Essential Trace Metals in Seaweed

Essential Trace Metals in Seaweed 0 Introduction Seaweeds are marine macro-algae that are one of the living renewable resources of the marine environment and well known for its potential food and therapeutic applications (Tseng, 2004). According to Awang et al. (2008), Sabah and Sarawak have a great potential for the cultivation of seaweed. The seaweeds found in Sabah such as Kappaphycus alvarezii, Ulva reticulate, Gracilaria changgi, Caulerpa lentillifera and Sargassum polycystum species. Seaweeds are one of the best sources of essential trace metals. Essential trace metals are metals needed by human body in little quantity. These metals can be determined by using atomic spectroscopy techniques. Consumption of seaweeds can increase the amount of dietary fiber and lower the development of some chronic illnesses (Southgate, 1990). The followings are some essential trace metals found in seaweeds and their benefits to human (Alexander, 2014): However, some researchers reported that some seaweed are contaminated and contained high amount of essential trace metals more than the amount needed to human body. These are due to the area and conditions of seawater. According to Noda (1993) the chemical composition of seaweed may vary due to the species, geographic area, seasons of the year and temperature of water. This study focused on the essential trace metals found in different type of seaweeds. The results of the concentration of the essential trace metals are compared to dietary reference intakes (DRI). This study is significant to show the role of essential trace metals and enhance the awareness on the importance of essential trace metals to human health. Problem Statement Seaweeds can be classified into three main groups which are Phaeophycae, Rhodophyceae and Chlorophyceae. The compositions of essential trace metals in these groups are differed. Some groups contain high amount of certain essential trace metals and vice versa. These essential trace metals are important for maintaining health. These metals take part in enzymes, hormones and cells in the human body. Inadequate intake of essential trace metals can cause symptoms of nutritional deficiency. There are many researches that have been done on seaweeds. Most of them discussed more on the composition of macronutrients in seaweeds. Therefore, this research focused on essential trace metals. There is necessity to know the composition of essential trace metals in these seaweeds because they supply nutrition and give benefit to human’s health. 3.0 Objectives of study To determine the concentration of essential trace metals like vanadium, zinc, iron, copper, manganese, chromium and molybdenum in seaweed by using inductively coupled plasma mass spectrometry (ICP-MS). To compare the concentration of essential trace metals found in seaweed with the dietary reference intakes (DRI). To compare the concentration of essential trace metals in different types of seaweeds and determine which seaweed has the highest value of essential trace metals. 4.0 Literature Review 4.1 Introduction Many researches have been made to determine the composition of seaweeds. In the previous researches, they discussed more on the composition of macronutrients in seaweeds and lack of micronutrients. This research focused on essential trace metals found in seaweeds. This research is significant as these metals provide and supply nutrition values to human. This research is carried out in order to determine the concentration of essential trace metals like vanadium, zinc, iron, copper, manganese, chromium and molybdenum in seaweed, compare the concentration of essential trace metals found in seaweed with the dietary reference intakes (DRI), compare the concentration of essential trace metals in different types of seaweeds and determine which seaweed has the highest value of essential trace metals. 4.2 Definition of essential trace metals Essential trace metals are metals that are required for human body in small amounts generally less than 100 milligrams per day (Cesar, 2005; Araya et al., 2006). These trace elements are minerals which human body cannot produce by itself but can be found in diet. Essential trace metals include vanadium, chromium, manganese, iron, cobalt, copper, zinc and molybdenum (Gadd, 1992). Figure 1 shows the position of essential trace metals in the periodic table. These metals are transition metals and majority of them are located in period 4, showing the relationship between the size of nuclei and the availability of electron of the element to interact with organic molecules present in biological systems (Cesar, 2005). Each essential trace metal has their own specific functions depend on their chemical structures and is important for life. Although these metals are needed for only 0.02% of the total body weight, they are vital as trace bioactive substances and active centers of enzymes (Osamu, 2004). A man required essential trace metals about 50 micrograms to 18 milligrams per day and these metals function as catalytic or structural components of larger molecules (Mertz, 1981). Essential trace metals do not exist by themselves but exist with each other. Excess of one trace metal can cause imbalances in other elements and lead to diseases. To be well-absorbed in the intestine, most trace metals need to be in ionic form. Diet, concentrations of trace element in water, interactions of drug-nutrient are crucial to stabilize the concentration of essential trace elements in the body (Alexander, 2014). Figure 1: Periodic Table with white background indicating elements essential for human and bold characters representing the essential trace metals and non-metals (Cesar, 2005). 4.3 Recommended daily intake of essential trace metals A certain daily intake of food supplements is needed by humans. The essential trace metals are important as enzymes, hormones and cells in the body. Inadequate intake and excessive consumption of essential trace metals can cause symptoms to human body. Table 2 summarizes recommended daily intakes of essential trace metals and its effects of excessive consumption. Table 2: Recommended dietary allowances of essential trace metals (Dietary Reference Intakes, 2001). 4.4 Classification of seaweed Seaweeds can be classified into three main groups based on their brown, red and green pigmentations. The groups of seaweed are Phaeophycae, Rhodophyceae and Chlorophyceae respectively. Sargassum polycystum species is in Phaeophycae group whereas Kappaphycus alvarezii and Gracilaria changgi species are in Rhodophyceae group and Ulva reticulate and Caulerpa lentillifera species are in Chlorophyceae group (Awang et al., 2014). The sizes of seaweeds are different according to their group. Brown seaweeds are often large. They are usually having length about 20 meters long and the thickness is about 2 to 4 meters, whereby the smaller species is about 30 to 60 centimeters. Red seaweeds are usually smaller in size, generally ranging from a few centimeters to about one meter in length. The colors of red seaweeds are not always red. They might be purple, brownish red, but botanists classified them as Rhodophyceae because of other factors. Green seaweeds are small, with a similar size to the red seaweeds (Fisheries and Aquaculture Department, 29 October 2014). 4.5 The study of essential trace metal in different type of seaweeds Seaweeds rich in about 8% to 40% of essential trace metals required for human body (Indegaard Ostgaard, 1991). Some reports said that the metal contents in seaweeds were higher than edible land plants (Ortega et al., 1993). Concentration of essential trace metals may differed with each other because of several factors includes genetic species, sea conditions, seasons, habitats, maturity, geographical locations and environmental parameters of the seaweed (Ito Hori 1989; Fleurence, 1999; Krishnaiah et al., 2008). According to past researches, the commonly essential trace metals found in seaweeds were copper, cobalt, iron, manganese and zinc. Copper plays an important role in metabolism by allowing enzymes to function properly (Harris, 2001). Copper is vital for maintaining the strength of the skin, blood vessel, epithelial and connective tissue throughout the body. Cobalt is essential for the production of vitamin B12 that is necessary to ensure an adequate number of red blood cells are produced in the body (MedlinePlus 2014, 23 October 2014). Zinc is important for growth, cell division, immune system, vision and also helps to accelerate the renewal of the skin cells (Vallee Falchuk, 1993). Iron is essential as oxygen and electron transport forhemoglobin synthesis of erythrocytes, oxidation–reduction reactions, and cellular proliferation (Yutaka et al., 2008). Manganese is important for the formation of bones, connective tissues, brain and nerve functions (Barbara, 2013). 4.5.1 Kappaphycus alvarezii species The trace amount of manganese, iron, zinc, cobalt, chromium and copper were determined in this species that was collected from Palk Bay Mandapam, Tamilnadu in South India region. The concentrations of these metals were 10.6 ppm, 438.7 ppm, 25.5 ppm, 3.9 ppm, 52 ppm and 31.9 ppm respectively (Nageswara, 2013). Another sample was taken from Semporna in Sabah, showed that zinc, iron and copper were present in this species. The concentrations of these three metals were below 3.5 g/100g (Mansoor et al., 2012). From the study, it can be concludes that sea conditions and environments affect the concentration of essential metals in seaweed. In other research, to determine the composition of seaweed by using different types of seedling production, the micropropagated Kappaphycus alvarezii yielded significantly higher concentration of cobalt, copper, manganese and zinc compared to farm-propagated Kappaphycus alvarezii (Suhaimi et al., 2014). Fayaz et al., (2005) stated that Kappaphycus alvarez ii species is a good source of essential metals, containing 0.033% of iron and 0.016% of zinc. The molybdenum is also present in Kappaphycus alvarezii about 0.04 milligrams (Suresh, 2014) and about 1.56 ppm of cobalt found in this species (Rajasulochana et al., 2012). 4.5.2 Ulva reticulate species Ulva reticulata species from Pattani was reported to contain high level in manganese and iron and also small amount of zinc and copper. The concentration of manganese, iron, zinc and copper are 48.1 mg/100g, 174.8 mg/100g, 3.3 mg/100g and 600 ÃŽ ¼g/100g respectively (Pattama Anong, 2006). Awang et al. (2008) reported the range amount of iron is 6.5 mg to 11 mg per 100g, 2 mg to 7 mg per 100g of zinc, less than 0.55 mg/100g of copper and less than 3 mg/100g of chromium present in this species. 4.5.3 Gracilaria changgi species Gracilaria changgi species was reported to contain high level of zinc, iron, and copper with the concentration of 13.8 mg/100g, 95.6 mg/100g and 0.8 mg/100g respectively (Norziah Chio, 2000). The result showed that this species has high amount of iron when compared to other vegetables reported by Tee et al. (1988). The comparison of iron content in Gracilaria changgi species and other vegetables are shown in table 3. Table 3: Concentration of elements (mg/100 g wet weight) present in G. Changgi (Norziah Chio, 2000) and in some vegetables (Tee et al.,1988). From the study, it shows that seaweed is the best source of iron compared to other land vegetables due to its metabolic system which it can absorb elements directly from the seawater. 4.5.4 Caulerpa lentillifera species Iron, zinc and copper were present in Caulerpa lentillifera species which is taken from Semporna in Sabah with the concentration of 21.37 mg/100g, 3.51 mg/100g and 0.11 mg/100g respectively (Suhaila et al., 2009). Duduku et al. (2008) determined the amount of 6.45 mg/100g of iron, 3.53 mg/100g of zinc, and less than 1mg/100g of copper and chromium found in this species. The sample was also taken from Sabah. The study about the composition in Caulerpa lentillifera species showed that iron, manganese, copper and zinc were present with concentration of 9.3 mg/100g, 7.9 mg/100g, 2200 ÃŽ ¼g/100g and 2.6 mg/100g respectively (Pattama Anong, 2006). 4.5.5 Sargassum polycystum species A research has been made that used sample of Sargassum polycystum species from Seribu Island in Jakarta showed the concentration of 0.002 mg/g of copper, 0.004 mg/g of zinc, 0.277 of iron and 0.010 of chromium were present (Joko, 2006). In other research that used sample from Kota Kinabalu, the present of iron, zinc and copper were also reported in small amounts with the concentration of 68.2 mg/100g, 2.15 mg/100 g, and 0.03 mg/100g respectively whereas other essential trace metals were not determined (Suhaila et al., 2009). 4.6 Methods used to analyze the essential trace metals in seaweed Atomic spectroscopy techniques viz., flame atomic absorption spectroscopy (FAAS), graphite furnace atomic absorption spectroscopy (GFAAS), inductively coupled plasma optical emission spectroscopy (ICP-OES) and inductively coupled plasma mass spectrometry (ICP-MS) are widely used to analyze trace element. Nageswara (2013) used FAAS method to determine the trace element in seaweed, the instrument was calibrated with standard solutions and a hollow cathode lamp was used for detection of lead, cadmium, copper, nickel, iron, cobalt, chromium, manganese, zinc, platinum and palladium. In other research, Awang et al. (2008) used GFAAS method whereas Rodenas et al. (2009) used ICP-MS method and Suhaimi et al. (2014) and Suresh et al. (2014) used ICP-OES method. This research uses ICP-MS method. Inductively coupled plasma mass spectrometer is suitable for the determination of trace metals with pretreatment and laser ablation device. This method has high sample throughput and the sensitivity is extremely high. It has lower detection limits and the ionization is efficient. In order to get the concentration of essential trace metals in seaweed, the elements are placed in solution by acid digestion. This solution is then nebulized into spray chamber and then carried by argon gas into a torch. ICP is argon plasma and can reach temperatures of 10,000 Kelvin. This allows the atomization of the trace metals in seaweed to complete and reduced the interferences of potential chemical (PerkinElmer, 23 October 2014). The positive ions in the plasma are focused down a quadrupole mass spectrometer. This quadrupole mass spectrometer rapidly detects the mass range. By getting the mass spectrum of the plasma, information about the trace metals can be obtained .

Historical Overview of Montessori Method

ALPNA KUMAR Section 1, Part 1, Lesson 1 August 8, 2012 Lesson 1: Historical Overview of Montessori Method Write a chronological overview (time line) of Maria Montessori’s life and work. Indicate the life events you feel were most significant in her development of the Montessori Method of education. Describe how Montessori developed her approach. Include the factors occurring at that time in the world that contributed to the method’s popular acceptance.Education being a necessary part of our lives, there has been several ways to teach a child and thus creating a teacher dominant learning. But, it was about a century ago when a revolutionary thought â€Å"teacher within† came to existence. It was the one woman who changed the world with her new innovative method of teaching and would break the stereotype in teaching method. This was Maria Montessori who developed Montessori Method of teaching with a firm belief in the motto â€Å"Within the child lies the fate of future†.Montessori Method focuses on the idea that children learn best when they are placed in an environment full of learning activities and given the freedom to work on their own. Montessori model believed that children at liberty to choose and act freely within an environment prepared accordingly would act spontaneously for optimal development. Montessori education is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural  psychological  development, as well as technological advancements in society.Although a range of practices exists under the name â€Å"Montessori†, the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential [1, 2]: Mixed age classrooms, with classrooms for children aged 3 to 6 years old by far the most common, student choice of activity from within a prescribed range of options, a  Ã¢â‚¬Å"constructivism†Ã‚  or â€Å"di scovery† model, where students learn concepts from working with materials, rather than by direct instruction and specialized educational materials developed by Montessori and her collaborators.To understand Montessori Method it would be necessary to know how it came to existence and what the underlying principles behind this method are. Maria Tecla Artemesia Montessori was born on August 31, 1870, in Chiaravalle, Italy. Her father, Alessandro Montessori, 33 years old at the time, was an official of the Ministry of Finance working in the local state-run tobacco factory. Her mother, Renilde Stoppani, 25 years old, was well educated for the times and was probably related to Italian geologist and paleontologist  Antonio Stoppani.Her father did not believe that women should receive higher education. However, her mother, fully supported Maria in all her endeavors. Montessori's was educated as a doctor, but went on to start her own preschool. She believed children should not be tre ated as receptors of knowledge from the teacher, but instead should be leaders of their own learning. Her philosophy has been embraced in schools around the world [3]. Maria Montessori was always a little ahead of her time. At age thirteen, against the wishes of her father but with the support of her mother, she began to attend a boys' technical school.At that time schools had very few teaching supplies, like books and writing supplies. Children had to learn everything by memorization. Girls were taught skills like sewing or knitting, while only boys were encouraged to study math, science, and other technical subjects. Maria fought for her right to study math and science. She was supported whole-heartedly by her mother to continue studying these subjects, and her father grudgingly permitted her to do so. Maria originally intended to become an engineer, but her interests soon shifted to the field of medicine.Her desire to become a doctor was unprecedented for a woman in Italy at the time. Maria was allowed to attend medical school only after the intervention of the Pope. Because her attendance of classes with men in the presence of a naked body was deemed inappropriate, she was required to perform her dissections of cadavers alone. In addition to the isolation, she found she had another problem. She was repelled by the smell of the anatomy hall. When this became too complicated she tried smoking herself. Due to all these challenges, her interests turned to pediatrics and psychiatry.This would be the beginning of her lifelong work with children [4]. After graduating from the University of Rome in 1896, Montessori continued with her research at the University's psychiatric clinic, and in 1897 she was accepted as a voluntary assistant there. Maria opened her own medical clinic to treat children. In 1897, she became an assistant doctor at the psychiatric clinic of the University of Rome. She began visiting asylums for mentally challenged and handicapped children. M aria observed that the living conditions for these children were miserable.The patients were kept like prisoners in dark, bare rooms with nothing to stimulate them. She observed that it was not the medical problem but rather pedagogical one. It was this time when she came across the work of two French doctors Edward Seguin and Jean Itard’s experiments to educate defective children. Maria observed these children picking up crumbs off of the floor and playing with them. She realized that the children were using the crumbs as toys. Maria realized that these children needed a special school that would meet their needs.While working at the asylum, Maria was introduced to the methods and materials developed by Jean Itard and Edward Seguin, who had trained defective children years before. Later she would use a similar approach to work with normal children. Keeping a busy schedule, Maria had little outside social life. She became close friends with her colleague, Giuseppe Montesano w ith whom she had an illegitimate child. They never married, and in 1898 she gave birth to her son Mario. Fearing that news of her child would ruin her reputation and career, she felt forced to send him to the countryside and could not visit him very often.Deprived of being with her son, her desire to work with children increased. She designed new teaching materials like shapes to hold, laces to tie, beads to thread, and letters to feel. She believed that they learned better through their five senses first. Maria noticed that the children were interested in the letters, which they thought of as new toys. These children began to write letters with chalk on a board. She began to wonder if the teaching methods she used would work with typically developing kids [5]. In 1907 Maria started her own school, Casa dei Bambini, in the slums of the San Lorenzo district of Rome.A few bankers who were building cheap housing for the poor and homeless granted her a single room where she had to teach 50 impoverished children from the slums. Maria was asked to keep an eye on these children while their parents were. Maria kept observing and experimenting with these kids. She brought in light, child-sized furniture and tools for these children and taught them grace and hygiene. She had low open shelves and cabinets made for this classroom so that the children could choose and reach materials by themselves.Children were even given responsibilities like preparing and serving their own snacks and tidying up the classroom. Maria prided herself on the independence of her students. She wrote, â€Å"The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist. ’† Using the three-dimensional letters, the 4 and 5-year-old children from the slums were teaching themselves how to read and write. This was considered a miracle, because until that time, children were never taught to read or write before the age of six.Ma ny people began to flock to the Casa dei Bambini to witness the â€Å"miracle†. They could not believe that children from the slums had such grace and good manners, and were reading and writing at such an early age. These underprivileged children showed that they had the potential to become respectable citizens of Italy instead of thieves and criminals. Many people saw the children working and learning in harmony and realized that the Montessori Method of education had the ability to cure the social ills of society.Due to the success and popularity of the Montessori Method in Europe, other countries like China, Australia, Canada, Switzerland, and the United States by 1911 applied the Montessori Method eagerly to their educational systems. Montessori’s books were translated into 23 languages to meet the overwhelming international demand for her teaching method. Unfortunately, Maria Montessori was forced to leave Italy because she refused to support the Fascist regime of Mussolini. Upon the invitation of Mahatma Gandhi, Montessori travelled to India with her son in 1939 to train teachers.She stayed there for seven years. For her lifetime of commitment to the education of children, Maria was nominated for the Noble peace Prize in 1949, 1950 and 1951. After dedicating her life to the education of children, Maria Montessori died in Holland in 1952. Maria Montessori passed away over 50 years ago, but her legacy lives on to this day. Montessori’s revolutionary ideas about children and their instinctive desire to learn have transcended time. Montessori schools operate worldwide now, and even schools that do not label themselves â€Å"Montessori† are using some of her methods to teach children.If her methods are used correctly, every child can reach their potential to the fullest. As Montessori herself once said, â€Å"Free the child’s potential, and you will transform him into the world†. Bibliography†¦.. [1]†AMI Sc hool Standards†. Association Montessori Internationale-USA (AMI-USA). [2]†Introduction to Montessori†. American Montessori Society (AMS). [3]http://www. biography. com/people/maria-montessori-9412528. [4]Kramer, R. – Maria Montessori: A Biography – New York: Putnam, 1976. [5]Barbara O'Connor, Sara Campitelli – Mammolina: A Story about Maria Montessori – Carolrhoda Books, 1993.

The Movements of the 20th Century Culture Essay - 1170 Words

How many of us can recall the most important events that occurred in the 20th century? A century that was full of many innovations; most importantly, these events made a tremendous impact in our lives as of today. The 20th century contributed an abundance of improvements to our culture. In addition, the progressions of the advancement helped society lives to better, such as the industrialization, the remarkable inventions that made our lives easier. Nevertheless, the 20th century presented a copious amount of remarkable artists that introduced us to many arts that were modernism and postmodernism; such as Pablo Picasso his work of art were considered a modern art, and Marcel Duchamp involved in Dadaism; In addition, the Cultural revolution†¦show more content†¦Most of Duchamp art work was based on cubism, Dadaism and surrealism. Cubism was invented by Pablo Picasso and George Braque but Duchamp portrayed vitality into his cubism. However, one of his favorite artistic works i s the â€Å"Nude Descending a staircase† Duchamp presented it to the salon; therefore it was rejected because they felt that he was making fun of cubist art. Duchamp interpretation of the Nude Descending staircase is the swift nudes were â€Å"flight of imagination†. (www.understandingduchamp.com). Dadaism is a cultural movement; it was founded in Zurich, Switzerland in February of 1916 by a group name Cabaret Voltaire (Sayre 1355). In addition, the Dada artist goals were to â€Å"challenge nature of art†. (Lectured 5/25/10) an example of dada was â€Å"Marcel Duchamp took a reproduction of da Vincis painting, and drew a moustache and goatee on her face.† Also, Marcel Duchamp created his â€Å"ready-made† art, name the Fountain, an upside urinal. 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Platos Cave And The Cave - 1622 Words

Plato’s Cave We first learn about Plato’s cave in book seven of the Republic. In his book, Plato describes a conversation he has with Socrates. He tells Socrates the story of some men who had lived their entire lives in a cave. These men knew nothing beyond what they could see on the cave wall. One day, a man is freed. At first he rejected his new found knowledge of the world but, once he accepted what he learned outside of the cave, he could never go back to his sheltered existence. The cave is an allegory, a story that has a hidden meaning. Plato is attempting to describe the difference between conventional opinion and getting educated. Plato says â€Å"compare the effect of education and of the lack of it† (Plato 175). Plato’s begins telling the story of the men in the cave like this: â€Å"They have been there since childhood, fixed in the same place, with their necks and legs fettered, able to see only in front of them, because their bonds prevent them from turning their heads around† (Plato 175). Behind the men is a burning fire. Separating the men from the fire is what can been described as a screen. The screen is in place so that puppeteers can project shadows on the wall in front of the chained men. Because the men have their necks and legs shackled, they are unable to turn their heads or get up and see what’s going on behind them. What the men have learned about reality is solely derived from the shadow puppets. Other than conversation amongst themselves, this is all theyShow MoreRelatedPlatos Allegory of the Cave1521 Words   |  7 PagesPlato’s Allegory of the Cave Essay One of Plato’s more famous writings, The Allegory of the Cave, Plato outlines the story of a man who breaks free of his constraints and comes to learn of new ideas and levels of thought that exist outside of the human level of thinking. However, after having learned so many new concepts, he returns to his fellow beings and attempts to reveal his findings but is rejected and threatened with death. This dialogue is an apparent reference to his teacher’s theoriesRead MorePlatos Allegory of The Cave752 Words   |  3 Pagesinterpreting Plato’s â€Å"Allegory of the Cave’’ in which is a representation that described a narrative of the society of people in before Christ years. I realized how there was a major comparison of people in today’s society that reflected the same prisoner traits as the prisoners that were described in the dialogue. According to the Plato’s â€Å"Allegory of the Cave.† It described conditions of people chain ed at birth unable to function as independent individuals that were locked in a protracted dark cave. TheyRead MoreEssay on Platos Cave1124 Words   |  5 Pages The basic premise of Platos allegory of the cave is to depict the nature of the human being, where true reality is hidden, false images and information are perceived as reality. In the allegory Plato tells a story about  a man  put on a Gnostics path. Prisoners seating in a cave with their legs and necks chained down since childhood, in such way that they cannot move or see each other, only look into the shadows on the wall in front of them; not realizing they have three-dimensional bodiesRead MoreShutter Island : A Life In The Cave : Platos Allegory Of The Cave1677 Words   |  7 PagesHayley Vlaz-Troutman Professor Mileo Philosophy 243 17 Septemeber 2017 Shutter Island: A life in the cave Plato’s Allegory of the Cave dates back many years. However, it is relevant today in many ways. This view can be observed and experienced in our society, in our personal ways of thinking and being, and in many cinematic adventures one can enjoy. I chose to look at it in terms of personal application to find its relevancy andRead MoreExplain Platos Allegory Of The Cave1483 Words   |  6 Pagesquestions they raised. For instance, Plato’s â€Å"Allegory of the Cave† is essential for philosophy because it answers the question of why should anyone engage in philosophy. This paper will explain Plato’s â€Å"Allegory of the Cave† in both classical and modern manner as well as suggest philosophical topics for further inquiry. Plato’s â€Å"Allegory of the Cave† is told through the lips of Socrates, Plato’s teacher, to Glaucon, Plato’s brother. Socrates suggests imagining a deep cave having a large room and a steepRead MoreAnalysis Of Platos Allegory Of The Cave864 Words   |  4 PagesOn the surface of Plato’s â€Å"Allegory of the Cave† it is just a simple piece, but the main purpose of the piece is to explain people living in a world of face value and having individuals break free from the main idea to create a new sense of what the world is truly about. In here, Plato uses the writing style of allegory to encompass the use of imagery and symbolism to explain his purpose. He also uses very clever dialogue with constant repetition to represent a bigger idea about the philosophy withRead MoreAnalysis Of Platos Allegory Of The Cave1532 Words   |  7 PagesIn the allegory written by Plato titled â€Å"Allegory of the Cave†, Plato discusses the concept of s eeking knowledge and gaining wisdom. He uses a story of prisoners trapped into a cave to represent the confines of reality that humans are put into, and a lone prisoner exiting the cave to represent a philosopher seeking a greater understanding. Plato’s writing tells of the flaw that all humans share, which is the fact that we believe our perceptions to be the absolute, incontestable truth. It is thisRead MoreAnalysis of Platos Allegory of the Cave948 Words   |  4 PagesPlatos Allegory of the Cave Platos Allegory of the Cave is also termed as the Analogy of the Cave, Platos Cave, or the Parable of the Cave. It was used by the Greek philosopher Plato in his work The Republic to illustrate our nature in its education and want of education. It comprises of a fictional dialogue between Platos teacher Socrates and Platos brother Glaucon. Socrates gives a description of a group of people who spent their lifetime facing a blank wall chained to the wall of a caveRead MoreThe Prisoners in Platos Allegory of the Cave1116 Words   |  4 Pages They are forced to work and pay taxes. Like the prisoners in Platos Cave, they dont know what is capitalism and consumerism. They might have heard of the word but the level above them have kept a strict circulation of information about it. Happiness is success to them. They think of success as being promoted to the upper level. It could be done by producing an heir that helps them escape or through their own hard work. Platos Cave refer to this le vel as the people who have yet to start questioningRead MorePlatos Allegory Of The Cave Essay1749 Words   |  7 Pages Plato’s â€Å"Allegory of the Cave† is full of meaningful, thought provoking lessons that have been analyzed be scholars and philosophers for years. One of the basic lessons we can draw from it is immaterial truth, or forms. In Plato’s cave scenario, the men who only see shadows have ideas of what they are seeing. They conclude they can see certain things and can name those things. But what they see as an actual object, they are actually just seeing a shadow of the actual object. â€Å"If they discuss things