Compare and Contrast: ‘Always a Motive’ and ‘Gentlemen, Your Verdict’ Essay

Recently I’ve read two very good short stories: Always a Motive (by Dan Ross) and Gentlemen, Your Verdict (by Michael Bruce). Always a Motive is about a young man, named Joe Manetti, who is accused of kidnapping. Gentlemen, Your Verdict is about five men who are questioned about the murder of sixteen crewmembers. While both Always a Motive and Gentlemen, Your Verdict are written in third person and pull at the readers emotions, Always a Motives theme is how people tend to see things only from one perspective and things can change in an instant while Gentlemen, Your Verdicts theme focuses on the justification of murder in certain circumstances. Gentlemen, Your Verdict is a story that teaches us that sometimes in life we have to kill, or let someone die to ensure the survival of others. In this story Lieutenant-Commander Oram (who’s in charge of the submarine) is forced to play god when his submarine goes down. There is only enough air for two days and rescue won’t come until five days after their oxygen supply will run out. Lieutenant-Commander Oram would rather let some of his crew survive than have them all die. But he has a hard choice to make: who will be the ones to survive, which I believe is also a part of the theme. He makes a solemn choice to kill sixteen men, including himself, to save the lives of the five married men on-board; because they have a wife and possibly even children that would live sorrowfully if their father was gone. This statement is turned around in Always a Motive, where a father loses his son and wife and is forced to live a miserable life alone. Joe Manetti was a father to a little boy and a happy husband, but tragedy struck when his son was ran over and killed by a truck. After that Joe’s life fell apart; his wife left him, he doesn’t work anymore, he barely eats, and he runs away from his problems by driving , driving for however long until he feels okay. One day during one of his driving ‘spells’ he comes back from getting groceries and finds a baby on his backseat. He finds a note on the baby saying he belonged to the Millers. Joe takes care of the babe and brings him home to a worried father; but he suddenly finds himself getting questioned about kidnapping the Miller boy. Now, the inspector who questions him finds out Joe’s story and he feels for Joe; but he knows that when there’s â€Å"[people] like [Joe] involved† (Tigers of the Snow p109), people who  have lost their children, they usually are the culprits. Abruptly an expressway toll station worker comes bearing an alibi for Joe, saying that at the time the Miller boy was kidnapped Joe was at the toll. This reveals the themes of the story: how people tend to see things only from one perspective and things can change in an instant. The inspector only saw the side of Joe that made him a kidnapper and suddenly Joe is an unsuitable kidnapper. But there is one thing that lacks from Joe’s story, his motive for returning the Miller boy without the help of the police. But the man who lost his boy only wanted to see the man who found his. The moment that Joe says this is one of the most heartbreaking pieces of literature that I have read. Both Always a Motive and Gentlemen, Your Verdict have their moments where, as a reader, you feel for the characters. However different these stories are, they both pull at the readers heartstrings.

What Is a Good Salesperson

A good salesperson is someone that can think on its feet (respond quickly with satisfying answers) and has the skills to deliver a message that is just right (not too elaborate and not too shallow). Basically, a good salesperson should be able to baffle someone with information; it should be able to knock someone of its feet leaving that person to wonder about his current ways. In the extent of what has been proposed by Dixon and Toman (2012) good salespeople should be able to create instability in the customers mind, removing it from its comfort zone and creating a state of confusion.If a sales person can create a state of confusion and provide the tools to alleviate this mind state of the consumer, it becomes quite possible for the salesperson to convince the consumer into buying the product offered by the sales rep. Therefore a good sales rep is able to contrive consciousness about prospective problems and with that lead the customer to an epiphany about how to solve these problem s on mutually beneficial grounds.In order to achieve these things it is a prerequisite for a sales rep to have a set amount of skills amongst which for example: sagacity (acumen), distinctness, relationship management and needs assessment. However, there are three (not two) skills in particular that are most essential for salespeople to succeed in any sales environment: Uniqueness in perspective, debate and tangibilization.Uniqueness in perspective: Salespeople should be able to offer new perspectives that were unexpected which makes it far more difficult for the customer to debate on the subject and far easier for the sales rep to radiate expertise. Furthermore, these new perspectives help in destabilizing the customer’s position making him subjective to education for new solutions. Debate: Debate entails the ability to fine tune your argumentation rather than to overpower someone with arguments. In other words, debate is about challenging the consumer rather than overruling it.As soon as the customer is destabilized it is necessary for the sales rep to create awareness and conviction which means that the sales rep should try to instigate the customer to really believe that he has a problem and the salesperson’s product is the only solution. It is important that the consumer is not overpowered by arguments but naturally finds its way to the proposed solution. Therefore the sales rep does not tell the consumer what to do it just pushes it in the right direction so that it will eventually make its wn decision. Tangibilization: Salespeople often subject themselves to ill-designed efforts to communicate the intangible benefits of their service offerings, making the service benefits less rather than more apparent. A good sales rep should have the ability to make any concept understandable and â€Å"tangible† without using any tangible props, this is the key in educating the customer. In the end all these traits have one thing in common: the ab ility to read and anticipate the customer and its point of view. .

The Other Side of Truth Summary

The story begins in Nigeria, with the death of Femi and Sade’s mother. She was killed byagents of the corrupt government, the â€Å"Brass Buttons†, to force Folarin Solaja, thechildren’s father, to stop writing for Speak , an uncensored newspaper. The children thenhave to flee the country, where they are not safe. Their Uncle Tunde arranges for themto be smuggled to London, where their Uncle Dele lives, with Mrs Bankole. Their fathershould then join them there.However, instead of finding the hoped-for safety, they areabandoned by Mrs Bankole in the middle of London, a strange city they know nothingabout. When they are found by the police, they are put into the care of Mrs Graham. Theymeet Jenny, Mama Appiah and Mr. Nathan, who try their best to help them by gettingthe children temporarily admitted in England, and by finding a new foster family forthem: Gracie and Roy King. Sade had to lie to officials about their name so as to no gether father into trouble, and t he kindness displayed by the adults makes her feel guiltyabout her lies.She is also sad about Femi’s sulliness, and feels very homesick. Matters don’t improve on her first day in her new school; she feels lost in the Englisheducation system, much less harsh and demanding with students than in Nigeria. Eventhough she finds friendship and understandingwithMariam, a fellow refugee, and MrMorris, the English teacher, she starts getting bullied by Marcia, and her gang. She isforced to steal a lighter for them, for example, in Mariam’s uncle’s store, somethingthat she feels very guilty about.She starts dreading going to school, as she doesn’tknow how to deal with bullies. One day, Mama Appiah arrives at the house with good news: she has found the children’sfather, who managed to get into England thanks to a false passport. However, he was puttaken to a Detention Centre because he didn’t ask for political asylum, because he was soworried abo ut his children. The Nigerian Police then announce that he is wanted for themurder of his wife. Desperate, Sade and Femi decide to try and meet a television reporter.

Persuasive Memo Research Paper Example | Topics and Well Written Essays - 1250 words - 2

Persuasive Memo - Research Paper Example Issue in the community of Seattle In a study conducted by Oxford Review of Economic Policy, evidence suggests that the implementation of ecological practice in business operation as a corporate social responsibility is more profitable to the company and contributes to their financial goals. In the same study, Reinhardt and Stavins debunked the traditional notion that going green is an altruistic sacrifice of profit just for the company to look good because evidence suggests that it can in fact be profitable (Reinhardt and Stavins, 2010). In addition, the study also showed that CSR in today’s business is a necessary management function as â€Å"firms that engage in unsustainable CSR may find themselves being pushed out of business† (178). If the ecological practice of businesses is such a big deal among customers, this is doubly important to the community of Seattle because survey showed that Seattle is among the most environmentally conscious in the whole of United Stat es (Rolph, 2010) and that they take the issue of climate change seriously considering that they had suffered from fiercer storms that claimed many lives and properties. Just recently, a windstorm hit Seattle which hurt people, and knocked out its power supply which affected thousands of its residents making environmental concern a pressing issue today (Fateh et al., 2013). Going green in supply chain as CSR To respond to the environmental issue that besets Starbucks, it must contribute its share in reducing its carbon footprint into the atmosphere that caused the climate change. Although the manifestation of the issue of climate change is local such as storms getting fiercer and more frequent in the community of Seattle that kills, hurt and destroy property, the solution is global. The solution is global because the collective carbon dioxide in the atmosphere that caused climate change is emitted by everybody of which Starbucks must contribute in reducing its carbon footprint even i f such business activity is somewhere else other than Seattle. The solution to the environment issue which besets the community of Seattle includes not only the reduction of carbon emission but also the avoidance of cutting trees that absorbs (and in effect minimizes carbon dioxide emission) carbon dioxide that reduce it to the planet’s regenerative capacity. Starbucks as a company is a direct agent of either aggravating the emission of carbon dioxide into the atmosphere or a socially responsible party that helps reduce carbon emission into the atmosphere. This is due to the fact that Starbucks raw material which is the coffee beans is a product of farming whose methods of growing can either aggravate the issue of carbon emission or help reduce it. There are coffee farming practices that aggravate the environment such as swidden farming or the cutting and burning of trees to plant crops of which Starbucks must avoid so as to retain the goodwill of the community of Seattle (Bu ttino, 2007). Starbucks must be particularly conscious in its CSR practice in the community of Seattle because it is the home of their headquarters. Any negative perception there will surely ripple to its other franchises across the world which could severely damage its brand and affect its bottom line negatively. Program specific: green supply chain Ethical sourcing of beans as a CSR practice will include not

LAWS310 Percy Vs. Derby (Write a persuasive argument) Essay

LAWS310 Percy Vs. Derby (Write a persuasive argument) - Essay Example This was how the case of Severson v. Elberon Elevator, Inc. was ruled. Severson was promised the ability to purchase real estate from Elberon Elevator, but Elberon Elevator breached this contract. The court came to the rightful decision that having Elberon merely pay damages would not be enough because the promised real estate was uniquely situated to Severson's needs; specific action would be required. (Iowa Supreme Court, 1977). Similarly, Percy was promised a unique piece of property that was uniquely situated to needs. Darby agreed by contract to sell Percy this one of a kind, hand-crafted gazebo that happens to be well-situated for Percy's hilly backyard. There are no other gazebos like it; no amount of money that Darby paid in damages could buy Percy what he was promised the ability to purchase. Darby also agreed by contract to move and install the gazebo into Percy's yard. No matter how much money Darby paid to Percy in damages, it has been clearly established that there are no other parties willing to undertake this installation. Due to the unique nature of the gazebo and rare willingness Darby showed to install it, Darby fully owes Percy specific performance. Those misguidedly in favor of the defendant, Darby, may point to the case of Yonan v. Oak Park Federal Savings, but they do so in error.

Pressure Ulcer among Geriatric Pateints in Long Term Care Research Paper

Pressure Ulcer among Geriatric Pateints in Long Term Care - Research Paper Example The attitude of a caring nurse on any condition inflicting patient has either a direct or indirect outcome on the patient. Positive attitude has been given credence of a good outcome of the patient while negative one has had bad outcomes (Maklebust, 2000, pg.292). Knowledge of the nurse on condition of the patients also has been credited to a good outcome and the two (attitude and knowledge) work hand on hand. By knowing the attitude and knowledge, the research will unravel what is the reason beneath bad outcome and almost no sustainable pressure ulcer prevention on geriatric patients. First the literature will have the worldwide view of the title then narrow down my countries view of the subject. The literature review will only be done using scholarly material and journals of many authors of the subject. Then I will contrast and compare many of the scholastic journals authors view on the subject with keen interest on areas in which the authors are in disagreement while at the same time criticizes some aspects of the methodology. In the literature review, I will highlight exemplary studies and the gaps in the research while showing how my study relates to the previous studies and the literature in wholesome. Finally, a conclusion will be drawn by bringing into light what the literature says. This because the internal validity is at the core of inference and the study and is aimed to identify the area of more research, hell in human resource allocation and provide information about the existence of condition inclusion and exclusion

Charging and Discharging Capacitors Lab Report Example | Topics and Well Written Essays - 2000 words

Charging and Discharging Capacitors - Lab Report Example b) The value of the charging current at the same instant: Since, I = = = 0.42625 amps = 426.25 mille-amperes c) The time constant value of the circuit. As already calculated in (a) time constant: = RC = 40 x x F = .480 Question 2: . A 20 microfarads capacitor is charged to 400 volts. At t = 0, a resistor of 12 kilo-ohms is connected across the capacitor. a) Calculate the voltage remaining across the capacitor after 180 milliseconds. In this case the capacitor is being discharged and the voltage drops from the maximum at t=0 to almost 0 when the discharge is complete. The drop is exponential as per Kirchoff's Voltage Rule. This time the voltage at time t is = = {}(for a differentiating circuit). The time constant for this circuit is: = RC = 12 x x F = .240 Therefore, voltage across the capacitor after 180 milliseconds: = {} = 400{} = 400{.472} = 188.8 V d) Calculate the discharge current at 180 milliseconds. Since, I = = = 0.0176 amps = 17.6 mille-amperes e) Calculate the time taken for the voltage to fall to 36.8% of its initial value. From the initial relationship: = {} it is derived: = .368, or = .368 t = = .24s The time taken by the voltage to fall to 36.8 % of its initial value is the time constant itself. Question 3: A coil having an inductance of 2.5 henrys and a resistance of 40 ohms is switched on to a 60 volt d.c. supply at t = 0. a) Calculate the value of the steady state current ultimately reached. The time constant in this case for inductance is: = = = .0625 Therefore, I = {1 - }= {1 - } = x .9933 = 1.49 amps b) Calculate the value of the current when t = 30 mille-seconds. Therefore, for the same circuit, I = {1 - } = {1 - }= .57 amps c) Determine the current...This is also true of the current through the circuit. Ultimately, at full charge, the voltage, ideally, becomes equal to that of the charging battery. In the case of LR circuits, the same is true of the current that increases exponentially according to Kirchoff's Current Rule. Transiently, when the switch is put on, the change in current is opposed by the back emf (rate of opposition decreases exponentially) until, at 5 time constant values, at 1 % accuracy, the change stops and the current reaches steady state. (Multi-loop Circuits, 1999) = (for an integrating circuit), Here, is the time constant which represents the minimum time the system needs to make significant change in voltage, charge and current. It is also called the 'resistor decay' and has the value 'RC' where 'R' is the resistance value in the circuit and 'C' is the capacitance value. In this case the capacitor is being discharged and the voltage drops from the maximum at t=0 to almost 0 when the discharge is complete. The drop is exponential as per Kirchoff's Voltage Rule. This time the voltage at time t is = = {}(for a differentiating circuit). a) Draw to scale waveforms to show the growth and decay of the current in L and the voltages across the two components R and L when the switch is operated to the left at t = 0 seconds and returned to the right after 5 seconds. While rising the current tends towards the maximum o

Relationships with community, family and between male and female are a Essay

Relationships with community, family and between male and female are a constant source of inspiration for Irish writers. Discuss with reference to examples from three genres - Essay Example We would also note that it was indeed Declan Kiberd, the famous professor, author and literary theorist, who criticized the concept of ‘Inventing Ireland’, stating that the literary structure of Ireland was much more than a mere dumping ground of various colonial views. Considered Ireland’s foremost intellectual, Professor Kiebred, who also happened to be an expert in the old Celtic culture and a renowned speaker of the Irish language, argued that the colonial view was superimposed by the English literary class and that there was no truth in their implications. Inventing Ireland was often considered an antidote to the political oppression of a dominant imperial culture and was in reality a fractured theory of a post colonial era which had lesser facts and more farce. The text of ‘Inventing Ireland’ is a comprehensive study of almost all Irish writers and has a large section which is reserved exclusively to highlight the importance of Irish women write rs. (Kiberd, 1997) James Joyce, the author of Dubliners, took cue from the rising Irish Nationalism and depicted his characters as those in search of a national identity. The book discloses the dilemma of the characters that are left standing at a crossroad which has ideas and influences converging through various streams. Out here, confusion reigns supreme and the character is forced to have a better self understanding. The narration, which has children as protagonists, progresses to elderly couples as the stories advance. It highlights the lives and the relationships between males and females and has a direct impact on the author’s intellect to help him provide a true picture of the lives of the Irish Middle Class in the 20 century. The books are incidentally centered on Dublin and provide an insight into the lives and the relationships of a family with the outer world. Considered one of the most

Water crisis Essay Example | Topics and Well Written Essays - 750 words

Water crisis - Essay Example As far as the Middle East is concerned, water resources of the region are rapidly getting depleted and many countries of the region like Saudi Arabia, Iraq, Yemen and United Arab Emirates are already facing problems that relate to scarcity of water resources. Although deficiency of resources is one issue, another major problem is related to their poor management of water resources. Despite the fact that this region is rich in production of oil, the prospect of getting benefit from their land by adopting agriculture as a means of food production is as yet unexplored. This is largely due to the desertification that is taking place in the region due to diminishing water resources. UAE holds a special position as far as the availability and consumption of water resources is concerned. Although UAE is undergoing severe depletion in resources of water, its water consumption per capita ranks the highest throughout the world. Additional aggravation of the condition is observed by realizing t he fact that the water table in UAE has fallen at a rate of one meter per annum and this trend has continued during the past three decades. It has been estimated that if the present trend continues, the water resources of UAE will deplete to alarming levels within a short period of only five decades i.e. fifty years (Rogers et al, 2006). Drastic measures need to be taken to prevent the continuation of the prevailing trend that denotes a sharp decline in the available level of water resources.

Online Vs. Classroom Instruction Essay Example | Topics and Well Written Essays - 1000 words

Online Vs. Classroom Instruction - Essay Example Aspects of the text that the author discusses that are risky are looking at two different types of being a student. Online learning can be controversial because some people may think it is not the same as earning a real degree and think the classroom requires more hands-on work. She takes a stance against online learning and uses a source to stand behind her thoughts saying that online classes keep students away from interacting with both fellow students and their professors, making it harder to work on group projects and getting support from peers and instructors. While Morgan is making this comparison, it is hard to know where she is coming from. While it states at the bottom her author biography, it does tell that she has earned a degree. It makes me curious what her education was like. Does she really know what it is like to be in both types of classrooms? Has she ever taken an online class? If she has not, then that does not really give her any credibility behind her argument. People that have taken classes under both circumstances are the people that really can give their true opinion on which is more effective and it also depends on a person’s learning style. One of the risks she takes in writing this is that her credibility is really at stake. If someone were to dig in her background on this opinion piece, it might be discovered that she only took structured classes within a classroom. However, she might also have been a student that only earned her education from a university such as University of Phoenix which is strictly online. No one really knows who she is which makes it difficult to know how she developed her opinions. There are many factors that could determine if online education or traditional structured classroom education is best and these are some topics that the author did not necessarily address. She might be a person who is middle-aged and never had the option to take an online class. This

Compare the attitudes to war in the three poems Essay Example for Free

Compare the attitudes to war in the three poems Essay Rule Britannia was written in 1740. The title Rule causes the reader to think that this is a command by God. Rule Britannia is an extremely patriotic poem which creates the image that Britain is the place of the Lord and Britain is the best. This image is implied by: Arose from out the azure land, This was the charter of the land, And guardian angels sung the strain This quotation would make the reader think that Britain was born from the sea, by guardian angels who are the messengers from God. This implies that God created Britain and how it came out from the sea, so we Britain should rule the sea. Another way that the patriotic image is implied is by the chorus: Rule, Britannia, rule the waves; Briton never will be slaves. This leads the reader to think that the British are extremely arrogant, how they think they will never be slaves also how Britain think they are the Gods of the sea. A 21st century reader would of seen this poem as patriotic and arrogant but a person reading this in 1740 would of seen this as true. Britain did rule the sea and the British at the time would have never thought they would be slaves, they thought they were too big and important for that. This poem is very rude about other countries in particular Spain. James Tompson describes other countries as Tyrants, in the context that this word is used it implies that other countries are arrogant harsh arbitrary people, some readers my think that the use of tyrant is referring to these foreigners being criminals. This is another way that the poem shows arrogance, how the Britain is great and how all the other countries are criminals. The writer uses the image of the oak tree to create a patriotic image again: Still more majestic shalt thou rise, More dreadful from each foreign stroke; As the loud blast that tears the skies Serves but to only root thy native oak. What this is saying basically is that every time Britain gets attacked it gets stronger. When an oak tree normally gets hit with thunder of lightning( a metaphor for canon fire from Britains enemys) which is being implied in line three of that quotation you would expect it to get destroyed and split in half. This does not happen though, it just makes Britain stronger. This would create an extremely patriotic image of how Britain is just getting stronger from each attack and how the enemy is never going to destroy Britain. Near the end of this poem another patriotic image is created, and manly hearts to guard the fair. This implies the image that the British guard their women and how the British are true gentlemen. Rule Britannia sees war as a holy thing, war is something that God would not condemn. This is achieved by the chorus Rule, Britannia, rule the waves; this gives the impression that Britain should rule the waves, the word rule is used in an interesting way. When I first read this poem I thought that the word was Royal, as in it was a holy thing. I believe this is a deliberate effect, the word rule is there to make the reader think that Britain should rule the sea but I think it is also there deliberately as a simile to make the reader to think of Royal which would make the reader think that ruling the sea is a command from God. If it was a command from God it would mean that he was telling Britain to rule the sea so fight any wars they need to accomplish this. Rule Britannia is a very confident poem, no where in the poem does doubt creep in. . Rule, Britannia, rule the wave Briton will never be slaves When you read this you see the image of people singing this loud, confident of what they have to do. This implies that this poem is for war, the writer James Tompson implies that war is a jolly thing something that has to be done, this is accomplished by the poem. The chorus of poem is meant to be sung, when I think of singing I associate it with singing things which are right and merry, it is not very often you sing about sad things, when the poem was written James tompson knew this and deliberately made it so the chorus would be sung. In Royal Britannia they poet fails to mention of the negative, he even goes to the extent of saying that war just makes Britain stronger, this can be seen in my third quote on page 1. This helps to build the confidence of the poem because no negatives have been mentioned; this is implying that there are no negative things about war. The charge of the light brigade is very confident on the surface but then some doubt seems to creep in. The crucial line in this poem is Some one had blundered: this line is extremely impersonal. It is the first sign of doubt creeping in. Later on in the charge of the light Brigade the same line is repeated twice, this line is All the world wondered. This line shows that people were question why these men were fighting, what was the point of this. This view of doubt never entered the first poem, it was like everyone was agreed that war was a great thing, in the second poem this doubt comes in and Tennyson is showing that not everyone thinks that war is so glorious. Unlike the Rule Britannia the charge of the light Brigade mentions negative things about war. I believe Tennyson is trying to show the reader that the war is not all great, people do die. As I mentioned before the line about someone blundering is extremely impersonal, this implies to the reader that in war there are no individuals, everyone is just seen as cannon fodder, if you die no one cares. The way the line is said makes this event sound like it happens often, normally when someone blunderers or dies you would be shocked but the way it is said makes it sound like a common event of war, Tennyson has deliberately not used !, I believe this is him trying to show there is no shock. In war there are deaths all the time, it is nothing special I believe this is what the author is trying to show. Rule Britannia sees war something that is necessary, it needs to be done to control the tyrants, without war these criminals would take the seas, Rule Britannia even gives the impression that the ruling the sea is a command from God. The charge of the light brigade is completely opposite to the view that war is backed by God, Tennyson associates war with death, Back from the mouth of Death, this implies that when these men where charging they were going into hell, so they when they fight and have a war they are entering hell, Tennyson is saying that was is thing of the Devil so it is evil. The charge of the light brigade implies that war creates heroes. This can be seen by Stormed at with shot and shell. While horse and hero fell and Honour the charge they made Honour the light Brigade When the soldiers started they were described in a very impersonal way, now they are being described as heroes. This would make the reader think that the poet opinion is that the people who fight in war become heroes. The charge of the light Brigade was written 1854. The word charge implies the image that this attack was very uncontrolled, unorganised attack. The charge of the light Brigade is very confident on the surface but doubt does creep in the further you go in. This poem has a rhyme which imitates horses galloping. All through the charge of the light brigade there are associations with death and the devil, Jaws of hell and Into the valley of Death. The charge of the light Brigade has two endings, the first one was edited so it was suitable for the reader. The ending which is printed in this booklet honours the men who took part in the charge more that the other ending. The second ending describes the actions of the men as bold, this implies that the actions of the men were stupid and not thought out. To be continued.

Beer Economics - Supply and Demand Essay Example for Free

Beer Economics Supply and Demand Essay The laws of Supply and Demand may be a simple concept except when it comes to beer. Two large beer companies have formed an Oligopoly and have taken the power from the people. Income high, or income low, beer will be purchased even if the price is not always right. A social gathering is not social without the presence of beer. Beer has been a growing industry year after year. The craft, or microbrewery industry, has grown tremendously since the early 1980s, and the Brewers’ Association reckons that there are now over 1,500 brewing companies in the country, a level not seen since Prohibition was introduced in 1919 (Krafoff, 1). Pabst Blue Ribbon, in 1890 the most popular beer in the U. S. , has seen its market share drop to 2. 8%, but it has enjoyed a resurgence due to its cheap price, decent taste, and new-found cachet among urban hipsters (Krafoff, 1). The beer market is a completely open market. Anyone with a marketing idea and a recipe can get a contract brewery to make the product (Krafoff, 1). Almost every bar has a dozen taps with independent and local brews, but there are two definite brands you won’t ever have to look hard for: Coors and Budweiser. As recently as 2004, 64 percent of the global beer market ownership was fragmented among ten beer corporations (Anderson, 5). In 2008 the merger of Anheuser-Busch (A-B) and global giant InBev created the world’s largest brewer: Anheuser-Busch InBev (ABI), followed by SABMiller (second-largest) and Molson Coors Brewing Company (fifth-largest) (Anderson, 5). To better compete with ABI’s growing world beer market share, SABMiller and Molson Coors combined their U. S. and Puerto Rico operations to establish their joint venture, MillerCoors LCC (Anderson, 5). With these massive consolidations, the two beer giants (ABI and MillerCoors) now have combined control of more than 40 percent of the world beer market and 80 percent of the United States beer market (Anderson, 5). MolsonCoors operates in the United States, Canada and the United Kingdom. Their products include Coors Light, Coors, Keystone Light, Blue Moon, MGD 64 and many other recognizable beers. Their number one competitor is Anheuser-Busch. Their products include Budweiser, Bud Light, Michelob, Shock Top and many others. The beer market has formed into a classic oligopoly: a market with just a few firms dominating the industry. Both MolsonCoors and Anheuser-Busch have substantial market power and control over beer prices. They are mutually interdependent. MolsonCoors can’t raise the price of Coors Light unless Anheuser-Busch raises the price of Bud Light. Both companies are forced into the game theory. They have to play a guessing game of what the other company is going to do and lower or raise their prices based upon their assumptions. It may seem easy for them to just agree to the same price and share the market. Unfortunately, that is called a cartel, and is illegal in the United States. Their products have few substitutes and complements. A substitute of beer is wine as the cross-price elasticity is . 23. A complement to beer is hard liquor as the cross-price elasticity is -0. 11. Beer is an elastic product because it is not a necessity. Demand is highly affected by price. An example of this is highly popular discount brands such as Keystone Light. MolsonCoors products are equally as elastic as their competitor Anheuser-Busch. They offer discount beers as well as microbrew style beers. Beer is an inferior good. As income falls, quantity of beer demanded falls. Beer has a negative income elasticity of demand of -0. 09. This is because when society becomes richer (income rises); things such as fine wines and spirits are substituted for beer. Beer has a couple factors working in its favor. First, the United States is in a recession, thus income is low, and the quantity demanded of beer is high. Second the marginal utility of beer increases as more is consumed. The utility of one beer is high but increases with every added beer. This is a major advantage to the two beer giants and their profits. There is not an infinite supply of a given beer. This seems unimportant when no one wants said beer, but is important when it is in high demand. Ideally, the amount of beer will meet (or come close to meeting) the desire for it, meeting a market equilibrium. It may not taste like it, but our beer is actually in danger. The popularity of corn-based ethanol has already caused a tight market for malt, one of beers three critical ingredients, as farmers increasingly forgo the barley crops used to make it in favor of more profitable corn (Boyer, 1). This has caused a worldwide shortage in hops, thus a large increase in price. Barley has risen from $157. 6 USD per metric ton in March 2007 to $202. 53 USD per metric ton. The other key ingredient in beer (along with water), hops is a flower that gives beer flavor and aroma (Boyer, 1). The shortage comes after a decade-long surplus discouraged farmers from planting the crop, which grows on trestles and can take years to mature (Boyer, 1). Since 1994, the amount of farm acreage planted in hops worldwide has declined by about half (Boyer, 1). Together, the two mean the beer industry now faces a 10 to 15 percent shortage (Boyer, 1). On the upside, water, aluminum and yeast are widely available and have stable prices. According to MolsonCoors financials, their total revenue (p x q) is $3,254,000. We can assume that they sell every beer at about $3 which would make their quantity sold at approximately 1,084,667 cans. That’s billions! This business model seems to be working. Molson Coors is currently earning economic profits. Their current net income is 670 million dollars. The stockholders’ equity is currently 7,779. The current prime rate is 3. 5% so by multiplying that by the stockholders’ equity we can assume the owner’s implicit costs are approximately 272. 7 million dollars. MolsonCoors generates profits of about 397. 03 million dollars per year. Beer is a profitable product because it is widely sold in many markets and, despite rising costs, fairly inexpensive to produce. Since MolsonCoors has been a company for many years, they have low long run average total costs. Over the years they have been able to decrease their operating costs and increase production and in doing so, reaching a point of economies of scale. Below is a fictitious example of how as quantity rises, total costs only rise a little bit.

Positive and Negative Affective Outcomes

Positive and Negative Affective Outcomes Work stress is a significant problem in the industry. This article explains stress as demands of the job and a person inability to meet those demands. Stress can be both positive and negative. This research has examined the positive and negative effects of stress. For positive stress term Eustress is used and for negative stress the term distress is used. This is a study of one hundred and forty four employees from three New Zealand organizations about stressful work-related events, its effect on performance and moral of the employees. Unlike other studies this research has also focused on positive outcomes of the stress if stress is effectively coped. Cognitive appraisal scale(CAS) was used for primary appraisal. The job related effective wellbeing scale ( jaws ) was used to measure the relation of the employees with their job. Factors which were identified as coping strategies for stress were systematic problem solving, social support, positive reappraisal, self-controlling, confro nted coping, escape-avoidance, accepting responsibility, and distancing. With respect to our research from this article we can identify that stress can be both positive eustress and negative distress. From this research we can identify some variables like Organizational and situational variables such as managerial style and support, work control, organizational culture and employment stability are likely to impact on employees stress. Individual difference variables such as anxiety personality type and optimism/pessimism also affect how an employee takes stress. Article: Positive and Negative Affective Outcomes of Occupational Stress Much research over the last decade has emphasised the negative consequences of excessive work-related demands on an individuals physical and psychological health and wellbeing. While there is as yet no single agreed-upon definition of stress, the present research defines it as a relationship between the person and the environment that is appraised by the person as taxing and endangering his or her well-being (Lazarus Folkman, 1984, p19). Occupational stress arises from demands experienced in the working environment that affect how one functions at work or outside work. Past research has predominantly focused on the negative aspects of stress. This is not surprising given the documented impacts of stress on health, wellbeing and work-related performance. However the positive psychology movement proposes that, instead of focusing on human pathology, research attention should also be directed towards positive health, growth and wellbeing (Seligman Csikszentmihalyi, 2000). It has been argued that stress is a part of life and cannot be avoided, and that stress can result in beneficial outcomes as well as negative ones (Selye, 1973, 1974). If negotiated appropriately, stress can be energizing, stimulating and growth producing for the individual as abilities are extended and new accomplishments made (Quick, Nelson, Quick, 1990). There is increasing interest in the potential for positive outcomes from the stress process including stress-related growth and positive personal changes (Folkman Moskowitz, 2004; Somerfield McCrae, 2000). If a stressful situa tion is resolved successfully then positive, rather than negative, emotions may predominate but there is a need for further to identify the stress-related processes associated with positive and negative emotions (Folkman Moskowitz, 2004). Good health encompasses more than just avoiding disease: it also involves the attainment of positive wellness, emotional, intellectual, spiritual, occupational, social and physical (Nelson Simmons, 2003, p 98). Acknowledging the positive response to the stress process may impact on how stress in the workplace is managed. Distress and Eustress The term eustress was coined by Selye to denote the positive aspects of stress in contrast to distress representing the negative aspects (Selye, 1974). Other influential writers have also suggested that stress is not inherently maladaptive (Hart, 2003; Hart Cotton, 2002; Karasek, 1979; Lazarus, 1999; Lazarus Folkman, 1984; Tedeschi Calhoun, 2004). In the context of the workplace, stressful events can lead to perceptions of positive benefit (Campbell-Quick, Cooper, Nelson, Quick, Gavin, 2003; Nelson Simmons, 2003). However although many researchers have investigated distress, eustress has been neglected until recently. Eustress is defined as a positive psychological response to a stressor as indicated by the presence of positive psychological states. Distress (or stress in keeping with common terminology) is a negative psychological response to a stressor, as indicated by the presence of negative psychological states (Simmons Nelson, 2001). Simmons and Nelson (2001) found eustress and distress to be distinguishable by affective state. Hope, meaningfulness and positive affect were significant indicators of eustress (Nelson Simmons, 2003). Meaningfulness is the extent to which work appears to make sense emotionally and to be worth investing effort in. Hope is the belief that one has both the will and the way to succeed. State positive affect reflects a condition of pleasurable engagement, energy and enthusiasm. Eustress was also associated with task engagement or absorption (Campbell-Quick et al., 2003; Rose, 1987). Task engagement denotes being enthusiastically involved in and pleasurably occupied by the demands of the work at hand (Nelson Simmons, 2003, p 103). This is similar to the concept of flow (Campbell-Quick et al., 2003) in which people are so actively involved in the task that nothing else seems to matter (Csikszentmihalyi, 1990). Distress on the other hand is indicated by negative work attitudes and psycholo gical states such as negative affect, anger, job alienation and frustration (Simmons, Nelson, Neal, 2001). Eustress is similar to the concept of morale defined as the energy, enthusiasm, team spirit and pride that employees experience as a result of their work (Hart Cotton, 2002, p. 102). Distress and eustress/ morale are not mutually exclusive: they can occur simultaneously in response to the same demand and are likely to result from different processes (Hart, 2003; Hart Cotton, 2002). The stress process There is at least some consensus that stress should be seen as a process or interaction between demands and the individuals ability to deal with them (Sulsky Smith, 2005). One conceptualization of this process is the cognitive-transactional model (Lazarus, 1966). The focus of this model is on individual and situational factors that interact with the appraisal of demands to produce outcomes (McGowan, 2004; Sulsky Smith, 2005). Antecedents to Eustress The transactional model considers stress to be a process involving appraisals of threat or challenge (primary appraisal), coping (secondary appraisal) and reappraisal. Primary appraisal involves a decision as to whether a demand (potential stressor) is both relevant and stressful in that it is seen to represent a potential threat to the individuals goals, beliefs or expectations (Lazarus, 1966; Lazarus, 1999). Demands can also be appraised as irrelevant or relevant but benign. A demand appraised as irrelevant or as benign (offering the chance to preserve or enhance wellbeing) does not initiate the stress process as there is no potential threat to overcome (Lazarus, 1999). If a demand is appraised as relevant and stressful then further appraisal takes place. Stressful appraisals include an appraisal of threat or loss, where the individual perceives the demand as exceeding the resources available to cope with it; but also of challenge, when resources are high relative to the demand and there is potential for mastery and personal growth (Lazarus Folkman, 1984). Threat and challenge appraisals represent distinct constructs and are associated with diff erent patterns of physiological arousal (Quigley, Barrett, Weinstein, 2002; Tomaka, 1993; Tomaka, Blascovich, Kibler, Ernst, 1997); subjective experience of strain and affect (Maier, Waldstein, Synowski, 2003), coping expectancies and performance (Boswell, OlsonBuchanan, LePine, 2004; Skinner Brewer, 2002). Threat and challenge appraisals represent distinct constructs and can occur simultaneously (Lazarus Folkman, 1984). Whether a challenge or threat was initially appraised, in order to reduce the demand some form of coping action is taken (Lazarus Folkman, 1984). Coping responses are influenced by initial appraisals. Challenge appraisals have been associated with more use of problem-focused coping (Bjorck Cohen, 1993; McCrae, 1984) while threat appraisals were linked to more emotion-focused coping (McCrae, 1984). While some coping research has linked emotion focussed coping with an increase in distress, the effectiveness of any particular coping strategy depends on its appropriateness (Folkman Moskowitz, 2004; Lazarus Folkman, 1984). Hypothesis 1: Challenge appraisals will be positively associated with task-focused coping. Hypothesis 2: Threat appraisals will be positively associated with emotion-focused coping. Research has predominantly focussed on negative outcomes and has only recently acknowledged that positive emotion can arise in stressful situations as a result of effective coping. Coping responses such as relaxation, direct action/task focussed coping and positive reappraisal can lead to the experience of increased positive affect while inappropriate or maladaptive coping responses may lead to negative affective reactions (Folkman Moskowitz, 2004). Eustress is not simply the result of a positive experience with positive events. It arises from effective negotiation of the stress process rather than a process of passive savouring (Simmons, Nelson, Quick, 2003). Hypothesis 3: Eustress will be positively associated with task-focused coping. Hypothesis 4: Distress will be positively associated with emotion-focused coping. Outcomes of Eustress Eustress has been shown to have a positive impact on subjective as well as objective performance (Skinner Brewer, 2002; Tomaka, 1993), possibly as a result of the increased motivation provided by task engagement. Hypothesis 5: Eustress will be positively associated with satisfaction with the outcomes of the stress process. Hypothesis 6: Distress will be negatively associated with satisfaction with the outcomes of the stress process. Over the long term eustress may result in positive changes in wellbeing, growth, flexibility, adaptability and performance (Quick et al., 1990), while distress may give rise to the stress outcomes commonly discussed in everyday language, for example the negative effects on physical and psychological wellbeing. Simmons and Nelson (2001) found that eustress was related to positive perceptions of health among nurses. Edwards and Cooper (1988), in a review of research on the effects of positive psychological states on health, found that positive psychological states produced an improvement in health both directly through physiological processes and indirectly by facilitating coping with stress (Edwards Cooper, 1988). Although long-term outcomes are beyond the scope of the present study, an increase in motivation, work performance and positive work-related affective states may also increase long-term job satisfaction. Method Three New Zealand organizations participated in the study. These were a public sector organization where fulltime administrative, clerical and management roles predominated; a retail business with part-time and full-time roles and a University department including fulltime teaching, research and administrative roles. Response rates for the three organizations were 52% (85 responses), 44% (26 responses) and 34% (33 responses) respectively. Participants were 74 males (51%) and 67 females (47%). Ages ranged from 18 (11%) less than 21 years, 50 (35%) between 21 and 36 years, 54 (38%) between 37 and 55 years, and 21 (25%) above 55 years in age. Three respondents did not indicate age or gender. The mean time respondents had spent within their current organization was six and a half years (SD = 7.32). There were significant differences between the three organizations only on tenure (F(2,132)= 15.62, p Measures Before answering the questions on appraisals and coping, participants were asked to identify one specific stressful event they had recently experienced at work and to answer the questions in relation to that event. Primary appraisals were assessed by the eight-item Cognitive Appraisal Scale (CAS; Skinner Brewer, 2002). Four questions each related to threat and challenge appraisals. Question two was reworded to relate to a work setting (grade changed to outcome) and all questions were given in the past tense to indicate an event that had already been encountered. Although the CAS assesses both frequency and intensity for each item, no difference in responses were found between frequency and intensity measures (Skinner Brewer, 2002) and so were replaced by a six-point scale where 1 = strongly disagree and 6 = strongly agree. Questionnaire (WCQ) assessed coping strategies used by participants to manage their stressor event (Folkman Lazarus, 1988). The measure assesses actual coping (as opposed to trait coping) by focussing on how the recently experienced event was negotiated. The 66 items of this scale assess eight forms of coping: planful problem solving, positive reappraisal, seeking social support, confrontive coping, escape-avoidance, distancing, self-controlling and accepting responsibility. Coping data were recoded into task-focused and emotion-focused coping as reported below. The Job Related Affective Wellbeing Scale (JAWS) was used to assess participants emotional reactions to their work (van Katwyk, Fox, Spector, Kelloway, 2000). Participants were asked to rate on a scale of 1 to 5 the degree to which they had experienced 30 different emotions over the past 30 days. As the scale focused on recent emotional experience, it tapped state affect and is a valid representative of immediate stress process responses. The emotional responses covered two dimensions: positive/negative affect and arousal. This provided four quadrants: negative affect/low arousal (e.g. My job made me feel bored), negative affect/high arousal (e.g. My job made me feel anxious), positive affect/low arousal (e.g. my job made me feel calm), and positive affect/high arousal (e.g. my job made me feel enthusiastic). Skinner and Brewer (2002) found an association between threat appraisal and negative active affect (e.g. anxiety) but not negative deactivated affect (e.g. boredom) and between challenge appraisals and positive-active affect (e.g. excitement) but not positive deactivated affect (e.g. calm). Emotions should be considered in terms of both valence and level of activation (Skinner Brewer, 2002). High-activation affective responses are consistent with the meaning of threat and challenge, or the need to act to avoid failure and its negative consequences on one hand or to achieve success and its benefits on the other. For the present research eustress was conceptualised as the positive affect/ high arousal quadrant and distress was conceptualised as the negative affect/ high arousal quadrant of the JAWS. The outcome measure for this study was a single item that asked respondents to rate their level of agreement with the statement I felt positive about the outcomes of the situation. Responses were coded so that 1 = strongly disagree and 6 = strongly agree. The limitations of this measure were recognised and addressed as far as possible during the data analysis. Performance and other outcome data were not available for this study. To correct for the unreliability of the single outcome indicator the error term was fixed at a specific value (Bollen, 1989). The fixed value was determined by multiplying the proportion of error variance (1 [rho]) of the indicator by, the variance of the indicator, where [rho] =.80. Statistical Analyses A two stage approach was adopted for the data analysis using confirmatory factor analysis (CFA) and structural equation modelling (SEM; see Anderson Gerbing, 1988; Schumacker Lomax, 1996). Stage one involved the building of measurement models for each of the measures used in this study. The rationale for building measurement models is that it allows for the best indicators of a construct to be identified and thus provides evidence for validity of the measure. Given the current sample size it was decided that for the final structural model at least four items for each construct would be used. In essence, this not only increased the subject-variable ratio but also served to identify the most unidimensional set of items to specify a construct. Unidimensionality is an important aspect when exploring structural relationship between various constructs as clear unambiguous measures allow for better predictive validity (Anderson Gerbing, 1988; Schumacker Lomax, 1996). For the CAS a two factor model, challenge and threat, was tested with the final model being specified with the strongest loadings in each subscale. For the JAWS only two factors were tested, high-pleasure high-arousal, and low-pleasure high-arousal, again using the best indicators for these hypothesized constructs. For the WCQ a second order measurement model was tested with eight factors: planful problem solving (PPS), positive reappraisal (PR), seeking social support (SS) self-controlling (SC), confrontive coping (C), distancing (D), accepting responsibility (AR) and escape avoidance (EA). The four best fitting items were used to specify each factor (Anderson Gerbing, 1988). For the full structural model two higher-order factors (task-focused and emotion-focused coping) were specified using subscale scores as observed indicators. Task-focused coping strategies were planful problem solving, positive reappraisal, seeking social support and self-controlling. Emotion-focused coping strategies were confrontive coping, distancing, accepting responsibility and escape avoidance. Having identified the measurement models for each factor a structural model was specified using the hypotheses stated above (see Figure 1). [FIGURE 1 OMITTED] Model Fit For all CFA and SEMs both absolute and incremental goodness-of-fit indexes were used. Absolute fit was assessed using the chi-square statistic. Incremental goodness-of-fit measures were the comparative fit index (CFI; Bentler, 1992), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA; Steiger Lind, 1980). The CFI and TLI indexes have coefficient values ranging from zero to 1.00, with values of .90 and higher being traditionally viewed as representing good fit (Bender, 1992). Fit values for the RMSEA suggest adequate fit where values fall between .08 and .10 and acceptable fit where RMSEAs are below .08 (Byrne, 2001; MacCallum, Browne, Sugawara, 1996); Hu and Bentler (1999) suggest that a RMSEA less than or equal to .06 indicates good model fit (Hu Bentler, 1999). Results The results for the measurement models are presented in Table 1. For the CAS the model fit was good and suggested a reasonable approximation to the data. The reliabilities were .78 and .72 for the challenge and the threat scales respectively. For the WCQ model fit was again reasonable. For each of the lower order factors the reliability estimates were: planful problem solving =.66, social support = .66, positive reappraisal = .79 self-controlling = .63, confrontive coping = .69; escape-avoidance = .77, accepting responsibility = .60, and distancing = .56. For the higher order factors, task-focused and emotion-focused coping, the reliability estimates were .74 and .65 respectively. Results for the JAWS again suggested that the specified two factors were reasonably approximated with reliability estimates of .90 for the positive affect high-arousal (eustress) and .81 for negative affect high-arousal (distress). Correlations, means and standard deviations are presented in Table 2. As expected, challenge appraisal was associated positively with task-focused coping, with eustress and with subjective performance. Although threat appraisal was positively associated with emotion-focused coping it was not associated with distress or subjective performance. Task-focused coping was associated with emotion-focused coping, suggesting that respondents who used more task-focused strategies also used more emotion-focused strategies. Emotion-focused coping was positively associated with distress and negatively associated with subjective performance. Eustress and distress were, respectively, positively and negatively associated with subjective performance. All results for the final structural model were standardized. For the final model the goodness-of-fit was reasonable ([chi square] = 734.1; df = 294: TLI =.92; CFI = .93; RMSEA = .10). All specified paths in the model were statistically significant and in the hypothesized direction (see Figure 1). Hypotheses 1 and 2, that challenge appraisals would be associated with task-focused coping and threat appraisals would be associated with emotion-focused coping, were supported. Hypotheses 3 and 4 that linked eustress and distress to task and emotion-focused coping respectively were also supported. With regard to subjective perceptions of performance in the stress situation, hypotheses 5 and 6 were supported. Eustress was positively associated and distress was negatively associated with subjective performance. Overall the results support the hypothesised model. Discussion The aim of this study was to investigate the antecedents and outcomes of the stress process and to include positive (eustress) and negative (distress) affective outcomes. The research showed support for the hypothesised structural model. The relationships between primary appraisal and coping support one of the key propositions of the cognitive-appraisal model of stress: the choice of coping strategy is affected by appraisals as to whether a demand represents a threat or a challenge. Previous research has found threat appraisals to be associated with greater use of emotion-focused coping (Lowe Bennett, 2003) and this was supported by the present study. Emotion-focused coping was in turn associated with distress and dissatisfaction with outcomes. Challenge appraisals were not related to emotion-focused coping but were related to greater use of task-focused coping strategies. The implications of these findings for stress management in organisations are considered below. As predicted, challenge appraisals were associated with eustress and perceptions that the stress processes had been effectively managed. The choice of coping strategies was also an important influence on affective outcomes: task-focused strategies which focused on addressing the demand were associated with eustress while emotion-focused strategies which failed to address the demand were associated with distress. This suggests that, as proposed by Lazarus and Folkman, when people face a demand it is not the demand in itself but the ways in which the demand is managed that impact upon outcomes. Implications for research The outcome measure in this study was limited to self-reported satisfaction with the outcome of the stress process. Further investigation should examine a broader range of outcomes including objective measures of performance and long term variables including physical and psychological health, both of which have been shown to be affected by work-related stressors. Further research is also needed to address several other issues including the precursors to threat and challenge appraisals and mediators of the stress process. A range of factors may affect primary and secondary appraisal processes. Individual difference variables such as anxiety (Skinner Brewer, 2002), personality (Penley Tomaka, 2002) and optimism/pessimism (Riolli Savicki, 2003) have been linked to differences in appraisals, coping and outcomes. Organisational and situational variables such as managerial style and support, work control, organizational culture and employment stability are also likely to impact upon the stress process. Further research into these factors is important to help build effective strategies for managing workplace demands. Implications for practice Work-related stress is a major problem with serious implications for health and wellbeing but managing it is far from straightforward. This may account for the documented ineffectiveness of stress management interventions(Beehr ODriscoll, 2002; Sulsky Smith, 2005). In managing the stressors at work, it is important to identify, assess and control stressors, but also to avoid removing the rewarding aspects of the job. Distress is not the inevitable consequence of occupational stressors: when demands are managed appropriately growth and positive change can occur as challenges are faced and overcome. Although distress has become a major concern, it is often not feasible to remove all stressors from work and this may not in fact be desirable. Recognition of the potential for positive outcomes of the stress process raises the possibility of identifying ways to increase the task-focused management of work-related demands to increase enjoyment, satisfaction and performance. The challenge lies with providing the tools required to increase the effective management of workplace demands. Any suggestion that cognitive-appraisal models of stress imply that stress is an individual problem, best addressed by teaching positive appraisal and coping, is flawed. Primary appraisal includes a subjective assessment of the balance between demands and resources. Increasing resources or reducing demands is more appropriate and more consistent with legal requirements than attempting to retrain individuals to appraise demands positively, and training in effective coping has been shown to have only limited impact(Folkman Lazarus, 1988). Coping strategies are rarely used singly, and no one strategy or combination of strategies is always effective. The ability to use a repertoire of coping strategies flexibly is important. One component of stress management could be to encourage the use of task-focused and flexible coping behaviour and to promote learning that can be generalised to new situations, but stress management begins with consideration of organisational issues. Leadership, pe er support, organisational culture and policies, work design and reporting arrangements are important as are job analysis, staff selection and training to enhance role clarity and the fit between the person and the work environment. Effective systems for motivation and performance management are essential.

Critique of the National Cirriculum in Britain :: Education Policy

Critique in a policy document During this essay I am going to look at one area of our educational system and discuss in detail the features of this policy. I have chosen to look at, in detail the National Curriculum, which was progressively introduced into the Britain in 1989. I want to get an insight into the way the National Curriculum has changed and the ways in which it now gives pupils an extra advantage at getting the best out of their education. The National Curriculum delivers the information pupils need to know in a balanced and manageable way, but at the same time it is hard enough to challenge them. I am going to also look at Japan?s Educational policy and see what advantages they give to pupil?s, I will then compare the two policies. The National Curriculum is split up into stages, these stages are determined by age groups, key stage 1 ranges from ages 5-7 which is the year group 1 and 2, then there is key stage 2 which ranges in ages 7-11 this is year groups 3-6. Key stages 3 and 4 are secondary stages, so at key stage 3 the pupils are 11-14. At the final stage of the pupils development through the National Curriculum, key stage 5 they are 14-16, at this stage they get more choice in which areas of the curriculum they want to continue in. However some subjects which are part of the National Curriculum such as, english, maths and science are compulsory. At each stage expectations are set as to pupils performance levels. Targets are laid out for programmes of study for pupils. The national curriculum helps the school create a working relationship, not only with the pupils but also with the parents. The curriculum is a way to create many more opportunities for all levels of achievement. It can help with building on certain strengths in a pupils ability. When we consider the different structures to which the curriculum can take on we must look at the way in which the information set out through the curriculum is put across to the pupils through content and organization. David Scott a Professor of Educational Leadership and Learning at the University of Lincoln?s International Institute for Educational Leadership. He is an expert in curriculum studies, David Scott identifies and depicts six curriculum ideologies. These are Foundationalism, Conventionalism, Instrumentalism, Technical Rationality, Critical Pedagogy and Post-modernism.

Womens Roles During Times of War Essay -- American History Females Ro

Women's Roles During Times of War Despite the prevalence of war goddesses in most traditions from China to Greece to Ireland, women have been separated from the front lines of war for centuries. Western tradition claims that women are not made for war, but for household work: sewing, cleaning, cooking, and looking after children. Society told women to carry brooms in lieu of swords; to collect firewood instead of ammunition, and to keep house rather than protect a nation. Yet, for centuries, women have fought their peoples' wars, even if they never lifted a sword or fired a rifle. We rarely hear of these women, though, because they were not on the front line. The AAS Online Exhibitions claims, "The term "war hero" usually refers to a man who unselfishly risks his life to fight1." In many ways this is true. War heroes, especially of wars that were fought earlier than the twentieth century, are almost invariably men. In schools throughout the United States, primary school students learn the names of heroes of various American wars: George Washington, Ulysses S. Grant, and Robert E. Lee; but rarely do they learn about the women who helped these heroes: Molly Pitcher, Belle Boyd, and Elizabeth van Lew. Women learned to sacrifice their husbands, sons, brothers, and fathers for the same causes for which these men sacrificed their lives. The first United States war in which women fought was the American Revolution: the war that allowed their country to be formed. While their husbands cleaned their hunting rifles and readied their clothing, American women fought the British in their own way. The most prominent form of battle, especially in Boston and New England, was the boycott on tea. It sounds like a simple thing, boycotting... ..."Women of the American Revolution." http://ws.web.arizona.edu/ws200/fall97/grp11/part7.htm 4. "Molly Pitcher (Valley Forge Frequently Asked Questions)." Â © 1998 – 2004. http://www.ushistorty.org/valleyforge/youasked/070.htm 5. Zarro. "Women of the American Revolution." 6. Zarro. "Women of the American Revolution." 7. Zarro. "Women of the American Revolution." 8. Zarro. "Women of the American Revolution." 9. "AAS Online Exhibitions: A Woman's Work is Never Done." 10. "AAS Online Exhibitions: A Woman's Work is Never Done." 11. "Hearts at Home: Spies." Â © 1997. Cited 22 November 2004. 12. "Hearts at Home: Spies." 13. "Rose O'Neal Greenhow Papers." Â © May 1996. http://scriptorium.lib.duke.edu/greenhow 14. "Female Spies for the Union." http://womenshistory.about.com/library/misc/cw/bl_cw_spies_union.htm 15. "Female Spies for the Union."

Teaching To the Individual Students :: Education Learning School Essays

Teaching To the Individual Students Throughout my life I have had many experiences, some of the ones that I remember most fondly are the ones that involve teaching. Whether it was being taught by a loving and caring adult or myself teaching children at my church, I love to be where true understanding and true learning is taking place. I will to be an encouraging and loving teacher who lets her students know that she cares and is trying her best to make a positive difference in their lives. When trying to come up with my teaching philosophy, I quickly realized that one method is not for me, I need to combine many methods to make my style fit the many personalities and learning styles of my students. With all of the learning styles that students exhibit I do not see how a teacher could simply teach with one philosophy all of the time. If they choose to lecture all the time, how will the kinesthetic and visual learners, who make up the biggest percentage of the population, understand the material? Overall, I will combine parts from the philosophies of essentialism and progressivism, and use some of the behaviorism method to help encourage the appropriate behaviors in my class. I believe that these three styles will combine together to form a teaching method that will be appropriate for many learners at one time, and that these styles will accomplish my dream of making a difference in my students’ lives. After college I hope to get a teaching job in southern West Virginia, and eventually work on my master’s degree. My reasons for coming to the teacher education field are simple. I decided to be a teacher because of my desire to work with children. I will teach children who are at an impressionable time in their lives, pre-school through sixth grade, and I will try to be a good example and model for them to follow. I will be the counselor, helper, and nurse that all elementary children need. I will be there for my students in the good times and the bad. Overall, I will try to make a positive difference in their lives. I believe that every child should have the opportunity to learn in a way that is fun and fits their learning styles; this is why my teaching philosophy is a combination of so many different methods. Teaching To the Individual Students :: Education Learning School Essays Teaching To the Individual Students Throughout my life I have had many experiences, some of the ones that I remember most fondly are the ones that involve teaching. Whether it was being taught by a loving and caring adult or myself teaching children at my church, I love to be where true understanding and true learning is taking place. I will to be an encouraging and loving teacher who lets her students know that she cares and is trying her best to make a positive difference in their lives. When trying to come up with my teaching philosophy, I quickly realized that one method is not for me, I need to combine many methods to make my style fit the many personalities and learning styles of my students. With all of the learning styles that students exhibit I do not see how a teacher could simply teach with one philosophy all of the time. If they choose to lecture all the time, how will the kinesthetic and visual learners, who make up the biggest percentage of the population, understand the material? Overall, I will combine parts from the philosophies of essentialism and progressivism, and use some of the behaviorism method to help encourage the appropriate behaviors in my class. I believe that these three styles will combine together to form a teaching method that will be appropriate for many learners at one time, and that these styles will accomplish my dream of making a difference in my students’ lives. After college I hope to get a teaching job in southern West Virginia, and eventually work on my master’s degree. My reasons for coming to the teacher education field are simple. I decided to be a teacher because of my desire to work with children. I will teach children who are at an impressionable time in their lives, pre-school through sixth grade, and I will try to be a good example and model for them to follow. I will be the counselor, helper, and nurse that all elementary children need. I will be there for my students in the good times and the bad. Overall, I will try to make a positive difference in their lives. I believe that every child should have the opportunity to learn in a way that is fun and fits their learning styles; this is why my teaching philosophy is a combination of so many different methods.

Central Locking System Essay

Power door locks (also known as electric door locks or central locking) allow the driver or front passenger to simultaneously lock or unlock all the doors of an automobile or truck, by pressing a button or flipping a switch. Power door locks were introduced on the luxury Scripps-Booth in 1914, but were not common on luxury cars until Packard reintroduced them in 1956. Nearly every car model today offers this feature as at least optional equipment. Early systems locked and unlocked only the car doors. Many cars today also feature systems which can unlock such things as the luggage compartment or fuel filler cap door. It is also common on modern cars for the locks to activate automatically when the car is put into gear or reaches a certain speed. Remote and handsfree In 1980, Ford Motor Company introduced an external keypad-type keyless entry system, wherein the driver entered a numeric combination —either pre-programmed at the factory or one programmed by the owner— to unlock the car without the key. Early- to mid-1980s Nissan Maximas could also be installed with a keypad, which would also retract the windows and moonroof once the car was successfully unlocked by pushing a specific button on the keypad. During the 1990s the Subaru Legacy could also be opened by pulling the drivers external door handle a specific number of times to enter a passcode number that would unlock the driver’s door only. Today, many cars with power door locks also have a radio frequency remote keyless system, which allows a person to press a button on a remote control key fob, the first being available on the French made Renault Fuego in 1982. [1] Currently, many luxury makers also allow the windows to be opened or closed by pressing and holding a button on the remote control key fob, or by inserting the ignition key and holding it in the lock or unlock osition in the external driver’s door lock. The remote locking system confirms successful locking and unlocking through either a light or a horn signal, and usually offers an option to switch easily between these two variants. Both provide almost the same functionality, though light signals are more discreet while horn signals might create a nuisance in residential neighborhoods and other busy parking areas (e. g. short-term parking lots). Some manufacturers offer the ability to adjust the horn signal volume. Other cars have a proximity system that is triggered if a keylike transducer (Advanced Key or handsfree) is within a certain distance of the car. How Stuff Works Between the keypads, keyless entry systems and conventional locks, some cars today have four or five different ways to unlock the doors. How do cars keep track of all those different methods, and what exactly happens when the doors unlock? The mechanism that unlocks your car doors is actually quite interesting. It has to be very reliable because it is going to unlock your doors tens of thousands of times over the life of your car. In this edition of HowStuffWorks, we’ll learn just what’s inside your door that makes it unlock. We’ll take apart the actuator that does the work, and then we’ll learn how the lock can be forced open. But first, let’s see how the car keeps all its signals straight. Locking and Unlocking Here are some of the ways that you can unlock cardoors: †¢ With a key †¢ By pressing the unlock button inside the car †¢ By using the combination lock on the outside of the door †¢ By pulling up the knob on the inside of the door †¢ With a keyless-entry remote control †¢ By a signal from a control center In some cars that have power door locks, the lock/unlock switch actually sends power to the actuators that unlock the door. But in more complicated systems that have several ways to lock and unlock the doors, the body controller decides when to do the unlocking. The body controller is a computer in your car. It takes care of a lot of the little things that make your car friendlier — for instance, it makes sure the interior lights stay on until you start the car, and it beeps at you if you leave your headlights on or leave the keys in the ignition. In the case of power door locks, the body controller monitors all of the possible sources of an â€Å"unlock† or â€Å"lock† signal. It monitors a door-mounted touchpad and unlocks the doors when the correct code is entered. It monitors a radio frequency and unlocks the doors when it receives the correct digital code from the radio transmitter in your key fob, and also monitors the switches inside the car. When it receives a signal from any of these sources, it provides power to the actuator that unlocks or locks the doors. Now, let’s take a look inside an actual car door and see how everything is hooked up. Inside a Car Door In this car, the power-door-lock actuator is positioned below the latch. A rod connects the actuator to the latch, and another rod connects the latch to the knob that sticks up out of the top of the door. When the actuator moves the latch up, it connects the outside door handle to the opening mechanism. When the latch is down, the outside door handle is disconnected from the mechanism so that it cannot be opened. To unlock the door, the body controller supplies power to the door-lock actuator for a timed interval. Let’s take a look inside the actuator. Inside the Actuator The power-door-lock actuator is a pretty straightforward device. [pic] Inside the power-door-lock actuator This system is quite simple. A smallelectric motor turns a series of spur gears that serve as a gear reduction. The last gear drives a rack-and-pinion gearset that is connected to the actuator rod. The rack converts therotational motion of the motor into the linear motion needed to move the lock. One interesting thing about this mechanism is that while the motor can turn the gears and move the latch, if you move the latch it will not turn the motor. This is accomplished by a neatcentrifugal clutch that is connected to the gear and engaged by the motor. [pic] Centrifugal clutch on the drive gear When the motor spins the gear, the clutch swings out and locks the small metal gear to the larger plastic gear, allowing the motor to drive the door latch. If you move the door latch yourself, all of the gears will turn except for the plastic gear with the clutch on it. Forcing the Lock If you have ever locked yourself out of your car and called the police or AAA to help you get back in, you know that the tool used is a thin metal strip with a flat hook on it. From this article you can now see how this strip works. A simple vertical motion from either the knob on the door or the power-lock actuator is all that’s needed to turn the lock and open the door. What the officer is doing with the metal strip is fishing around until he or she hooks onto the point that the knob and actuator connect to. A quick pull on this point and the door is unlocked! For more information on power door locks and related topics, see the links on the next page.

The Silver Linings Playbook Chapter 33

Letter #4-November 29, 2006 Dear Pat, Tiffany informs me you are sincere, and from what she has told me about your new personality, it seems as though you are a completely transformed man. Whether this is the result of the accident, therapy, medication, or simply sheer willpower, you are to be congratulated, because this is no small feat. First allow me to say I recommended Huck Finn for your reading enjoyment only. I was not trying to send you a hidden message. Based on everything you have written and what Tiffany has told me – maybe you should read The Catcher in the Rye. It's about a young boy named Holden who has a hard time coping with reality. Holden wants to live in a childhood world for the rest of his life, which makes him a very beautiful and interesting character, but one who has trouble finding his place in the real world. At present, it seems as though you are having a hard time dealing with reality. Part of me thrills at the changes you have made, because your letters really do present a better man. But I also worry that this worldview you have developed is fragile, and may be what kept you in the neural health facility for so many years and is keeping you in your parents' basement for so many months. At some point you are going to have to leave the basement, Pat. You are going to have to get a jo b and earn money again, and then you might not be able to be the person you have been for the last few months. Of course I remember Massachusetts. We were so young, and the memory is beautiful. I'll carry it with me forever. But we WERE CHILDREN, Pat. That was more than a decade ago. I'm not the type of woman who would sleep in an economy motel anymore. Maybe you have again become the type of man who would whisk a woman away to Martha's Vineyard. Maybe you are experiencing some sort of second childhood. I don't know. But I do know you will NOT be experiencing a second childhood with me. I am not a child, Pat. I'm a woman who loves her current husband very much. My aim when I agreed to write you was never to allow you a second chance. My goal was not to allow you to reenter my life. I only wanted to give you a chance to say goodbye – to resolve any unresolved issues. I want to be clear about this. Nikki

Lush Company Background

Lush is a cosmetics company that produces and sells a variety of handmade bath products and toiletries, including facemasks, soaps, bath bombs, bubble bars, hand & body lotions and hair treatments. In 1994, Mark Constantine and six co- founders including his wife Mo Constantine opened the first Lush store in Poole, UK. The natural bath and toiletries product firm is a UK-based manufacturer and retailer of environmentally friendly natural cosmetics and fragrances Company History Lush Cosmetics Company is mostly known and recognized by the public for its use of all natural ingredients and hand made products. Lush product ingredients are mostly natural, nothing is tested on animals and packaging is avoided where possible. What sets Lush apart from competitors is the unique way products are manufactured. They hand-make the products in a factory in small batches based on orders from individual stores in order to keep their products fresh. In order to stay in touch with their fresh standard, Lush does not sell any product in their store that's older than 4 months and most products have a total shelf life of approximately 14 months. As of 2011 Lush now has nearly 600 stores in 43 countries, with 27 different Web platforms and seven manufacturing plants. Including 80 in Britain, Japan, North America and Australia. 60 of those stores are in North America. Lush North America has plans to open 52 new company-owned shops this?year and 35 a year thereafter, with roughly a quarter located in Canada. Although many of the units to date have been freestanding boutiques, the stores in malls have been phenomenally successful, compelling them to consider almost 170 new mall locations. Lush is privately owned though there are a small number of shares available but only by invitation. The growth of the company is based mainly upon partnerships and franchise holders.

Case Study – American Apparel

The company segmented their market to young men and women in their ass, and further targeted a niche audience of environmentally conscious consumers. The company catered to this artsy, bohemian audience who resided In hip neighborhoods of large, metropolitan cities that upheld a â€Å"hip, subversive, and degenerate† culture (Wolf, 2006). Until 2008, the company used concentrated marketing by positioning themselves as a sweatshop-free manufacturer who pays their employees fair wages and provides them health care benefits.Positioning the brand by attributes and benefits led American Apparel to became known for their ethics and sustainability. As more and more retailers attempt to be â€Å"green,† American Apparel had a harder time standing out as a company trying to be good (Hill, 2010). Charley later realized that he was limiting his sales potential by targeting a niche and wanted to go mainstream by expanding to a larger market (Walker, 2008). He decided to reposition the brand to appeal to a generation and used sex as a way to bring people closer.The new generation, as Charley puts it, is exciting, mobile, and open-minded. These are the people he wants to be in business with (Wolf, 2006). The company incorporated sex into their advertising strategy as a way to position the brand by user. Since 2008, American Apparel's promotional strategies have been focused on highly sexual images of young people in provocative poses. Their amateur models and lack of photocopying reflects their honesty by showing the models' imperfect bodies and blemished skin (Wolf, 2006). Not only do they show â€Å"real† people, they also expose nipples and pubic hair.The use of shock tactics in their sexual honesty has attracted much attention, and their openness with sex has come part of their brand image, since they have worked hard to create an Image infused with youth and sex (Chuddar, 2008). The brand's undifferentiated marketing reached more people than before and crossed all genres, including high- fashion kids, clubbers, geeks, and gays (Hill, 2010). However, their controversial advertising has received backlash and negative responses from the media, labeling the brand as -porn chic† (Giving, 2014).The company claims to not be worried, since there seems to be disconnect between how young people perceive the ads and how mainstream media reports the ads. By narrowing their brand image, many people argue that American Apparel alienates their original user base, but the company asserts that they can connect many small groups together Into a big audience (Chuddar, 2008). Their most recent ad strategy tailors to different demographics, including their use of a 62-year old model, a plus-sized model, a Bangladesh model, celebrate diversity by targeting consumers of different ages, sizes, ethnicities, and religions.Additionally, the company has gone global, establishing stores in Asia and representing the American dream (Woo, 2013). The me ssage behind their advertising envoys openness and freedom, not Just in sexuality but also for people who are normally ignored (Chuddar, 2008). Suggest a future plan: In order for a brand to grow or at least stay competitive, they can't stop presenting fresh, new advertising campaigns to consumers. In American Apparel's case, they there's also an ethical issue involved. What direction should they take with their advertising campaign?Recently, founder and CEO Charley has been fired, leaving many people wondering what's next for the company's marketing aesthetic. With Charley gone, many believe that the company should completely re- rand itself (Holland, 2014), however, the company still plans to maintain their â€Å"sexy' and â€Å"edgy' image (Walker, 2014). As fashion has evolved and sex has become mainstream, shoppers have become desensitizing and started to move on. Activist groups consider American Apparel to be pass ©, sexist, and demeaning (Walker, 2014), and according to sales, sex Just isn't selling anymore (That, 2014).Consumer reports found that sexy apparel has limited appeal and consumers have been expressing that they want comfortable clothes that can be dressed-up or dressed-down (That, 2014). Consumers want it all and sexiness limits their style. American Apparel should focus their advertising campaign on the versatility of their merchandise, thus their promotional objective should be to increase awareness of the multiple functions of their apparel to yield variableness with consumers. One of the core concepts of marketing is that it is better to maintain existing customers than trying to gain new ones.In this case, American Apparel should target the same consumers, but with a different spin. Sex still appeals to their target market, the young, 20-something men and women in metropolitan areas, but as these consumers age and their style evolves, their taste will too. The advertisements used in the past are becoming increasingly tacky, therefo re sexual ads should be more tasteful and appealing to a maturing audience. To emphasize the apparel's versatility, the brand should be positioned by product attributes and benefits.The company manufactures basic apparel that can be used in a variety of ways. The clothes can be worn alone, in layers, combined with other brands, etc. Countless looks can be created, which can communicate different styles to different types of shoppers. The versatility of these pieces produces more variety ND greater product benefits. American Apparel's major selling idea should highlight the duality of people, combining both emotional and rational advertising appeal. The company's philosophy on being sweat-shop free, Made in USA puts them at odd's ends with their overly-sexed advertisements.Since people have layers, the brand can appeal to shoppers by helping them embrace their duality. Consumers want a brand that they can emotionally connect with, brands that reflect their passion and interests (That , rational consumer looking for items with multiple uses, which translates into a good alee for their money. To execute this strategy, their advertisements should demonstrate the ease of versatility with their apparel, since demonstration advertising can be effective in highlighting product benefits.An example of this approach would be to show a model wearing an article such as a cardigan, suggesting a preppy look. She could be styled with her hair in a bun and wearing glasses. In another image, the model would be shown with her hair down and wearing the same cardigan, maybe unbuttoned, revealing her bra and her sensual side. This good-girl/bad-girl image translates the regularity of apparel to the duality of personality. In this sense, usage imagery demonstrates how the product could be used. An indirect headline can be used to provoke interest for shoppers.A headline such as â€Å"Embrace your Duality' can challenge shoppers to style themselves in different ways. The visual eleme nt from the preppy/sexy example could convey the same message if stood alone. Yet, a headline attached to the visual portion is more effective for attracting attention. The subhead for the ad would be the brand's usual â€Å"American Apparel: Sweatshop free, Made in USA† tagging, which also implies the rand's duality. The sexual imagery combined with their ethical practice demonstrates the duality in brands as well as in people.

Acid Rain Essay Example for Free (#3)

Acid Rain Essay Essay Topic: Acid rain , SO2 Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? Acid Rain is rain, snow or fog that is polluted by acid in the atmosphere and damages the environment. When fossil fuels are burned they release mostly CO2, but they also release two harmful gases, sulphur dioxide and various nitrogen oxides. The sulphur dioxide, SO2, comes from the sulphur impurities in the fossil fuels. However, the nitrogen oxides are created from a reaction between the nitrogen and the oxygen in the air, caused by the heat of the burning. When these gases mix with clouds they form dilute sulphuric acid and dilute nitric acid. Cars and power stations are the main causes of Acid Rain. Acid Rain has effects on plants, soil and even buildings. The acid reacts with the limestone and then the limestone begins to erode. From previous knowledge, I know that limestone has the chemical formula CaCO3. Limestone, chalk and marble are all calcium carbonate. When an acid reacts with a metal carbonate (such as calcium carbonate) the fizzing shows that a gas is produced. That gas is carbon dioxide, CO2. Adding hydrochloric acid to a rock sample is one of the tests for a carbonate rock, like marble, chalk or limestone. It is also why these rocks are greatly affected by acid rain. The word equation is for this reaction between calcium carbonate and hydrochloric acid is: Calcium carbonate + hydrochloric acid –> calcium chloride + carbon dioxide + water The chemical formulae for this reaction between calcium carbonate and hydrochloric acid is: CaCO? + 2HCL –> CaCL2 + CO2 + H2O The rate of reaction can be calculated by measuring amount of Carbon dioxide gas that is obtained by the syringe. There were various types of apparatus which I included: Goggles Syringe Stop clock Measuring cylinder Spatula Hydrochloric Acid Marble-Powder and Chip Boiling tube Bung Preliminary experiment. Before actually beginning my investigation, I will firstly carry out a preliminary investigation. This will help me to see the improvements that I can make after the experiment. I will be able to see possible downfalls and failures in my method, work out appropriate quantities of chemicals to use and generally improve the quality of the final experiment. Below is the set up apparatus that I will use for the preliminary experiment and the actual experiment: The preliminary experiment is performed so that I can predict the volume of acid, the mass of the chip and powder and the length of time that I will be timing for. 1. Firstly, I set up the apparatus. 2. I will specify a curtain mass of marble using a balance and I will place it into the boiling tube. 3. Then, I will measure a quantity of acid and quickly add it to the boiling tube whilst after quickly placing the bung onto the top of the tube. 4. I will record the amount of CO2 gas which is given off, every curtain amount of time. This will produce a rate of reaction. For many experiments the rate of reaction can be changed by altering curtain variables. For this reaction there is no catalyst, therefore we cannot alter this variable. However there are three main variables that could be changed: Temperature of the acid – this would be varied by starting off with the acid at room temperature (around 24i C) and then using acid with temperatures of 30i C, 40i C and 50i C. Concentration of the acid – the concentration would be varied three times, using hydrochloric acid with concentrations of 0. 5M, 1M and 2M. Surface area of the calcium carbonate – the surface area would be varied by using different sizes of calcium carbonate. I will predict that the 2m acid and the powder will be the fastest reaction as the acid is more compact with acid particles in the same volume of water. This helps more successful collisions take place between the particles. The more collisions there are the increased rate of reaction. I found out that I should use 1 gram of mass for the chip and powder marble and 30cmi of acid. This is because the reaction is not too fast or slow. I can get an acceptable number of results recorded. I will be using three different concentrations of acid, 0. 5m, 1m and 2m. (m=molar) The time I will be using will be starting at when the syringe starts to move up to 180 seconds. I will be keeping the amount of acid the same and the mass of the marble so that I conduct a fair test. The temperature was kept at 24i C-25i C. Results 0. 5m with chip 0. 5m with powder Mass of chip = 1. 0g Mass of powder = 1. 0g Time (s) Volume (cmi ) 10 2 20 4 30 5 40 6 50 7 60 8 70 9 80 16 90 17 100 18 110 20 120 21 130 22 140 24 150 25 160 26 170 27 180 31 Volume of acid = 30cmi Volume of acid = 30cmi Time (s) Volume (cmi ) 10 14 20 17 30 19 40 20 50 22 60 23 70 23 80 25 90 29 100 34 110 35 120 37 130 38 140 38 150 38 160 39 170 40 180 40 1 m with chip 1 m with powder Mass of chip = 1. 0g Mass of powder = 1. 0g Volume of acid = 30cmi Volume of acid = 30cmi Time (s) Volume (cmi ) 10 21 20 30 30 36 40 38 50 39 60 31 70 42 80 43 90 43 10 44 110 44 120 44 130 44 140 44 150 44 160 44 170 44 180 44 Time (s) Volume (cmi ) 10 4 20 5 30 6 40 9 50 12 60 15 70 18 80 21 90 24 10 27 110 31 120 34 130 37 140 40 150 44 160 47 170 50 180 52. 2 m with chip 2 m with powder Mass of chip = 1. 0g Mass of powder = 1. 0g Volume of acid = 30cmi Volume of acid = 30cmi Time (s) Volume (cmi ) 10 5 20 9 30 13 40 16 50 22 60 26 70 33 80 36 90 46 10 46 110 46 120 51 130 54 140 57 150 57 160 57 170 57 180 57 Time (s) Volume (cmi ) 10 0-60 20 † 30 † 40 † 50 † 60 † 70 † 80 † 90 † 10 † 110 † 120 † 130 † 140 † 150 † 160 † 170 † 180 † Conclusion. After completing my experiment my results show me that as the concentration of the acid is increased, the reaction takes place faster and more gas is produced in a shorter space of time. Due to this I found that the 2M hydrochloric acid (the strongest concentration of acid I used) produced the most gas in the shortest time. The 0. 5M hydrochloric acid (the weakest concentration of acid I used) produced the least amount of gas in the longest time period. I can clearly see from the graph that the 2M hydrochloric acid gave the fastest reaction and produced the most gas in the shortest space of time, because the gradient of the curve is the steepest and goes far higher than the other curves showing that a larger amount of gas was produced because the ‘gas produced’ axis is the ‘y’ axis. The fact that the 2M acid had the steepest curve shows that the reaction was fastest because a large amount of gas was produced (high on the y axis) and in a short space of time (short on the x axis). This will give a steep gradient on the graph. The 0. 5M hydrochloric acid gave almost the opposite curve when the results were placed on a graph. Not much gas was produced in a long space of time and so the slope was very gentle and low on the graph. The 2M hydrochloric acid produced the most gas in the shortest amount of time and was generally a quicker reaction due to its significant difference in particle arrangement compared to the 0.5M and 1M hydrochloric acid. The more concentrated 2M hydrochloric acid has more acid particles in the same volume compared to the 1M and 0. 5M acid. This means there are more available acid particles to react with the calcium carbonate. The reaction will be quicker when using the 2M acid because there are more particles available to react with. The calcium carbonate particles can react with more acid particles quickly as they are easily accessible, whereas in the 0. 5M acid, there are few acid particles in a volume and so some calcium carbonate particles will have no acid particles to react with, causing the reaction to be slow and uneventful. All reactions will only occur if there is enough energy to make it happen. This minimum energy is known as activation energy. Activation energy is the minimum energy for which two reacting particles must collide for a reaction to take place. When particles collide they slow down, stop, and then fly apart again. This will occur regardless of whether they have enough energy to react. In an unsuccessful collision the particles separate unchanged, but in an effective collision the activation energy barrier is crossed and the particles that separate are chemically different from those that came together. I think my results are definitely sufficient to support my prediction. They equal everything I predicted and I am very pleased at how well they turned out. Evaluation I think that the experiment went very well. All my results matched my prediction and everything went ‘according to plan’. The gas produced by each acid had a steady increase however; there were a few rogue points. Overall I achieved what I set out to do. I would have liked more time on the experiment to make sure everything was perfect, though. Due to the short time limit we were quite rushed in completing the experiment. There were a few aspects of the experiment that could have been improved to make the experiment even more accurate. For a start the experiment was undertaken over a few days. Each day had a different temperature and so this would have affected the results. If one day had been hotter than the others the heat would have influenced one reaction to take place faster. Also due to the fact that the experiment lasted a few days, different equipment was being used each day. Some gas syringes were slightly stiffer than others and so wouldn’t move out as fast. If on one day you had a very stiff gas syringe that wouldn’t move very easily and on another day you had a very loose gas syringe, then the results would be very different as the loose gas syringe would give results that say that the reaction happened very fast and the stiff gas syringe would give results that say the reaction was slow. To prevent this from happening the experiment should have been undertaken and finished on the same day, using exactly the same equipment as you started with for each acid. The initial part of the reaction when the acid first reacts with the calcium carbonate is very fast. A lot of gas is produced at the beginning of the reaction. However the way the apparatus are set up means that when you pour the acid onto the calcium carbonate, there are a few seconds when the gas is able to escape before the gas syringe is connected to the test tube. To avoid this from happening a test tube containing the calcium carbonate should be placed inside a beaker containing the hydrochloric acid. They must not be touching, as the reaction would then start. Then the gas syringe will be connected to the beaker. When the reaction is ready to start, the beaker is knocked so that the test tube falls over, consequently causing the reaction to take place as the acid and carbonate would mix. Then when the initial gas is produced it will all be ‘caught’ as the gas syringe is already in place. The surface area of the calcium carbonate should also have been kept equal. The same number of equally weighted chips should have been used. E. g. all 1g chips. This way the reaction is fair and accurate, as a large surface area will cause the reaction to take place faster. Keeping all the surface areas the same would have kept the experiment fair. However to do this would have taken a long time and we only had a limited amount of time. Another way of keeping the temperature the same would have been to do the experiment in a water bath. This would have allowed us to do the experiment over a few days as well. Acid Rain. (2017, Aug 09).