. The European Unions expenditures on agriculture consume roughly 45 percent of their total budget (Rosenblatt 36). The expenditures are paid to keep farmers from letting land go idle, and there is no condition on what types of crops are to be grown on this land. Under the Common Agricultural Policy, farmers tend to harvest more profitable crops on land that is not as suitable for their growth. For example, producers have switched over from producing wheat and oil seeds to butter because the EU has such a high price support for it. This causes the market to go from excess supply to excess demand, and the producers are becoming a net exporter of butter (Pugel 312). Thus, farmers may actually grow crops for which production costs are not covered by the prevailing market prices, but payments make production of these crops profitable to them. The CAP has also caused concern for the environment as well as concerns for the economy. Because of the subsidies provided to farmers, they have the incentive to produce more agricultural products because they will receive more money. The CAP price policies have encouraged intensive farming and the overuse of antibiotics, pesticides, and nitrates. This has put a strain on the environment and has concerned the people of the European Union. The policy did not foresee farmers overproducing and over using chemicals, but this has become an indirect cost created by the policy. Europeans are also concerned with food safety because of farmers using so many chemicals in production. Farmers have been getting away with using the chemicals and unsafe practices because of the limited food safety regulations. Policymakers believed that high price supports would lead to higher food safety and quality. â€Å"High support prices do not increase either food safety or quality: indeed, minimum prices a nd intervention guarantees encourage low quality and standardized produce† (Consumers in Europe group). Under the CAP, the European Union countries have shifted from net importers to net exporters of food products. With the EU subsidizing the agricultural sector so heavily, as to raise some sectors, such as non-grain crops, to eight times larger than it would normally be at (Borrell 18). This has drawn resources and labour out of other sectors of the economy and into the agricultural sector because of the subsidies. â€Å"These costs and resource misallocation reduce the total output and income of the European Union† (Borrell 18). Borrell charts the percentage changes in specific industries due to the CAP in the EU. For example, the CAP has caused negative changes in the following industries: construction and utilities are down one percent, the service industry is down two percent, the manufacturing sector in down almost five percent, and other primary products are down almost six percent (Borrell 20). This information demonstrates that CAP is taking away resources from these se rvice type industries and placing it in the agricultural sector. The transference of these resources is coming at the cost of the consumers, taxpayers, or society as a whole. The effects of the EU Common Agricultural Policy have not just altered the European Unions economy, but it has also restructured other economies throughout the world. The CAP has caused farmers to produce a surplus of agricultural goods in the EU. This has led to dumping of these products into other countries. As a result, importing countries have shifted away from producing agricultural goods to goods such as manufacturing, construction, services, and other primary goods. The United States and Canada have experienced a decrease in agricultural production due to the CAP. Combined, the United States and Canada have experienced a decrease of approximately 8.1 percent across primary agricultural goods (as much as 13 percent for non-grain products to as low as 2.9 percent for meat products) (Borrell 23). Also, with cropping exports down between 26 and 45 percent, this shows implications that output has been dropping in the cropping sector. The effects of the CAP have also shifted resourc es in Australia and New Zealand from agriculture to other primary industries. These countries have experienced an expansion in the mining and forestry industries of 7.5 percent (Borrell 21). These examples display how the CAP has suppressed exports of agricultural products and has led to the allocation of resources into other industries in other countries. It is apparent that the Common Agricultural Policy has been and is causing problems not only in the European Union, but it has also been creating problems in the rest of the world. What the CAP has effectively done to the European Union is that it has caused it to become a net exporter of agricultural products when it should be a net importer of these goods. The EUs policy has changed the world markets for agricultural goods and has imposed significant costs to the EUs consumers and taxpayers. Consumers and taxpayers in the EU bear most of the cost of 70 to 80 million US dollars a year, which is used to increase farmers incomes. The taxpayers and consumers are responsible for this increase in cost, which in turn causes an increase in unemployment. â€Å"The CAP was responsible for a loss of one million jobs in the EU manufacturing sector alone. The EU unemployment rate is currently around 10 percent, which is currently 40 percent higher than the OECD (Organization for Economic Co-Op eration and Development) average† (Borrell 20). It is clear that the Common Agricultural Policy is responsible for increases in unemployment, increases in taxpayer cost and consumer burden, drops in farmer income, and harm to international relations. If the CAP were not implemented, many of these issues would be alleviated. There have been significant losses to the European Union as a whole because of the CAP. To understand, however, what this does to an individual country, an analysis of Britain experience must be looked at. In 1973, Great Britain entered the European Community and, therefore, accepted the Common Agricultural Policy (CAP). The acceptance of the CAP caused Britain to move from an agricultural market of free trade and cheap food, to an agricultural market that became the pawn of the European Unions protectionism (Harvey 2). The CAPs main goal was, â€Å"to keep agricultural markets stable, ensure that farmers earn a fair living, and provide consumers with affordable food supplies† (Think quest Library 2). The CAP achieved many goals it set out to accomplish. The very generous price supports to farmers and technological innovation have caused surpluses that are not being offset by a decreasing demand. The CAP has run into criticism in recent times by both British consumers and taxpayers alike, and many citizens and even farmers are calling for its reform. One recent event that caused the European Union to rethink the restrictions of the CAP was the outbreak of mad cow disease in Britain. British cattle that were infected by mad cow disease experienced nervous system breakdown and eventually death. The beef industry suffered in Britain and many of the cattle had to be put to death because they were not suitable to eat. Therefore, the European Union, in 1996, had to impose a British beef export ban (Barclay 21). The ban, and the fall in beef consumption in the UK market, caused the United Kingdom cattle market to lose sales totalling 800 million pounds (Barclay 22). The British were not allowed to export tainted beef to member countries and many member countries feared to import any British beef (Barclay 22). The CAP has hurt Britain in more ways than one. British consumers have been burdened by higher domestic agriculture prices because of CAP policies when they could easily go buy the same product cheaper in the world market. The taxpayers in Britain have been burdened by taxes the European Union imposes to finance subsidies to farmers. Undoubtedly, the United Kingdom would still have to face the mad cow dilemma regardless of its prior entry in the Union. However, the British would be able to develop a unilateral policy in which they would be free from the strict requirements of the European Union.

Titration Research Paper

Quantitative Chemistry –Titration Determination of the Molarity of an Unknown Solution through Acid-Base Titration Technique 1. Introduction 1. 1 Aim The aim of this investigation was to determine the precise molarity of two (NaOH(aq)) sodium hydroxide solutions produced at the beginning of the experiment through the acid-base titration technique. 1. 2 Theoretical Background Titration is a method commonly used in laboratory investigations to carry out chemical analysis. The most frequent chemical analysis performed through titration is when determining the exact concentration of a solution of unknown molarity.This technique is usually used in redox and acid-base reactions. Redox reaction is when reduction – lost of oxygen – of one of the substances present in a reaction occurs and subsequently oxidation – gain of oxygen – of the second substance in the same reaction takes place. On the other hand, acid-base reaction is when a solution of known molar ity2 and volume present in a conical flask is titrated against a solution of unknown molarity in a burette until neutralization is reached. As I have shown in eq. 1, in this investigation it was an acid reacting with a base, hence, an acid-base titration. q. 1 – Hydrochloric Acid + Sodium hydroxide Sodium Chloride + water HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l) In this investigation the latter reaction was carried out, having hydrochloric acid (HCl(aq)) as the analyte in the conical flask and sodium hydroxide (NaOH(aq)) as the titrant in the burette. The analyte was also designated as the standard solution of the experiment, since it has known values of volume and concentration, the figures that allowed the molarity of the titrant to be calculated.In an acid-base titration, the titrant in the burette is gradually added to the analyte in the conical flask until neutralisation happens, thus, the reaction reaches completion. When neutralisation happens the substances present at the end point are stoichiometrically equivalent, in other words, the value of moles of NaOH(aq) present at the end of the reaction is equivalent to the value of moles of HCl(aq) in the same solution as shown on eq. 2 below. eq. 2 – HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l) 1 : 1The end point of a titration reaction can be obtained through two major methods. Firstly is by using a pH meter which works by introducing electrodes to the flask containing the standard solution. Once in the conical flask, these electrodes would measure the H+ ions present in the conical flask since they change as the titrant in added, until neutralisation happens, as a result, determining the pH of the solution. Knowing that neutralization happens when the pH of the solution is equal to 7, consequently, at the end point the pH meter will read 7.The second method would be using a colour indicator this could be paper or in liquid form. In an acid-base titration it would be convenient to use an indicator in liq uid. For instance, phenolphthalein is a recurrent indicator in this type of reaction which is colourless in an acidic solution and turns pink when in a basic solution. This indicator works by adding a few drops into the conical flask containing the acidic analyte and titrate the basic titrant drop-wise until colour of the solution formed in the conical flask changes to pink.All things considered, the colour indicator was used in this experiment since it is the most accessible method to measure the end point of an acid-base titration. The purpose of this investigation was to determine the unknown molarity of NaOH(aq) from acid-base titration. The preparation of NaOH(aq) was done by the students performing this investigation. The students were allocated mass of NaOH(s) that was diluted in water and hence obtained the solution NaOH(aq), in this case the titrant. However, the analyte was not produced by the student but provided.Therefore, after the titration was performed as explained o n the previous paragraphs, the data needed to calculate the molarity of NaOH(aq) was obtained. 1. 3 Preliminary calculations 1. 3. 1 The first important value to be obtained from the investigation was the volume of NaOH(aq) used. This was done by the following equation: eq. 3 – for 1st solution produced Average volume volume of 2nd trial – volume of 1st trial2= V1 eq. 4 – for 2nd solution produced Average volume volume of 2nd trial – volume of 1st trial2= V2 1. 3. The next step when determining the molarity of NaOH(aq) was to calculate the moles of HCl(aq) by using the volume HCl(aq) provided on the lab scripts and the molarity obtained from the bottle of HCl(aq) used during the investigation. The eq. 5 and eq. 6 below was used to calculate: eq. 5 – moles1 = V1 (dm3) ? molarity (M) eq. 6 – moles2 = V2 (dm3) ? molarity (M) 1. 3. 3 The third important equation, for both solutions, worth noting are the number of moles of NaOH(aq) present in the reaction. This was obtained by using ratio of the moles of NaOH(aq) : HCl(aq) used during the investigation.This can be recalled by eq. 2 eq. 2 – HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l) 1 : 1 1. 3. 4 Hence, moles of both solutions of NaOH(aq) will be the same as the number of moles of HCl(aq) since the mole ratio is 1:1. That is for every one mole of HCl(aq) reacted, one mole of NaOH(aq) would have reacted with to neutralise the acid. Hence, the following equation will be used: eq. 7 – moles of HCl(aq)= NaOH(aq) 1. 3. 5 Lastly, the equation of the molarity of NaOH(aq): eq. 8 – Molarity for solution 1 =moles1volume1 q. 9 – Molarity for solution 1 =moles1volume1 2. Investigation 2. 1 Apparatus Due to the nature of the investigation very technical and precise laboratory apparatus were used to ensure best accuracy in results. For instance, in order to measure the acid, a pipette of exactly 20ml was used. This was very useful since it helped in diminishing the c hance of measuring either more or less of acid needed for the investigation. Similarly, the burette used to titrate the NaOH(aq) had 50 ml of volume this allowed enough volume of NaOH(aq) to be titrated, since the exact volume to neutralise the acid was unknown.Another precise apparatus was the magnetic stirrer. Being magnetic and electric it allowed the solution in the flask to be mixed continuously and vigorously and hence allow the exact volume of acid to be obtained. The other apparatus that were also used in this experiment were the solutions – titrant and analyte – themselves. The sodium hydroxide was given in pellets whereas the hydrochloric acid was provided in liquid form with the molarity of 1M. Moreover, volumetric flasks of volume of 100ml were also provided. This were used to produce the NaOH(aq) solutions, hence the reason for allowing 100ml of NaOH(aq) to be produced.In its turn, conical flasks of 250 ml of volume were also provided. As mentioned on the introductory paragraphs, the analyte is deposited in the conical flask. In this case, a volume of 250 ml was allowed to host the acid and the titrated base giving enough space for the solution to be formed. Lastly, phenolphthalein indicator was provided together with it a pair of gloves to avoid accidental stain on students’ hands. The apparatus setting is shown below in fig. 1. fig. 1 – diagram of apparatus used in the investigation 2. 2 Safety In terms of safety, the investigation involved very strong solutions.For instance, the sodium hydroxide pellets, although they were in solid form, after dissolving in water it could cause severe burns if put in direct contact with skin or eyes. Hence, as a pre-cautionary measure some gloves as well as goggles were provided to students. It was important to point out that if in case of accident in eyes, swallow or skin contact it should be rinsed vigorously in abundant water and seek medical attention. As for the hydrochloric aci d, it was a very acidic solution that if swallowed it would be very harmful.Similarly to sodium hydroxide it could cause severe burns if in contact with eyes or skin. For prevention of any accident, lab coats, goggles and gloves were provided. However, in case of accident, medical advice had to be immediately provided to student. 2. 3 Procedure This experiment, it involved two different solutions of NaOH(aq), for this reason, it was allowed to students to work in pairs in order to save time, since only 3 hours were allowed to perform investigation. The first part of the investigation was to prepare two NaOH(aq) solutions. Hence, each student was allocated a mass of NaOH(s) to measure.In this investigation performed, 2g and 5g of NaOH(s) pellets were meant to be weight using a 2 decimal place weight balance. However, since relatively large pellets were provided and not powder, it made not possible to measure the exact mass intended, instead, 2. 07g and 5. 19g were weighed. After weig hting the masses of NaOH(s), the pellets weighting 2. 07g and 5. 19g each mass was put in a separate 250ml volumetric flask, water was added to the flask and then shook in order to let the pellets dissolve to for a solution A and solution B of NaOH(aq) respectively. Secondly, the apparatus shown in fig. was as shown in the figure. Thirdly, 20ml of HCl(aq) was measured as accurate as possible by using a pipette if 20 ml of volume. This HCl(aq) measured was put in a 250ml conical flask. After preparing the acid, in this case, the analyte, 7 drops of phenolphthalein indicator was added to the conical flask where the analyte was added. The conical flask was places on the magnetic stirrer as shown in fig. 1. The forth part of the investigation was when a 50ml burette was filled with solution A. Following this, the magnetic stirrer was switched on, stirring the solution present in the conical flask moderately.Hence, using the tap present on the burette, the solution A was added to the con ical flasks in a drop-wise fashion until one drop was added to turn the solution pink permanently. When the solution in the conical flask turned permanently pink, the end point of the titration had been reached, thus, the volume of solution A used from the burette was recorded. Then, the conical flask was rinsed in abundant water. The sixth part of the experiment was to repeat third to fifth part of the experiment to obtain a second reading of the volume used to titrate solution A.After the sixth part was finalised, second part to sixth part of the procedure was repeated, however, this time solution B was used in the place of solution A. By the end of the experiment, two values of volume of solution A and two values of volume of solution B titrated against the acid were obtained and recorded in table 1. 3. Treatment of Raw Data 3. 1 Results table | Solution A| Solution B| Molarity of HCl(aq)| 1 moldm-3| 1 moldm-3| Volume of HCl(aq)| 20 ml| 20 ml| | Indicator used| phenolphtlalein| | Volume of NaOH(aq) | Trial I| 41. 1 ml| 16. 8 ml| Trial II| 38. 4 ml| 17. 1 ml| Average volume of NaOH(aq) used| 39. 8 ml| 17. 0 ml| | Observations| *Calculations*Average mass of NaOH(aq) used was calculated using the following formula: Trial I + Trial II2| * Not the mass expected was weighted – mass for solution A -0. 1g difference; mass for solution B +0. 7g difference. * Bubbles given out when dissolving the NaOH(s) * Volumetric felt warm when mixing the NaOH(s) with water * Some residous seen in the acid * Conical flask was rinsed with tap water * Some acid was spilled on the table, i. e. not all 20 ml was put in the conical flask| . Treatment of Results 4. 1 Processing raw data 4. 1. 1 – Balanced equation The balanced equation of the reaction taken place in this investigation was reviwed in the introductory paragraphs, eq. 2 below: eq. 2 – HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l) mole ratio: 1 : 1 eq. 2 show that one mole of hydrochloric acid reacts with exact ly 1 mole of sodium hydroxide to form salt – sodium chloride and water, hence, the mole ratio between the substances is 1:1. 4. 1. – moles of HCl(aq) for solution A Again, the formula used to calculate the moles of hydrochloric acid for solution A has been reviewed in the beginning of the investigative report. Therefore, in order to find the moles of HCl(aq) eq. 5 was used: eq. 5 – moles1 = V1 (dm3) ? molarity (M) 0. 020 dm3 ? 1 moldm-3 = 0. 020 mol moles1 = ? V1 (dm3) = 20. 0 ml 20. 0ml 1000 = 0. 020 dm3 molarity (M) = 1 moldm-3 4. 1. 3 – moles of HCl(aq) for solution B the formula used to calculate the moles of hydrochloric acid for solution B was the same as the formula calculated for solution A.Therefore, in order to find the moles of HCl(aq) eq. 6 was used: eq. 6 – moles2 = V2 (dm3) ? molarity (M) 0. 020 dm3 ? 1 moldm-3 = 0. 020 mol moles2 = ? V2 (dm3) = 0. 020 ml 20. 0ml 1000 = 0. 020 dm3 molarity (M) = 1 moldm-3 4. 1. 4 – moles of NaO H(aq) for solution A From the molar ratio between hydrochloric acid and sodium hydroxide it was seen that one mole of acid reacted completely with one mole of the base. This is shown on eq. 2 – HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l) mole ratio: 1 : 1 nd hence, eq. 7 moles of HCl(aq)= NaOH(aq) it is just to say that the number of moles of NaOH(aq) produced in this reaction was 0. 020 mol the same as the number of moles of HCl(aq). 4. 1. 5 – moles of NaOH(aq) for solution B Again in the solution B, the molar ratio between hydrochloric acid and sodium hydroxide is the same as the above solution. Hence: eq. 2 – HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l) mole ratio: 1 : 1 and thus and hence, eq. 7 moles of HCl(aq)= NaOH(aq) t is just to say that the number of moles of NaOH(aq) produced in this reaction was 0. 020 mol the same as the number of moles of HCl(aq). 4. 1. 6 – molarity of NaOH(aq) for solution A The molarity of NaOH(aq) from solution A was calculated using e q. 8 reviewed at the introductory paragraph of this investigative report. Hence: eq. 8 – Molarity for solution A = moles1volume1 0. 020 mol0. 0398 dm3 = 0. 5 moldm-3 moles1 = 0. 020 mol volume1 = 39. 8ml 39. 8ml 1000 = 0. 0398 dm3 4. 1. 7 – molarity of NaOH(aq) for solution B The molarity of NaOH(aq) from solution B was calculated using eq. also reviewed at the introductory paragraph of this investigative report. Hence: eq. 9 – Molarity for solution B = moles1volume1 0. 020 mol0. 0170 dm3 = 1. 17 moldm-3 moles1 = 0. 020 mol volume1 = 17. 0ml 17. 0ml 1000 = 0. 0170 dm3 5. Discussion of Results The results obtained from the calculations carried out in this investigative report were somehow near the actual value expected to get. For instance, the molarity of solution A was 0. 5 moldm-3 and the assigned molarity was also 0. 5 moldm-3. However, for the molarity of solution B, the value was a slightly offset, the actual value assigned was 1. moldm-3 and from the above calculation the molarity of the solution was 1. 17 moldm-3. Analysing the data from table. 1 it is possible that the difference on the molarity of solution B is due to many errors that occurred during the experiment. The main source of error in this experiment was human error. For instance, when the volume for solution B was being poured into the conical flask, some of the content was spilled on the desk. This means that not all volume of acid was reacted with the base, as intended to be at the beginning of the experiment.This type of error mentioned on the above paragraph can be minimized have having more practice with using pipette. Another way is by utilizing sophisticated pipettes that will not let the content out unless the person utilizing chooses to do so by pressing a button. 6. Conclusion In this experiment, the unknown molarities of two solution of sodium hydroxide were to be investigating. The aim was to produce two solutions of NaOH(aq) and titrate them against an acid. The production of NaOH(aq) was successful which gave the opportunity to titrate against the acid.However the molarities calculated were very similar to the molarities intended. This suggests that the investigation was successful, although it was not fully successful due to errors that occurred during the investigation. Nevertheless, the results can be used as the actual molarity of the solution taken into account that the initial masses were not as well as the masses intended to be weight. 7. References * Jones, L; Atkins, P. (2000). Chemistry’s accounting: Reaction Stoichiometry. Chemistry: Molecules, Matter and Change. 4th ed. New York: W. H. Freeman and Company. p160-162 * Clark, J. (2000).Basic Calculations Involving solutions. Calculations in AS/A Level Chemistry. Pearson Education Limited. p61 – 66 * LoveToKnow. (1996-2011). Titration – Definiton of Titration. Available: http://www. yourdictionary. com/titration. Last accessed 14th Nov 2011. * ChemBuddy. (2005). Concentration lectures – definition. Available  : http://www. chembuddy. com/? left=concentration&right=concentration. Last accessed 15th Nov 2011. * Harold, C. (2011-2012). Experiment 2  : Acid-Base Titration. CHE-00027/29 General and Organic Chemistry Laboratory Handbook. Keele University. p17-20 ——————————————– 1 ]. Concentration – number of molecules present in a specific volume of a solution [ 2 ]. Molarity – concentration of a solute per mole; also known as molar concentration [ 3 ]. Analyte – the solution with known values of its volume and concentration [ 4 ]. Titrant – the solution with unknown values of volume and concentration [ 5 ]. End point – the stage at which enough titrant has been added to neutralise the analyte [ 6 ]. pH meter – a laboratory electronic equipment used to measure the pH of a solution [ 7 ]. pH – the negative logarithm value of H+ present in a solution, determining the acidity of the solution

Charles by Shirley Jackson Analysis Essay

Laurie creates an alter ego named â€Å"Charles† and uses him to take all the flaws that Laurie has in kindergarten. 2. a) The underlying message, central idea, or moral discussed in a story. b) The story teaches us that something can be going on and we may not even notice it. The mother refuses to look at what is right under her nose, for trepidation of realizing something that she doesn’t want to see- her dear, naà ¯ve little boy causing serious trouble. She adored listening to the stories her son would tell her about â€Å"Charles†. In fact, she couldn’t wait for Laurie to get home from school so she could hear them. All the while Laurie was misbehaving at home. Instead, she would relatively think that it is another little boy named Charles. Another minor theme can be: if you lie then you will in time get caught red-handed. 3. â€Å"The teacher spanked a boy, though †¦ For being fresh† (pg 8) was Laurie’s replay to his mother asking him what happened in school. When I reread this I thought that this was where Laurie decided to put on his act. Another foreshadowing example was the unusual way Laurie kept on taking about â€Å"Charles†. Another observation I made was about Laurie’s behavior. His mother also notes changes in his behavior: he no longer waves goodbye to her, slams the door when he comes home and speaks insolently to his father. Since they adore their son, his parents believe all he has to say, and this belief stops them from seeing that what he says is not the full truth. 4. When the mother discovers at the end of the story that there is no child named Charles in the class and that it is Laurie who has had trouble bending into kindergarten and has done all the bad things he credited to Charles, the reader no less than the mother is surprised. The mother’s reaction would be quite embarrassed since she is the mother of ‘Charles’. Laurie creates a double of him to do â€Å"bad† so that he might stay good in the eyes of his parents. Loving but narrow-minded, the parents do not get involved. I think after realizing that Charles is indeed Laurie, this might affect the way his parents treat him from now on. Not only that, but I think their attitude towards their own unobservant behavior might change as well. 5. This story made me think of when I was younger and the kids who acted this way to get attention from their parents. This story shows the ways children invent shadow figures as a means of confronting problematic feelings while forming their identities. I know that a lot of young children are clever enough to do a lot of things, and some times they go unnoticed, like Laurie’s travesty. In Laurie’s example mentioning Charles so much, the family’s bound to make Charlie a part of daily conversation. Why was Laurie hinting to his parents instead of coming right out and telling them? Was it because he wants his parents to shape it out on their own little heads? I too indeed might’ve lied a couple of times as of way of being included and known. Although my parents were observant and I was quick to learn that it’s not good to lie. 6. Verbal irony – contrast between what is said and what is meant. In other words, sarcasm. Dramatic irony –between what the character thinks to be true and what we (the reader) know to be true. For example: In City Lights the audience knows that Charlie Chaplin’s character is not a millionaire, but the blind flower girl (Virginia Cherrill) is unaware and believes he’s rich. Situational irony – a certain fact is perhaps highlighted by an event that is in contrast to that fact. For example: An old man turned ninety-eight. He won the lottery and died the next day. 7. The point at which we the readers realize that Laurie is tricking his parents and from then on we also know— or suspect — more than the narrator about his misbehaving and amused the mothers lack of observance is an example of dramatic irony. Parents, by definition are thought to be mentally advanced than their children (when they are at such a young age such as Laurie) but are outsmarted by the imagination and creativity of a clever little nipper.

Adolescence The Social World - 1466 Words

1. Chapter 10, Adolescence: The Social World goes in depth with human relationships among adolescents; teenagers are social beings, in which they rely on others’ opinions, company, and validation, in order for them to seek and find their true identity; who they are and where they belong (Berger, 365). Identity is the state of achievement when a â€Å"person understands who he or she is as a unique individual, in accord with past experiences and future plans,† they figure out their own goals, values, and ambitions, eventually leading them to the path in finding self-actualization (Berger, 351). Continuing on, relationships between parents and adolescents are not always peaceful due to arguments that have to do with teenagers’ â€Å"drive for independence, arising from biological, as well as, psychological impulses and social expectations clashes with the parents’ desire for control,† (Berger, 357). This section states that bickering indicates a healt hy family due to conflicts indicating close relationships. Of course consequences and many factors that alter and influence adolescents’ thinking and behavior are present. Furthermore, this section explains the results of neglect, mental, emotional, and physical abuse to an individual, in which peer pressure can happen. Peer pressure is when â€Å"people of the same age group encourage particular behavior, dress, and attitude,† peer pressure is usually seen as a negative influence upon an individual’s growth and behavior that is contrary toShow MoreRelatedSocial Medi A Longitudinal Inquiry Into Directionality Of Effect752 Words   |  4 PagesAssignment 2 Dropbox Ashleigh Bland June 27, 2016 Article I: Loneliness and Facebook Motives in Adolescence: A Longitudinal Inquiry into Directionality of Effect Social media is in it s prime. It is how everyone connects with their friends, family and anyone around the world. Facebook has become hugely popular especially with adolescents. In the article, Loneliness and Facebook Motives in Adolescence: A Longitudinal Inquiry into Directionality of Effect, research has investigated the relationshipRead MoreDiscuss the concept of adolescence as a social construct and its validity for different cultures1117 Words   |  5 PagesDiscuss the concept of adolescence as a social construct and its validity for different cultures. Adolescence describes the transitional stage in a teenager’s life, from childhood to adulthood, where an individual evolves physically, psychologically, emotionally, cognitively and socially. It is a defined social category that is expressed through immaturity and unpredictability and allows an individual to learn and discover their sense of self and identity. The idea of adolescence came into perspectiveRead MoreImpact of Party Drugs on the Youth Culture Essay1507 Words   |  7 PagesAdolescence refers to the age group from 14 to 26 years. Ten percent of this age group use party drugs (Bennett, 2003). According to Arnett (2004) , this period of development is distinguished by five characteristics: identity exploration, instability, self-focus, a feeling of in-between and possibilities (Arnett, 2004, pg. 14). It is against these five characteristics that the impact of party drugs on the youth culture will be assessed. This essay will explore how the characteristics of adoles cenceRead MoreThe Main Theory Of This Given Article Is About How Much1318 Words   |  6 Pagesarticle is about how much adolescents and their peer influence occurs on social media. Researchers measured adolescents and their neural and behavioral responses to likes on a social media site, Instagram, a popular photo-sharing application and how their peer influence affects them. Social media is very popular and there have been several questions speculating whether or not social media has effects on interpersonal skills, social skills, development, and interactions between young adults. These certainRead MoreAdolescence Development : The Growth Of A Child Occurs After Childhood995 Words   |  4 PagesAdolescence Development Adolescence development is the period where the growth of a child occurs after childhood and before adulthood. The ages are from 12 to 18 years. This period is one of the most crucial times in an adolescent life. They experience serious changes such as physical, sexual maturation, social and economic independence, development of identity and the skills needed to have adult relationships and roles during this time. While this period is a time of tremendous growth and developmentRead MoreAdolescence : The Transitional Period Between Childhood And Adulthood1549 Words   |  7 PagesThroughout these stages come happiness, sadness, and excitement. Adolescence is the time where we may have had the best times and the worst times while going through the stage of life. Adolescence is the time when young adults begin to change mentally and physically. During this stage of life, adolescents are introduced to many things such as the changing of the body, interest in different people, and tryin g to find themselves. When adolescence occurs they will experience puberty, growth spurts, developmentRead MoreThe Development Of The Self And The Ability Of Form Relationships With Parents1066 Words   |  5 Pagesrelationships. Social learning is quite different from learning about the physical world. For one, the phenomenon that occurs in the physical world is based on objective laws, that is, if a child drops something from their high chair, it will always fall (unless a six-month-old can rewrite classical physics). Trial and error is typically enough to learn about the behavior of physical objects and, once the brain becomes advanced enough, this trial and error can be done cognitively. The social world is notRead MoreMedia Influences on Adolescent: Social Norms and Identity Essay1009 Words   |  5 PagesAdolescence is a time where an individual’s sense of identity starts to emerge and a majority of their social norms are perceived. In this day and age, adolescents live in a world heavily submerged around media, which plays an important and habitual part of an adolescents life. In a national survey conducted in 2009, adolescents on average spend more than 7.5 hours using some sort of media a day (Rideout, Foehr, Roberts, 2010). With this unprecedented access to the world, individuals are learningRead MoreDigital Technology Has Made Being An Adolescence1484 Words   |  6 PagesThis assignment will identify how digital technology has made being an adolescence in the twenty first century is significantly different from previous generations. Young people in many ways are the same as they were over 100 years ago although digital technology has enabled young people to be social in many different ways. Young people are able to engage in face-to-face interactions like previous generations and at the same time they have the convenience and speed this new digital technology haveRead MoreSocial Communication And Rehabilitation Of Adolescents With Traumatic Brain Injury1216 Words   |  5 Pages Social Communication and Rehabilitation of Adolescents with Traumatic Brain Injury Introduction Adolescence, the time between puberty and adulthood, is marked by a shift toward greater reliance on the peer group that the family, resulting in a greater need for more complex social communication. It is also the age group which reports the highest incidents of traumatic brain injury (Turkstra, 2004). One could surmise the many reasons for this – increased risk taking or increased participation