History paper Essay Example | Topics and Well Written Essays - 1000 words - 3

History paper - Essay Example Looking at the speech â€Å"The Meaning of July Fourth for the Negro,† he gave on July 5, 1852, one gets a sense that he is very unhappy with the prevailing situations and the apparent lack of progress in the fight against slavery. He poignantly enumerates the ills the slaves are suffering at the hands of their masters in a way that echoes someone who has witnessed and endured such ills. He says ‘†¦ to rob them of their liberty, to work them without wages †¦ to flay their flesh with the lash †¦ to sell them at auction†¦ to sunder their families†¦ to burn their flesh.’1 This clear enumeration of the ills shows clearly that he understood what was going on, having witnessed firsthand some of this ills. To him, the aspirations of the American as espoused by the American Farmer2 that the American has moved from servile labour and useless toil to prosperity rings hollow for this group of Americans. The writing of Douglas, especially assertion that divinity and brutality cannot go hand in hand, and that one is either on one hand or the other must have been aimed at the radical abolitionists so well covered by Harris3. This abolitionist were mainly whites who had joined the blacks to bring an end to the slavery. The campaign was later to be taken up by religious revivalism with dominant figures being Arthur and Lewis Tappan4 who wanted to bring the religious approach to abolishing slavery through presenting the preaching of the bible that hold that all men are equal. The speech is inherently against the use of religious basis to perpetuate slavery through argument such as it is God ordained. But above all, he is very much against the fact that religious leaders, who ought to have known better, attended a ceremony to celebrate 4th of July knowing very well that there is nothing to celebrate in the country. The intended audience for this speech was mainly the blacks. He wanted them to know that things are getting out of hand and may not change

Human Relations - Conflict Resolution - Cowan Essay

Human Relations - Conflict Resolution - Cowan - Essay Example The central idea concentrates on the role of conflict in Organizations. Conflicts come under three categories: internal, interpersonal and intrapersonal. Proper management of conflict helps to improve efficiency and output of an Organization. Cowan points out that the key to success is to take advantage of conflict, not to yield. Difference in conflict resolution method used creates the difference between well and poorly managed conflict. The sources of conflict in an organization are: ideas, opinions and issues. Well managed conflicts fabricate positive change which reshapes the culture of an Organization. It is to be pointed out that conflict destroys trust among individuals, groups, and Organization. The work-‘Taking Charge of Organizational Conflict: A Guide to Managing Anger and Confrontation’ by David Cowan, points makes clear that:â€Å"Conflict has as much potential for producing positive results as it does for generating negative results.† (Cowan, 2003, p . 68) conflicts have the capacity to generate positive and negative results. The only difference is that how one confronts it. Next idea deals with the topic of understanding the nature of the conflict and how it affects one’s individuality. Evaluation of the conflict says that there is no good or bad conflict, but just conflict. When an Organization is diverse with manpower, there is high chance for conflict. But when diversity is considered as an asset, it is no more an issue. Cowan make clear that there is creative energy underlying most conflicts. So it is better to take advantage of conflict, not to ignore it. The next idea deals with the conditions that generate conflict, its dynamics and its organizational consequences. Cowan points out that dialogue is important in conflict resolution and it is essential to provide a medium for dialogue to deal with conflicts. During dialogue, listening plays an important role and is closely connected to conflict resolution strategy. In managing

Papua New Guinea Before Contact History Essay

Papua New Guinea Before Contact History Essay Papua New Guinea is one of the most culturally varied countries on Earth, with over 850 indigenous languages and at least as many traditional societies, out of a population of just under 7 million. This diversity results in no traditional name for the indigenous peoples. The country is one of the worlds least explored, culturally and biologically, and many undiscovered species of plants and animals are believed to dwell in the interior of Papua New Guinea. Humans have first estimated to have lived in New Guinea as far back as 50,000 years ago. New Guinea was one of the first landmasses after Africa and Eurasia to be populated by modern humans, with the first migration at approximately the same time as that of Indigenous Australia. Early communities had little contact with each other because of rough and mountainous terrain and so maintained their independence, as well as their distinct languages and customs, leading to such diverse cultural life. First arrivals were hunters and gatherers, early evidence shows that people managed to utilise the forest environment to provide food. http://3.bp.blogspot.com/_fhVpDW9sV30/SuK3ppLwkm I/AAAAAAAALo4/NcyzlB00U8Q/s400/irving_penn_11.jpg C:UsersUserDownloadswen_04_img0693.jpg Timeline: Pre-colonisation of New Guinea 50,000 years ago (Pleistocene Epoch) Humans first arrive from Southeast Asia, by sea, although during this time sea level was lower and a land bridge connected Australia and New Guinea. 6000-7000 years ago Austronesians (known today as Malays, Indonesians, Filipinos and Polynesians) sail from southern China and settle along the coast of New Guinea and on surrounding islands. These people live in villages, plant food crops such as yams, make clay pots and raise pigs and chickens. 1526 First recorded European sighting of New Guinea is made by two Portuguese explorers who are sailing by the island but do not land. Jorge de Meneses, first Portuguese governor of the Moluccas, names the island Ilhas dos Papuas from the Malay phrase Orang papuwah which means frizzy haired man. 1545 Ynigo Ortiz de Reyes, Spanish captain sailing from Mexico, claims New Guinea for the King of Spain. It is debated whether he chose the name Nueva Guinea for the resemblance of the people or coastline of Guinea in Africa http://www.deathreference.com /images/medd_01_img0019.jpg During Contact Papua New Guinea had two non-indigenous countries colonise it, Germany and Britain. The Germans wanted to colonise Papua New Guinea because of Europes growing desire for coconut oil whereas Britain claimed it mainly for land and exploration purposes. Britain first arrived in the south-eastern province of New Guinea in 1883 after a formal decision to annex the island by Sir Thomas McIlwraith, the Premier of Queensland at the time. It took until 1884 before financial support was delivered and the colony officially became a British protectorate known as the Territory of Papua in 1905. In 1906 Britain transferred total responsibility for the territory to Australia. The Germans arrived in the north-eastern islands of New Guinea around the same time as the British. This annexed area was known as German New Guinea. As the terrain was so mountainous and separated contact between the two countries was somewhat uncommon and usually peaceful. During  World War 1, Australian forces seized German New Guinea, which in 1920 became the  Territory of New Guinea. Both territories were merged into the Territory of Papua and New Guinea in 1949. http://upload.wikimedia.org/wikipedia/commons/thumb/b/ba/New_Guinea_%281884-1919%29.png/250px-New_Guinea_%281884-1919%29.png New Guinea from 1884-1919.  The Netherlands controlled the western half of New Guinea, Germany  the north-eastern part, and  Britain  the south-eastern part. Nature of arrival Both the Germans and the British met the natives in a rather peaceful manner. The colonisation occurred after Australias and the British approached the new country more carefully and in a friendlier way to avoid an uprising from the natives of New Guinea akin to that of the Australian Aborigines The natives were taught basic skills that helped both themselves and the British, such as farming, domestication of animals such as fowl and language skills that helped them communicate with the British. The British also helped establish a bartering and economic system for the formally nomadic people. They made stalls and shops where the locals could trade and sell grown goods and items that they were quickly accustomed to, such as soap and blankets. A group of people gather in front of a store in Mount Hagen. A group of people gather in front of a store in Mount Hagen. Response of the natives When both countries arrived, they met the natives with somewhat peaceful intentions. With over a thousand language groups all spread out along the country, most tribes were around 100 large and were thinly spaced along the land meaning that resistance was not as great as in Australia. Shortly after colonisation, the natives were combined into large towns and were given education, health care and food which wouldve been a weird experience as before colonisation there were no towns or large populations, only small, dispersed settlements. Nearly all of the natives took to these changes rapidly and easily, with the only exception of religious beliefs. Some New Guineans resisted the changes Christian missionaries represented, while others accepted opportunities for new forms of wealth, power, and age and gender relations. With next to no recounts of major violent resistance, the colonisation of Papua New Guinea was one of the more peaceful and successful ones. Comparison to Australia The colonisation of New Guinea was very different to that of Australia and one of the major reasons why was because it occurred after Australia had been colonised, meaning that the British didnt want a repeat of the violence and death that had happened there. Slavery was still present in Papua New Guinea, however slaves and servants had a lot more freedom and rights then the Aboriginals did and most were considered just workers as opposed to servants. Due to the amount of space between native settlements there are still plenty of settlements that were never colonised or approached, even today there are still native groups that have never been met by non-indigenous populations. There was also a lot less prejudice about the locals of New Guinea than there was with Aboriginals, as the locals of New Guinea were given more rights and space than Aboriginals. New Guineans culture and beliefs wrapped around the colonisation and those who kept their traditional ways werent forced to change or conform. Results of colonisation for both the indigenous and non-indigenous people The results of colonisation for both the indigenous and non-indigenous people were mainly positive with both the German and British protectorates treating the locals fairly. The locals quality of life improved dramatically when they were colonised as healthcare and education were quickly introduced to the newfound villages and towns. Before colonization, an individuals identity was based on their kin group and rarely extended beyond the kin groups of close relatives. After colonization, Papua New Guineans experienced political, social, and economic integration that helped them adapt to their new style of living. The British and Germans both used the locals for things like building houses and labour but most of the structures that were built also benefited the natives as well, such as houses and huts that they lived in and shops that helped give the indigenous people a sense of economics and easy to access goods. With colonization, dispersed settlements were combined into larger villages for easier administration and the provision of education and health care. The first towns grew up around mission and administrative centres, near airstrips, or on hillsides overlooking good harbours. Towns were small, and homes and non-residential structures were simple one-story buildings. The first Papua New Guineans to live in towns were men. Many workers were chosen from nearby villages to which they were expected to return at night, but some lived in servants quarters ( boi haus ) or company barracks. The New Guineans nearly always lived separate from the European settlements and rarely interfered with each other. This was a positive step in the Europeans minds as it allowed the locals to integrate and get used to their new way of living without obstruction from the British. The New Guineans were treated more as individuals rather than natives. This freedom was something that helped the locals and gave them leeway to live their lives how they were before colonisation. In 1975 the people of New Guinea were granted independence and are now officially a self-governing nation. Comparison of colonisation Overall the indigenous people of New Guinea had a much better result of colonisation than that of Aboriginal people. Quality of life was better during and after the British and Germans arrived, because of the independence that the Europeans gave them along with basic goods and tools that they quickly learned to use. There is also less of a cultural barrier as a whole between towns and villages, the Europeans let them live their lives whereas in colonial Australia, Aboriginals were treated as inferior and were often enslaved. During colonisation and even in some parts of Australia today, Aboriginals have a lower standard of living along with less education and higher mortality rates. In Papua New Guinea there were and are still problems affecting young children, but as a whole, the population have a higher standard of living than Aboriginal Australians.

The Founding Story of Salamis :: Cyprus

The Founding Story of Salamis Teucer announces, â€Å"Despair in no way, tomorrow we will set out upon the vast ocean [for a new homeland in Cyprus].† At the end of the Trojan War, Teucer returned to his home island of Salamis (an island near Greece) carrying news of his brother, Ajax’s, death to his father, King Telamon. The king cursed Teucer for not preventing his brother’s death nor did he avenge his brother’s death on Odysseus. King Telamon had mistakenly thought that Teucer had abandoned Ajax in his moment of need because he had his eye on the throne and future kingdom of Salamis. It was on this reasoning that King Telamon made his decision to banish Teucer from his island homeland of Salamis. Humiliated and dejected, Teucer sails away with his soldiers in search of Cyprus in hopes of making this island their new home. On the way, Teucer’s ship is blown off course. After several days of being lost in the Mediterranean Sea, Teucer lands on the shores of Egypt. He had heard that the famous prophetess Theonoe lived in Egypt. She had been born with the gift of divine knowledge of all things present and to come. He decides to go ashore to seek out an oracle or revelation from Theonoe. If he spoke with Theonoe, Teucer had confidence he would know the correct course to take to get to Cyprus. He says: â€Å"The reason of my coming to this royal palace was a wish to see the famous prophetess Theonoe. I wish to ask how I shall steer a favorable course to the sea-girt shores of Cyprus; for there Apollo hath declared my home shall be, giving to it the name of Salamis.† Teucer – son of King Telamon Instead of finding Theonoe, he stumbles into a beautiful woman, Helen. She says to him, â€Å"Who are you and where are you going? Teucer responds by telling her about his participation in the battle of Troy and that he has been exiled from his birthplace, the island of Salamis by his father King Telamon. Teucer also tells her that he had been sailing to Cyprus to make a new home but has lost his way. He says he is looking for Theonoe to learn from her the quickest course to Cyprus. Helen replies that Cyprus is easy to find but he should leave Egypt soon before the king of the land, son of Proteus, finds him there. The Founding Story of Salamis :: Cyprus The Founding Story of Salamis Teucer announces, â€Å"Despair in no way, tomorrow we will set out upon the vast ocean [for a new homeland in Cyprus].† At the end of the Trojan War, Teucer returned to his home island of Salamis (an island near Greece) carrying news of his brother, Ajax’s, death to his father, King Telamon. The king cursed Teucer for not preventing his brother’s death nor did he avenge his brother’s death on Odysseus. King Telamon had mistakenly thought that Teucer had abandoned Ajax in his moment of need because he had his eye on the throne and future kingdom of Salamis. It was on this reasoning that King Telamon made his decision to banish Teucer from his island homeland of Salamis. Humiliated and dejected, Teucer sails away with his soldiers in search of Cyprus in hopes of making this island their new home. On the way, Teucer’s ship is blown off course. After several days of being lost in the Mediterranean Sea, Teucer lands on the shores of Egypt. He had heard that the famous prophetess Theonoe lived in Egypt. She had been born with the gift of divine knowledge of all things present and to come. He decides to go ashore to seek out an oracle or revelation from Theonoe. If he spoke with Theonoe, Teucer had confidence he would know the correct course to take to get to Cyprus. He says: â€Å"The reason of my coming to this royal palace was a wish to see the famous prophetess Theonoe. I wish to ask how I shall steer a favorable course to the sea-girt shores of Cyprus; for there Apollo hath declared my home shall be, giving to it the name of Salamis.† Teucer – son of King Telamon Instead of finding Theonoe, he stumbles into a beautiful woman, Helen. She says to him, â€Å"Who are you and where are you going? Teucer responds by telling her about his participation in the battle of Troy and that he has been exiled from his birthplace, the island of Salamis by his father King Telamon. Teucer also tells her that he had been sailing to Cyprus to make a new home but has lost his way. He says he is looking for Theonoe to learn from her the quickest course to Cyprus. Helen replies that Cyprus is easy to find but he should leave Egypt soon before the king of the land, son of Proteus, finds him there.

Final Study Guide – Eco/372

ECO/372 Final Examination Study Guide This study guide prepares you for the Final Examination you complete in the last week of the course. It contains practice questions, which are related to each week’s objectives. Highlight the correct response, and then refer to the answer key at the end of this Study Guide to check your answers. Use each week’s questions as a self-test at the start of a new week to reflect on the previous week’s concepts. When you come across concepts that you are unfamiliar with, refer to the Student Guide for that particular week. Week One: Fundamentals of MacroeconomicsObjective: Explain the economic interaction of resources among households, government, and businesses. 1. Which group has ultimate control over the U. S. economy? a. Business b. Households c. Multinationals d. Government 2. When a government intervenes in an economy in a way that influences the relationship between households and businesses, it is a. serving as an economic a ctor b. serving as an economic referee c. serving the public good d. reducing social welfare by interfering with the invisible hand Objective: Describe gross domestic product, inflation rate, unemployment rate, and interest rate. . Per capita real output would most likely increase if a. both real GDP and population increase b. both real GDP and population decrease c. real GDP increases and population decreases d. real GDP decreases and population increases 4. In 2006, U. S. real GDP increased by 3. 3 percent. Based on this information, we can infer that the U. S. experienced a. a recession in 2006 b. an expansion in 2006 c. a depression in 2006 d. a trough in 2006 Objective: Identify sources of historical economic data and economic forecasts. 5. The Bureau of Economic Analysis is responsible for which of the following? a.Setting interest rates b. Managing the money supply c. Calculating U. S. gross domestic product d. Paying unemployment benefits. 6. The Federal Reserve will most li kely _______ the money supply when the economy is experiencing a recession a. increase b. decrease c. stabilize d. manage Week Two: Aggregate Demand and Supply Models Objective: Analyze the impact of various factors on aggregate demand and supply. 7. The AD curve a. will shift as much as the initial shift factor when the multiplier is greater than one b. will shift by more than initial shift factor when the multiplier is greater than one c. ill shift by less than the initial shift factor due to leakages d. could shift by more or less than the initial shift factor 8. Theparadox paradox of thrift occurs when a. an increase in saving raises output b. an increase in saving reduces output c. saving is unrelated to output d. a decrease in saving reduces output 9. Suppose output exceeds potential output and a contractionary fiscal policy is enacted. According to the AS/AD model, in the long run, this fiscal policy will produce   a. a lower output level and a lower price level than would otherwise have occurred b. lower price level than would otherwise have occurred c. a lower output level than would otherwise have occurred d. neither a lower price level nor a lower output level than would otherwise have occurred 10. According to the AS/AD model, an expansionary monetary policy a. increases interest rates, raises investment, and increases income b. decreases interest rates, raises investment, and increases income c. increases interest rates, reduces investment, and decreases income d. decreases interest rates, reduces investment, and decreases incomeObjective: Evaluate the effectiveness of changes in fiscal policies using Keynesian and Classical models 11. According to Keynes, the economy could become stuck at a low income level if   a. declines in aggregate demand and aggregate supply reinforce one another b. declines in aggregate demand are not accompanied by declines in aggregate supply c. declines in aggregate supply are not accompanied by declines in aggregat e demand d. aggregate demand and aggregate supply are independent of one another 12. The Classical economists argued that: a. market economy will not experience unemployment. b. if unemployment occurs, it will cure itself because wages and prices will fall. c. aggregate expenditures may be too low. d. if inflation occurs it will cure itself because prices, wages, and interest rates will rise. Week Three: Monetary Policy Objective: Assess the factors contributing to the establishment of general and specific rates of interest. 13. When the Federal Reserve targets a higher interest rate, this change in policy involves open market   a. purchases of government securities that reduced reserves b. urchases of government securities that increased reserves c. sales of government securities that reduced reserves d. sales of government securities that increased reserves 14. When the Federal Reserve sells bonds, the a. Federal funds rate increases b. reserve requirement falls c. discount rate increases d. discount rate decreases Objective: Explain the role of the Federal Reserve System in designing and implementing U. S. monetary policies. 15. Who buys and sells in the Federal Reserve funds market? a. Commercial banks and depository institutions b. Large financial institutions c.Financial institutions and large corporations d. Anyone with a computer and an Internet connection can participate 16. The Federal fund rate is always _______ compared to the discount a. higher b. lower c. equal d. comparable Objective: Analyze how the money multiplier effect facilitates the creation of money. 17. If the multiplier effect is 4, a $15 billion increase in government expenditures will shift the AD curve   a. to the right by $15 billion b. to the left by $15 billion c. to the right by $60 billion d. to the left by $60 billion 18. Suppose the money multiplier in the U. S. s 4. If the Federal Reserve wants to expand the money supply by 600 it should:   a. buy government securities worth 150. b. buy government securities worth 600. c. sell government securities worth 150. d. sell government securities worth 600. Week Four: Fiscal Policy: Politics, Deficits, and Debt Objective: Analyze the influence of deficit, surplus, and debt on the health of the U. S. macroeconomy. 19. When the government runs a deficit, it will a. buy bonds to finance the deficit b. sell bonds to finance the deficit c. reduce the money supply to finance the deficit d. raise taxes immediately 0. Deficits may be desirable in the short run if they a. help to stabilize the economy when the economy falls below potential output b. increase savings necessary for future investment and growth c. increase savings necessary for future consumption and demand d. help to stabilize the economy when the economy is above potential output 21. The structural deficit a. rises as the economy expands and falls when it contracts b. falls as the economy expands and rises when it contracts c. changes as actual in come changes regardless of potential income d. oes not change when income changes, but changes only when potential income changes 22. Government debt is defined as a. a shortfall of incoming revenue under outgoing payment b. a shortfall of outgoing payments under incoming revenue c. accumulated deficits minus accumulated surpluses d. accumulated deficits plus accumulated surpluses Week Five: International Trade and Finance Objective: Analyze the effects of international trade on the U. S. macroeconomy. 23. According to comparative advantage, specialization means that a country is producing the goods   a. that it wants to consume b. or which it has a relatively high opportunity cost c. for which it has a relatively low opportunity cost d. that it can produce at zero cost 24. Globalization represents a. a return to isolationism b. the opposite of isolationism c. the economic complement of political isolationism d. the political complement of economic isolationism 25. If the U. S. wa nts to strengthen the value of the dollar, it should use a. contractionary fiscal policy b. expansionary fiscal policy c. contractionary monetary policy d. expansionary monetary policy 26. Which of the following would most likely cause an increase in the upply of dollars? a. An expansionary fiscal policy that raised U. S. income and increased U. S. imports b. An expansionary fiscal policy that raised U. S. income and reduced U. S. imports c. A contractionary fiscal policy that reduced U. S. income and lowered U. S. imports d. A contractionary fiscal policy that reduced U. S. income and increased U. S. imports Objective: Explain how foreign exchange rates are determined. 27. Suppose a basket of goods costs 60,000 pesos in Mexico. If, at the existing exchange rate, it costs less than 60,000 pesos to buy the same basket of goods in the U.S. , then purchasing power parity implies that the a. dollar is overvalue b. peso is undervalue c. dollar should cost fewer pesos d. dollar should cos t more pesos 28. If a basket of goods costs $10 in the U. S. and 100,000 rubles in Russia, then purchasing power parity will exist if the exchange rate between the ruble and the dollar is   a. 1,000 rubles per dollar b. 10,000 rubles per dollar c. 0. 01 dollars per ruble d. 0. 1 dollars per ruble Objective: Analyze the impact of trade restrictions, tariffs, and quotas on the U. S. macroeconomy. 29. A quota differs from a tariff in that quotas a. imit the volume of imports more than tariffs b. do not increase the price of imports as much as tariffs c. do not generate tax revenues, unlike tariffs d. reduce consumer welfare more than tariffs 30. Threats to put tariffs on a nation in an attempt to get that nation to reduce its restrictions on trade are called: a. strategic trade policies b. trade adjustment assistance programs c. learning by doing d. inertia and cachet Answer Key 1. b 2. b 3. c 4. b 5. c 6. a 7. b 8. b 9. b 10. b 11. a 12. b 13. c 14. a 15. a 16. b 17. c 18. a 19. b 2 0. a 21. d 22. c 23. c 24. b 25. c 26. a 27. d 28. b 29. c 30. a

Limiting Reagents Lab Essay

Problem: What mass of precipitate will form when 1.69g of CuCl2.2H20 reacts with 1.31g of aluminium? Aspect 3: Materials: > 150 mL beaker > Erlenmeyer Flask > 100ml Graduated Cylinder > Funnel; > Scoopula > Electronic Balance > Stir Rod > Aluminum Foil > CuCl2.2H20 > Distilled Water Procedure: Day 1 > Rinse beakerwith distilled water. > Mass 1.69g of CuCl2.2H2O. > Add to beaker and add 50mL of distilled water. > Mass aluminum. Fold in 1/2 & coil loosely. > Place in beaker and let sit overnight. Day 2 > Pull out Aluminum and rinse into beaker > Mass filter paper, put name on it > Put paper in funnel and funnel into the Erlenmeyer flas. > Pour in mixture. Rinse beaker three times. > Rinse funnel and paper twice. > Remove Paper and let dry overnight. Day 3 > Mass filter paper Data Collection and Processing (DCP) Aspect 1: Recording Raw Data: Mass of CuCl2.2H2O – 1.93g Mass of Al – ? (The massing of the aluminum was forgotten) Experimental mass of precipitate = .69g Aspect 2: Processing Data 2Al(s) + 3CuCl2.2H2O –> 3Cu(s) + 6H2O(l) + 2AlCl3(aq) m Al=1.93g M Al= 26.98 g/mol m 3CuCl2.2H2o = 1.69 g M 3CuCl2.2H2o = 152.47 g/mol (Chem 20 Data Booklet) m Cu = ? n CuCl2.2H2O = 1.93g / 170.49 g/mol n CuCl2.2H2O = .011320312 mol 3 mol CuCl2.2H2O = 3 mols Cu n Cu = .011320312 mol m Cu = .011320312 mol x 63.55 g/mol m Cu = .719g % yield = .69 / .719 = 96% Aspect 3: Experimental mass of Cu(s) precipitate = .69g Theoretical mass of Cu (s) precipitate = .719g % yield = 96% Conclusion and Evaluation (CE) Aspect 1: Conclusion: The mass of precipitate that forms when 1.93g of CuCl2.2H20 reacts with 1.31g of aluminum is .69 g. The % yield was 96%. The massing of aluminum was forgotten but when another piece was massed and the numbers were worked out, it was shown that there was an excess of aluminum and that the CuCl2.2H2O was the limiting reagent. Aspect 2: Evaluate: There were .029g of Cu precipitate less than expected. It is likely that some of the copper went into the Erlenmeyer or was stuck on the funnel. Despite thorough rinsing of the filter paper, some of the precipitate got through the filter paper and into the Erlenmeyer. Aspect 3 Improving Experimental Design: Instead of one piece of filter paper, two pieces should be used. This would lead to less precipitate going into the Erlenmeyer. Also, the water in the Erlenmeyer could be re-filtered.