Enthalpy of formation of calcium carbonate Essay

Objective To determine the enthalpy of formation of calcium carbonate Procedures A. Reaction of calcium with dilute hydrochloric acid 1. 1. 0909 g of calcium metal was weighed out accurately. 2. 100 cm3 of approximately 1 M hydrochloric acid was pipetted. and placed in a plastic beaker. 3. The initial temperature of the acid was determined 4. The weighed calcium was added into the acid and stirred thoroughly with the thermometer until all the metal had reacted. 5. The maximum temperature attained by the solution was recorded. 6. The experiment was repeated with 1. 0538g calcium metal. Results: Experiment no. 1 2. Mass of Ca used/ g 1. 0909 1. 0538 Initial temp. of solution/ ? 27 26 final temp. of solution/ ? 55 52 Temperature change/ ? 28 26 Calculations and Discussion: 1. What does the term â€Å"heat of formation† of a substance mean? Heat of formation refers to the heat change when one mole of a substance is formed from its constituent elements is their standard states under standard conditions. 2. What are â€Å"standard conditions† for thermochemical calculations? Standard conditions is defined as elements or compounds appear in their normal physical states at a pressure of 1 atm (101325 Nm-2/760mmHg) and at temperature of 25 oC (298 K). Moreover, the solution should have unit activity(1mol dm-3 ). 3. Write the equation for the formation of calcium carbonate under standard conditions. (Call this Equation 1) Ca(s) + C(s) + 3/2 O2(g) –> CaCO3(s) 4. Write an ionic equation for the reaction taken place. (Call this Equation 2) Ca(s) + 2H+(aq. ) ? Ca2+(aq. ) + H2(g) 5. Assuming (a) the solution in the plastic beaker has the same specific heat capacity as water, i. e. , 4. 2 kJg-1K-1 and (b) density of the acid is the same as that of water, i. e. , 1. 0 g cm-3. Calculate, in each experiment, the heat change in the reaction between the calcium and the acid per gram of calcium. For the first experiment: ?Energy evolved by the reaction= Energy absorbed by the acid ?By E = mc? T, ?H per gram of calcium = [(100/1000)(4200)(28)]/ 1. 0909 = -10780J g-1 = -10. 780kJ g-1 For the second experiment: ?Energy evolved by the reaction= Energy absorbed by the acid ?By E = mc? T, ?H per gram of calcium = [(100/1000)(4200)(26)]/ 1. 0538 = -10362J g-1 = -10. 362kJ g-1 6. Calculate the average heat evolved by one mole of calcium. For the first experiment:?H per one mole of calcium =[(100/1000)(4200)(28)]/ [1. 0909/40. 08] =-432066 J mol-1 =-432. 066 kJ mol-1 For the second experiment: ?H per one mole of calcium =[(100/1000)(4200)(26)]/ [1. 0538/40. 08] =-415329 J mol-1 =-415. 329 kJ mol-1 Average ? H per one mole of calcium (? Hx) =(432. 066 +415. 329)/2 =-423. 698 kJ mol-1 7. Why is the exact concentration of the hydrochloric acid unimportant? Approximate concentration of hydrochloric acid is not considered as one of the errors. In the reactions, limiting agents, i. e. calcium and calcium carbonate, must be reacted completely. Only these matter in the reaction but not the amount of H+(aq) provided in hydrochloric acid. Indeed, the concentration of the hydrochloric acid just affects the rate of the reaction. Therefore the exact concentration of hydrochloric acid is unimportant provided that there is enough H+(aq) to react with limiting agents completely. 8. Should we measure the volume of acid with a measuring cylinder? Why? The measuring cylinder should not be used to measure the volume of acid. This is because the heat absorbed by the acid must be counted when calculating the heat change of the reaction. As the acid has very high specific heat capacity, the errors in calculating the heat change of the reaction will be very significant if the heat absorbed by acid is not taken into account. Thus, the volume of acid should be obtained accurately to apply into E=mc? T in order to calculate the heat absorbed by the acid accurately. As the scale of the measuring cylinder is far from accurate, the pipette should be used instead. B. Reaction of calcium carbonate with dilute hydrochloric acid 1. 3. 0940g of dry powdered calcium carbonate was weighed out accurately and placed directly into a clean dry plastics cup. 2. 100 cm3 of approximately 1 M hydrochloric acid was pipetted into another beaker. 3. The acid was poured on the carbonate in the plastic beaker. 4. The solution was stirred briskly with the thermometer and the maximum temperature reached by the solution. was recorded. 5. The experiment was repeated with 2. 7400g of dry powdered calcium carbonate. Results: Experiment no. 1 2 Mass of CaCO3 used/ g 3. 0940 2. 7400 Initial temp. of solution/ ? 26 25 final temp. of solution/ ? 28 27 Temperature change/ ? 2 2 Calculations and Discussion: 1. Write an ionic equation for the reaction taken place. (Call this Equation 3) CO32-(aq. ) + 2 H+(aq. ) ? CO2(g) + H2O(l) 2. Calculate the average heat evolved by one mole of calcium carbonate. (Making the same assumptions as in Part A) For the first experiment: ?Energy evolved by the reaction= Energy absorbed by the acid ?By E = mc? T, ?H per mole of calcium carbonate = [(100/1000)(4200)(2)]/[(3. 0940/(40. 08+12. 01+16Ãâ€"3)] =840 /[(3. 0940)/(100. 09)] =-27174 J mol-1 =-27. 174 kJmol-1 For the second experiment: ?Energy evolved by the reaction= Energy absorbed by the acid ? By E = mc? T, ?H per mole of calcium carbonate = [(100/1000)(4200)(2)]/[(2.7400/(40. 08+12. 01+16Ãâ€"3)] =840 /[(2. 7400)/(100. 09)] =-30685 J mol-1 =-30. 685 kJmol-1 Average ? H per one mole of calcium (? Hy) =(27. 174 +30. 685)/2 =-29. 080kJ mol-1 3. Draw an energy-cycle linking Equations 1, 2 and 3 together, you must include reactions that had not been performed in the experiment. 2H+(aq. ) +Ca(s) + C(s) + 3/2 O2(g) CaCO3(s) + 2H+(aq. ) ?Hx ? Hy Ca2+(aq. ) + H2(g) + C(s) + 3/2 O2(g) Ca2+(aq. ) + CO2(g) + H2O(l) 4.. Besides your experimental results, what other information do you need to enable you to calculate the heat of formation of calcium carbonate? Look up these necessary data from any suitable source. The enthalpy change of formation of water: -286 kJ mol-1 The enthalpy change of formation of carbon dioxide: -393 kJ mol-1 5. Calculate the heat of formation of calcium carbonate. ?H? f [CaCO3(s) ] =? Hx +? H? f [CO2(g)] +? H? f [H2O(l) ] -? Hy =-423. 698-393-286+29. 080 =-1073. 6 kJ mol-1 6. As far as you can, list out the major sources of inaccuracy in the experiment and suggest ways to improve them whenever possible. Sources of error: – Heat loss to surrounding by evaporation, conduction and radiation. -The thermometer absorbed some energy. – The specific heat capacity and the density of the solution are not actually the same as those of the water. -Some of the samples failed to dissolve completely? – The reading of the thermometer is not accurate enough. -The experiment was not exactly carried out under standard conditions. -Some heat was gained by the gases, a considerable amount of heat is loss to surroundings when the gases are releasing. -The lid covering the plastic cups cannot prevent heat loss efficiently. -Heat capacities of plastic cups and thermometer were ignored. -The samples were not pure calcium and pure calcium carbonate due to air oxidation and reaction with moisture in air. Improvements -Use the vacuum flask calorimeter with a cork stopper instead of the polystyrene foam cup -Use a more accurate reading thermometer (e. g. Beckmann thermometer) – Find out the specific heat capacity of other materials other than water. -Use sand paper to remove the oxide layer on calcium metal. -Use powdered calcium instead of the granules in order to increase the rate of reaction ,so that the heat loss to the surroundings can be reduced 7. State the law which you have used in order to answer Question (5). The heat of formation of calcium carbonate cannot be determined directly by calorimetric experiments as there are several experimental difficulties : -The extent of the reaction cannot be controlled -Heat evolved cannot be separated into appropriate terms -Direct combustion of calcium can be violent -Side reactions may arise, for example, 2Ca(s) + O2(g) 2CaO(s) C(s) + O2(g) CO2(g) Then ,Hess’s Law is applied to calculate the heat of formation of calcium carbonate. Hess’s law states that the energy change for any chemical or physical process is independent of the pathway or number of steps required to complete the process provided that the final and initial reaction conditions are the same. In other words, an energy change is path independent, only the initial and final states being of importance. This path independence is true for all state functions 8. State the law which you have used in order to answer Question (7) depends? Why is this principle useful? The law of conservation of energy states that energy can neither be created nor destroyed but can be changed from one form to another. In order to achieve the answer, Hess’s law is used. Hess’s law states that the total enthalpy change of a reaction is independent of the route by which the reaction takes place. In other words, the standard enthalpy change of a reaction depends on the differences in standard enthalpy between the reactants and the products. It means that the enthalpy of the reaction system is conserved. As the absolute enthalpy of a substance is not possible to be determined and only the difference between reactants and products can be measured experimentally. This law helps us to define the standard enthalpy change of a reaction. Conclusion The enthalpy of formation of calcium carbonate is -1073. 6kJ mol-1. Reference http://hk. knowledge. yahoo. com/question/? qid=7006100200879 http://hk. knowledge. yahoo. com/question/question? qid=7007111800043 http://www. answers. com/8. %09Should+we+measure+the+volume+of+acid+with+a+measuring+cylinder%3F+Why%3F http://hk. search. yahoo. com/search/kp? ei=UTF-8&p=word%E6%89%93%E5%88%86%E7%B7%9A&rd=r1&fr2=tab-web&fr=FP-tab-web-t F. 6 Chemistry Notes Section III by Ms Sin W L.

Roles of Reality in Children’s Literature

The Role of Reality in Children’s Literature Anna Scott The Role of Reality in Children’s Literature Historical Fiction Historical Realism attempts to recreate a reality of the past, to capture the milieu of a time gone by and must be set at least a generation before the writing of the book. It has the power to broaden our horizons, to learn more about the people and places of our world by reading about the past—where we all came from (Russell, 2009). One such powerful story, one of the inhumanity and sacrilege of World War II and a family’s journey through it all is Lois Lowry’s Number the Stars.Family and Social Values Number the Stars is an excellent example of historical fiction which deals directly with the Nazi regime. Here and there is a bit of violence, suspense and fear of the soldiers, but it is mostly a story of bravery, courage, friendship and hope. A young girl named Annemarie Johanson grows up in occupied Denmark during the Second Worl d War. She learns first-hand about the plight of the Jews in her country when she and her family help her best friend Ellen Rosen and her family escape to Sweden.A soldier appears when the Johanson’s take Ellen in for one night while Ellen’s mother and father are taken to a safe place. Annemarie helps Ellen by hiding her Star of David necklace so the soldiers do not see it. Ellen pretends to be Annemarie’s dead sister Lise and is hopeful that the soldiers do not find out. The next day Annemarie, her mother, Annemarie’s Uncle Henrik and Brother-in-law Peter help Ellen and her family flee to Sweden. During the most intense parts of the book, the two families (Johanson’s and Rosen’s) are often put face to face with the enemy.At one point, the family is gathered around a coffin along with other families in hopes to meet to discuss future events that will aid in their safe departure from the country. But when a soldier enters and demands the coff in be opened, the family must decide quickly a plan to fool the soldier and to convince him that they are truly mourning a death, and not conspiring against the soldiers. Uncle Henrik tells Annemarie: â€Å"It is much easier to be brave if you do not know everything†¦ e only know what we need to know† (Lowry, 1989) and Annemarie quickly discovers that it is better to know less than to know the truth, as the fear is so much more apparent when the truth is known. This story is filled with aspects of respect and unity as both families treat each other equally and protect each other, even though Ellen’s family is Jewish and Annemarie’s isn’t. Ellen and Annemarie’s friendship is a true testament to how far you will go to protect a friend. Almost every character exemplifies bravery in one way or another.Annemarie does not think she is brave even though she took her Uncle his forgotten â€Å"lunch† and takes on two German soldiers. When Uncle Henrik tells her, â€Å"That’s all that brave means, not thinking about the dangers. Just thinking about what you must do† (Lowry, 1989), Annemarie learns that being scared or frightened does not mean that one is not brave. Annemarie and her family push through the fears and the unknown to strive for what is right and what they believe in. Literary elements and structural devicesNumber the Stars is a serious yet hopeful story that provides details about wartime experience. Told in third person, Number the Stars reflects a child’s view of the Nazi occupation in Denmark. The characters main cultures are Danish, Jewish and German and it is assumed that the characters have traditional gender roles and behaviors. The story is set in the Protagonist against Society conflict where the protagonists are the main characters: Annemarie and her family and Ellen and her family and they are against the Nazis values and morals.Number the Stars is a coming of age story about fa mily and close friends that entails the characters likes, dislikes, struggles and triumphs. Based in fact or History In Number the Stars, Lowry tells of the realistic story of life in Denmark during World War II through the lives of two young girls, but while reading there is not too much evidence that the story is not real. The book tells the true events of the Nazi soldiers in that time period as well as Jewish people becoming targeted by Nazi’s and other’s helping them hide.According to Lowry, Number the Stars is a novel that was inspired by a friend who had grown up in Denmark during World War II. It is based on hours of conversations with her friend and others who experienced the hardships of World War II and in much of her writing; Lowry tries to tell the big story by relating small details (â€Å"Study Guide for Number the Stars (pdf)†, n. d). Most of her explanation about where the story came from and where fact ends and fiction begins is at the end of t he book in the Afterword.Here she explains that she had always been fascinated and moved by her friends descriptions not only of the personal deprivation and sacrifices that her family and neighbors suffered through but the courage and integrity of the Danish people and the leadership of the kind they loved, Christian X (â€Å"Study Guide for Number the Stars (pdf)†, n. d). Reading this afterword, adds an element to the story that you thought was already there. You can easily identify the time, place and discover the families while you are shown examples of honor, hope, friendship, bravery and courage all knowing that portions of the story have a small inkling of truth.Summary We read realism because we are interested in the lives of the characters—their loves, fears, likes, dislikes, struggles, and triumphs. What we learn is that human beings of different times and places have a great deal in common (Russell, 2009). In Number the Stars, there are lessons of friendship , honor, respect, unity, and bravery within the story. Lois Lowry gives us a moving story that shows us in the face of Nazi bigotry and hatred, honor and hope still prevail. We are told that we can learn from the past, that we can avoid the same mistakes however, covering it up does not erase it.Being ignorant only leaves us unprepared for the future so we should not only uncover the horrors of the past, but also show the glories as well. References EBOOK COLLECTION:  Russell, D. L. (2009). Literature for children: A short introduction (6th ed. ). Boston, MA: Pearson/Allyn & Bacon. Lowry, L. (1989). Number the Stars. New York, New York: Houghton Mifflin Books for Children. Study Guide for Number the Stars (PDF). (n. d. ), Retrieved from http://www. glencoe. com/sec/literature/litlibrary/pdf/number_the_stars. pdf

Makeup economic assignment Essay Example | Topics and Well Written Essays - 500 words

Makeup economic assignment - Essay Example The following is a household budget that illustrates how the student should allocate his income. The purpose of this projected monthly household budget is to ensure that the graduate avoids the risk of unexpected expenses such as enrolling for unpredicted courses. Since the graduate lives and works in Des Moines, IA, which is among the estates with high living standards, it is logic to budget for a housing and food cost of $14,000 and $4,000 respectively. In order to improve transport efficiency and convenience, the graduate should purchase a personal vehicle at the cost of $8,000 payable in monthly installments of $500. Therefore, the graduate must budget for the vehicle monthly insurance of $150. The vehicle will be necessary since it will enable the graduate to avoid transport inconveniences due to public transport means. In addition, the graduate should adopt a budget plan that will enable him repay the education loan. The above budget plan proposes a monthly amount of $800 to settle the total loan of $10,000 in a period of 12.5 months. The budget also proposes that the graduate should allocate a total of $2,000 for entertainment and recreation. According to the above monthly budget, the graduate should set a total of $500 and $50 for clothing and medical insurance cover respectively. Making payments for the medical insurance cover will enable the graduate to avoid paying huge amount of money when he or she is going through any medication. Moreover, it will be a nice decision for the graduate to look for means of investments. This will enable the graduate to increase his total monthly income, hence improving his or her living standards. Therefore, the above Monthly budget entails that the graduate should budget for monthly investments of $12,000 as a way of attracting extra income. The graduate shou ld also allocate some money for miscellaneous. This is for purchasing other essential things such as

King Report on Corporate Governance Essay Example | Topics and Well Written Essays - 2500 words

King Report on Corporate Governance - Essay Example This also calls for a more transparent disclosure by business entities of their established governance practices in their annual reports. Such reporting requirements are not limited only to public companies but even the privates companies are also expected to follow recognized governance policies and report thereon. Several initiatives have been taken to integrate and organize different principles of corporate governance and arrive at a set of definite guidelines. These initiatives were undertaken by various orgnisations and committees including the United Nations Conference of Trade and Development. Some of the other organisations and committees whose reports are used to form the guide lines are: Out of the above reports this paper envisages making a critical review of the King Report 2002 and also makes a comparative analysis of the Kings Report with the The OECD principles on Corporate Governance - 1999. This is the central theme on which the King (II) Report is evolved. The King (II) Report published in the year 2002 was prepared by 'task teams' consisted of representatives from institutional and private investors, civil society regulators, and government officials. This way the report aimed to bring in the view points of all kinds of stakeholders in to the report. "The King II Committee itself was composed of 'leading proponents' of corporate governance as well as 'representatives of significant professional, private and public sector institutions'. Local and international consultation was 'extensive', with the Institute of Directors in Southern Africa providing a 'facilitative role' and secretarial support" (Armstrong et al2005). King (II) contains CODE OF Corporate Practices and Conduct ('the code') and the report's recommendations are applicable to all companies listed in Johannesburg Stock Exchange and several other public and private organizations including certain government organisations. King II Report contains recommendations relating the following six areas of corporate governance: The role and responsibilities of the Board and Directors: The report recommends guidelines for fixing the accountability of the board of directors by redefining the responsibilities of the directors towards all the internal and external stakeholders including the shareholders The aspect of Risk Management: In order to achieve the organisational goal of wealth creation and also to sustain the growth of the company it is important for the board to follow recognized principles of risk management. The function of internal audit: The report identifies the critical role of an internal

Analyze the Nike Ad in terms of its appeals (ethos, pathos, logos) Essay

Analyze the Nike Ad in terms of its appeals (ethos, pathos, logos) - Essay Example That is because nobody can know a body well enough than the person who lives in the body. As for the pathos of the statements delivered by the text, it is very clear that the writer wants to deliver the message that it is good to be comfortable with ones body regardless of what the public may say. The ad chooses to appeal to the readers sense of self identity based upon some preset conditions in the past. It clearly tries to appeal to the readers self-interest and emotions. When it comes to the logos of the ad however, one thing is very clear, the ad uses some highly effective logic in order to help sell the product to the two kinds of logic presented in the ad. These logos come into play as the words in the advertisement agrees to and encourages the reader to give himself a chance to be happy just the way he is. While also encouraging to think of the logical arguments presented thus creating a logical statement that will certainly be in need of future discussion. Overall, this is one highly effective ad for Nike as it encourages free thinking and the importance of feeling comfortable in ones own skin. As the ad says, Just do

Describe the contributions of 'psychoanalytic theory' to film theory Essay

Describe the contributions of 'psychoanalytic theory' to film theory and visual culture in general. Be sure to discuss the effect of 'pleasure' and the 'gaze' i - Essay Example Psychoanalytic thought pointed to early films of the 1940s as examples, and stated that some of these films were aimed at particular groups of viewers/spectators, in this case women as the films of this era have become known as a genre of "women's films". The subject of women in these films was considered to provide real world women with an ideal subject in that they were the perfect spectator regardless of the meaning delivered by the film. Also the work of Foucault has been drawn upon to empahsise the use of institutional power to normalize the gaze. For example, how things are understood by a person is influenced by the society and institutions in which that person is embedded, as these social norms are presented within the visual images used by that society. In this way, visual culture becomes a body of knowledge that defines and limits what can be said about sexuality and gender relations as well as the identification of self. He considered issues of power and knowledge to be a cooperative state, not a coercive one, so that the maintenance of a dominant gendered, (i.e., male) over a subordinate one (i.e., female) was dependant on the acceptance of each gender as to the social norms that dictate such states. He considered docile bodies as presented on photographic film as conforming to the social norms of the ideal body and sexuality. Metz (1970) has characterised spectatorship as the process of the viewer suspending their disbelief of a fantasy on film and identifying with particular characters presented through the film. Especially, the spectator identifies with the underlying ideology of the film by way of identifying with the structure and visual points of view present within the film. The process of spectatorship initiates fantasy structures that are housed within the unconscious; for example, how to be the ideal woman, or to have the ideal marriage.In this way psychoanalytic theory described human functioning as a process of suppressing unconscious desires, fears and particular memories so as to maintain a socially acceptable lifestyle. In contrast to Lacan's later theories, Freud advocated that the unconscious was a phenomenon that existed within each individual and that drove current behaviours. The idea of the unconscious had a dramatic effect on how academics, philosophers and human psychology theorists approached the human psych. The reality of an unconscious deconstructed a humanist ideal that existed about the self at this time. Freud anticipated that making the knowledge of the unconscious conscious within each person that repression of desires and memories would be reduced, and so too experiences of neurosis which were seen to arise from repression. He emphasized that the "id" or unconscious would be the predominant response to life circumstances if repressed, and so replace the "I" or consciousness and self-identity. He summed this in his famous quote "Where It was, shall I be". In this sense the overall goal of Freud's psychoanalytic approach was to strengthen the "I" and to maintain a conscious and rational identity within people that could be more powerful than the unconscious.Later theories of Jaques Lancan (1978) and subjectivity, investigated film analysis of the 1970s. As such, the gaze was seen as representing a view of language and the language structures used in co mmunication that in turn reinforce culturally-bound experiences of subjectivity. Positional gazes refer to viewing

Examination of the presidential candidate's position Essay

Examination of the presidential candidate's position - Essay Example While McCain favors tax breaks for the rich, Obama has famously gone of record that one can show one’s patriotism by accepting higher taxes. On the issue of free trade agreements, both of them have positions that are equivalent with some deviation as far as NAFTA and CAFTA are concerned. However, on the issue of immigration both of them are at widely divergent positions. While McCain favors stricter border patrols, he is nonetheless comfortable with the position of illegal aliens and their rights. Obama on the other hand has been a consistent opponent as far as the ease of finding jobs for the illegal aliens goes. McCain has changed his stance on some issues related to immigration particularly when it comes to the guest worker program. However, it remains to be seen how this would go hand in hand with his position on Offshoring and outsourcing. Obama has taken a more strident approach towards outsourcing. McCain has called himself an â€Å"unabashed admirer of free trade† and is all for the NAFTA and the CAFTA free trade agreements. He voted for the bills on the immigration reform though Congress twice failed to clear them through. He has gone as far as to go for a â€Å"full throated† defense of the immigration reform that nearly cost him his presidential bid. He has vowed that if elected, he would not try a â€Å"third time†. This has come in for considerable criticism from Obama who says that McCain has been flip-flopping. Obama has not been too forthcoming on the issue of immigration overhaul and has been relatively cool towards the issue of immigration legislation overhaul. In the recent past, both candidates have tried to shift the blame on each other as far as their positions go and this has led to much sparring between the two camps. At stake is the Hispanic vote and both sides do not want to be seen antagonistic towards the cause of the Hispanics and they would rather be

Ethnography. Patrons Flock the Supermarket Research Paper

Ethnography. Patrons Flock the Supermarket - Research Paper Example Key Observations and Findings 9 6. Validation 11 Application of Ethnography: When Patrons Flock the Supermarket 1. Introduction 1.1. Research Question Through personal observation it was found that when customers walk into a supermarket, the only things they set their eyes on are products that are displayed. On the other hand product producers have their eyes set on wallets of customers that walk in, to gain as much profit as possible. But both groups of the customers and suppliers play an important role in affecting each other directly and indirectly. In addition the entire set up of the supermarket, its environment and customary changes that are brought also influence customers. With reference to the current subject matter i.e. ethnographic study of clientele in the supermarket, following are the research questions that have been framed: What specified factors influence a customer’s behaviors towards the sales process?’ ‘How the associations of culture of such a clientele modify their routine product consumption?’ ‘Whether the cultural affiliation of people affect their communicational procedures or not?’ Maguire and Ball (1994) presented alarming results regarding various ethnographical studies conducted in the United Kingdom. This study brought forth that the contemporary setting had a large amount of strain, which still continues to exist. The reasons behind these strains are numerous (2006: pp.269-285). As per my perspective, a less participant observational method application in ethnographical researches has been found to be a major contributing factor and reason behind a less number of these researches. It has also been found out that the persons involved in the researches were unable to understand the circumstances on personal experience which caused this deficiency in previous researches (Maguire, 1994). So in order for an ethnographic research to be a successful a personal involvement of the researcher is indis pensible. 1.2. Purpose and Rationale This research paper has been conducted to bring in light the various sides of the state of affairs, and the course of action when various customers congregate in the supermarket. Other than the above provided motive, this paper aims at; a) understanding and a close observation of the people from many different backgrounds, b) Understanding the effects of the environment of the shopping are on the shoppers, c) the effects of the principles of certain people surrounding a populace. Thus a guidebook or some specific guidelines can be established by the marketing companies so that they could be able to understand the need of the customers. It is obtainable from Boddy’s research that 17% of the research organizations in the United Kingdom used the ethnographic research method to gain the results for better development of customer-supplier relationship (2009: pp.49). 2. Context of Research The field work of this research procedure was carried ou t in many markets which include Tesco Supermarket, in the West End area of Central London for two weeks. This specific supermarket was selected due to the reason that it was a simple superstore with a wide range of food items, clothing and accessories, DVDs, items of technical use, home-ware accessories, bakery items, available opticians, fresh meat, fish and items for kids such as toys etc. Though this store was uncomplicated with reference to the alignment of aisles and item availability, yet, a lot of attention was given to the atmospheric set-up and development of the ambiance. In accordance to Atkinson and Hamersley’s verification, the research procedure which I carried out mainly, or at least partially, (1994: pp.248). This meant that I had to be an active participant and it was necessary for me to gain access to the insights of

What is faith Essay Example | Topics and Well Written Essays - 1500 words

What is faith - Essay Example In many cases, faith becomes the equivalent of what we call a "world view," a context or framework within which life can be lived. The world view need not be optimistic, as it is above. Faith now includes trust and reliance on an authority, even though all the experience of the speaker suggests that the authority is wrong. The extent of the trust has now been enlarged. The evidence that a compass offers has a high degree of assurance behind it; compasses do not lie, cheat, change their minds, or get fooled very often. There is greater risk involved in this kind of faith, for it is trust in a person. Trust (and risk) has now been further enlarged (Cimino, Latin 2001). The same thing happens when a person (a) undergoes anesthesia and surgery, (b) sits in the back seat of a moving vehicle, (c) eats a meal someone else has prepared, (d) marries, (e) shares a secret. These random examples cumulatively begin to tell us something about the meaning of faith as we ordinarily use the word, and what they tell us will be useful when we develop a working definition. Faith clearly has some sort of content, drawn out of our own experience or out of the common experience of the past, and our engagement with it involves us in varying degrees of commitment to that content, involving both trust and risk. Consequently we act on the basis of the degree of trust we possess: we continue the lab experiments, we endure dungeon, fire, and sword, we sail north-northeast, we buy the painting, we stay out of the airplane, we remain confident in the space capsule. There are many number of ways to argue that faith must lead to action, that action is the proving ground of faith, and that what we affirm in our hearts or minds is not truly affirmed until it is translated into deed. Those who say love and who live hate are not only denying their neighbors but negating their affirmations as well. Better still, they are demonstrating what their true affirmations are, when put to the test (Dennett 2006). The incident is instructive in many ways, not least for indicating that it often takes someone else to confront us with the kind of challenge that puts our faith to the test and insists that we act upon it. In religion, faith plays a special role determining the course of actions and moral behavior of followers. In religion, faith is associated with God and his divine power. To believe in God is to believe that he is on the side of the oppressed, which means in turn that the believer must be on the side of the oppressed unless he wishes to deny his belief. The struggle for faith involves him in faith for the struggle. Faith for the struggle, involvement in the concerns of love and justice, vindicates the ongoing struggle for faith. For religious believers, faith and action become virtually indistinguishable from one another; a key word is "praxis" (Dennett 2006) reflection and action to transform the world. In religion, faith symbolizes universal knowledge and truth. Faith can be described as "God's benevolence," his goodwill toward his children (Dennett 2006). This is not merely a psychological insight propounded to protect mortal men from prideful assertions that they can create faith themselves or work their way up into God's presence by dutiful striving. Rather, the recognition that faith is a gift is one of the consequences of the content of this particular kind of faith. The nature of this particular promise is that it comes to us in personal terms, in a life to which we can make response. It comes to us, more importantly, in a

Quality Early Childhood Education Essay Example for Free

Quality Early Childhood Education Essay This essay will identity three of quality indicators which related to early childhood education [ECE]: trained staff, small group size, and partnership with parents and families, then discuss about why they are important for children, parents and society. Firstly, young children should be cared by trained staff. Rouse and Tarrant (2001) stated staff should have high qualification, training, experience, and positive attitudes working with young children. Educators with high acknowledge are able to provide appropriate care and learning activities. Therefore, not only will children improve their social skills, but their parents will also get valued support and information (Rouse Tarrant, 2001). In addition, small group size plays an important role in quality ECE. This means â€Å"the children learn more, get on better with others, express themselves better and feel good about themselves† (Rouse Tarrant, 2001, p.13). For example, if children are well organized to watch how a butterfly to begin hatching from the chrysalis, they can observe more carefully by asking interesting questions. During this play, children can take advantage on making good relationships and intensive conversations. Without doubt, children will feel more valued and secure (Rouse Tarrant, 2001). Finally, it is vital for centres to have good partnership with parents and families. Both staff and parents should recognize children’s education is consistent learning which based on their families’ customs, values and beliefs (Grey, 1999). This means they need to respect and trust each other. This can be achieved by working together with decision-making (Ministry of Education, 1998). Obviously, they will get more opportunities to discuss how to improve children’s development more efficiently. Consequently, both parenting skills and children’s self-confidence will be enhanced, and the society will be the real winner as children are a previous resource for future society (Rouse Tarrant, 2001). To conclude, children will get long-term benefits, if they play in a small group, and be educated by high quality staffs who work with parents.  And these benefits will extend to their family and the whole society as well. (332 words)

The stages of early reading development

The stages of early reading development The sequence of teaching phonic knowledge and skills should be such that children should have every opportunity to acquire rapidly the necessary phonic knowledge and skills to read independently Rose (2006), Independent review of the teaching of early reading, paragraph 86, page 28. The model below demonstrates the mechanism for early word recognition by using phonic rules of language and the memory of known words. However, as I often observe in class, pupils can read words but are often unaware of their meaning and so cannot fully comprehend or absorb knowledge from a text.(relates to Q10) http://nationalstrategies.standards.dcsf.gov.uk/images/clip_image006_0002.jpg Rose (2006), Independent review of the teaching of early reading, paragraph 50, page 86 Children tend to develop comprehension skills by first building an expansive vocabulary of words and their meanings through repeated exposure (visual or auditory) to a wide range of words. By understanding words in context with one another the reader can understand the meaning of the text. Comprehension occurs as the listener builds a mental representation of the information contained within the language that a speaker is usingà ¢Ã¢â€š ¬Ã‚ ¦ the listeners general knowledge and level of cognitive development will have a bearing on the comprehension of the message. To generate an accurate mental representationà ¢Ã¢â€š ¬Ã‚ ¦ the listener has to process the language and the concepts. Rose (2006), Independent review of the teaching of early reading, paragraph 61, page 88 In 1998 the Searchlights Model describing reading was introduced as a way of explaining how a reader processes and comes to comprehend a text. The Searchlights model was incorporated into the National Learning Strategies framework (relates to Q3 and Q15) and designed to provide a simplified way to understand the teaching of reading. It formed the basis for much of the theory of reading which was to follow. http://www.publications.parliament.uk/pa/cm200405/cmselect/cmeduski/121/12102.gif Rose (2006), Independent review of the teaching of early reading, paragraph 2, page 73 The model indicates that a text is read by use of four areas of knowledge which act as searchlights to illuminate the text. However, the model indicated that all searchlights were of equal use and deficiency in one area would be compensated for by ability in another. Later findings indicate that both good language understanding and accurate word recognition are required if a reader is to understand the text. Clays model builds on and modifies the Searchlight model by identifying the four cues required for comprehension as phonological (the sound of the oral language), syntactic (sentence order), visual (graphemes, orthography, format and layout) and semantic (text meaning) (Clay, 1985; Clay and Cazden, 1990). Clay highlights that each of these cues are necessary to facilitate reading and understanding of text. Good readers have developed a number of strategies which focus on unlocking meaning of the text whilst poor readers have very few strategies to cope and they tend to have a lack of integration with the text. With the aid of an increasing pool of research into the cognitive processes of reading, the Simple View of Reading indicates the most recent description of understanding of a text. There are two necessary components which must be fulfilled to allow a child to read; Word Recognition (including understanding and pronunciation of words) and Language Comprehension (including understanding sentences and texts) The two elements are interdependent and often facilitate the other e.g. word recognition does not guarantee understanding of those words (ergo nor the text), whilst comprehension is useless without word recognition. Understanding sentences then provides the reader with context to recognise words which follow and subsequently the meaning of the text. The two components of reading have four outcomes in this model by Gough and Tunmer 1986. http://nationalstrategies.standards.dcsf.gov.uk/images/clip1.jpg Rose (2006), Independent review of the teaching of early reading, paragraph 31, page 81 This simple view of reading helps teachers to understand where there students are on the model and what strategies need to be applied to increase their capabilities in either or both areas to help them become good readers. To develop word recognition skills the teaching of phonics is important. Synthetic phonics is taught because our written system is alphabetic, so to be able to read you must first learn the alphabet and the single or combination of letters sounds (spoken letters sound). Children should then learn how to (i) segment words into their component sound to enable spelling and understand the meaning of words and (ii) the complementary process of blending sounds to read words in a process known as synthesis. Success here is clearly impacted by the childs recognition and understanding of the letters of the English alphabet and their corresponding pronunciation as a sound. It is equally important to teach and repeat high frequency words which cannot be sounded-out using phonics; this allows the word to enter the sight memory word bank. To develop language skills, the best ways are through speaking and listening activities, so that students have an opportunity to hear and speak words and understand their meaning in the context of the discussion, increasing their vocabulary and language skills. Considering the above, the Rose review 2006 provides a number of recommendations for best practise in teaching children to read which can be categorised into 5 main area (relates to Q14,15), as follows; Best practiceà ¢Ã¢â€š ¬Ã‚ ¦ The national strategies framework sets out guidance for the development of childrens speaking and listening skills and should be used as a guide for best practice should be expected in the teaching of early reading and synthetic phonics. Quality teaching of phonics would enable the student to develop the ability to decode and encode which is critical to reading and writing/spelling. Phonics work should be cross-curricular using all the strands speaking, listening, reading and writing. Cross curricular phonics teaching also aids students in accumulating a greater stock of words. The teacher must be able to assess progress and react accordingly to maximise the development of each child as an individual with individual needs. The Early Years Foundation Stageà ¢Ã¢â€š ¬Ã‚ ¦. Parents should be encouraged to read with their child before their child enters EYFS. Phonics should be taught from the age of five and should be a multi-sensory approach which captures pupils interests, is delivered in a motivating way by a competent pedagogue capable of reinforcing learning. Greater significance should be placed on word recognition and language comprehension as the key components of learning to read (as a development of the Searchlights model). The EYFS and the National Literacy Framework must work together to create a progressive continuous programme for delivery of phonics which is transportable throughout all years. Intervention if a child struggles to read, including those with SENà ¢Ã¢â€š ¬Ã‚ ¦. If a child is experiencing reading difficulties, it is important to check whether they have a sight or hearing problem which makes learning more complex. Provision of intervention should follow the Primary National Strategy three wave model for students with literacy difficulties. The first wave involves effective inclusion of all students with quality first teaching especially in phonics, wave 2 covers extra intervention to make sure that the student is working at age related expectations with small group intense phonics groups, wave 3 individual interventions make sure that students with extra needs are accommodated e.g. school action and school action plus. It is important to ensure that pupils are not excluded from the main learning goals and progress made during intervention sessions is maintained. Strong leadership and management should be provided in tandem with high staff competency, in terms of subject knowledge and skillsà ¢Ã¢â€š ¬Ã‚ ¦. Head-teachers and staff should make sure that phonics is given a priority within the planning for early teaching to read; staff training should be compatible with this ethos. Staff training must make sure that the phonics programme is delivered to a high standard. To aid this, a head of literacy with specialised knowledge would be beneficial. Passing on knowledge in this way improves phonics teaching overall, is cost effective (due to a dilution of course costs) and allows a specific individual to monitor for consistency of phonics teaching. Those who manage the school should be responsible for instilling an effective continual professional development programme for all staff. With phonics in mind they should oversee the consistency of phonics delivery and provide feedback to improve practice. Management must also monitor pupil progress and instil teaching policy which benefits all pupils by ensuring that they are able to achieve realistic learning goals. Furthermore, Rose suggests that initial teacher training should provide a demonstration of the need to focus on early-years phonics to bring about reading. When observing phonics in my base school I have found that children are grouped by ability for all sessions, with smaller intense groups provided for EAL children. The planning and teaching is undertaken in line with the Letters and Sounds resources in the following way (relates to Q25): First you review and revisit the previous weeks letters and sounds to ensure retention; sometimes the teacher will review the first 100 words using flashcards which the children race to read as many as they can in a minute. Next a new sound is taught, the teacher models how to write the sound and explains the phoneme family (other letter combinations with the same phonetic sound). Practise the new sound by first modelling the writing of a word using the subject sound and then instructing children to write different words which contain that sound. Applying the sound just learned, the teacher writes a sentence (normally something funny) which pupils are asked to read and write their own if time allows. This provides an understanding of the word in context (process two of Simple View of Reading). To bring about word recognition and comprehension the key features of the Simple View of Reading I have observed a number of methods in school; Children are given reading books to take home and practise reading with parents; comprehension and reading accuracy are checked before a child is allowed to change their book. Children are also encouraged to activity use the library facility to take home an extra book they wish to read themselves. This is to encourage them to foster the attitude that being able to read brings many benefits. Daily phonics lessons, taught according to the method described above. Children are given spellings to learn which relate to the phonics they are learning about. Guided reading groups are done regularly to teach the children how to decode and comprehend texts. The children are encouraged to sound out words to find the phonemes when spelling and reading. I have observed many sessions of phonics teaching which have been taught well by effective teachers. This has had a clear benefit to the children being taught and will allow them to become competent readers, an essential skill for success as an adult and fulfilment of the ECM goals which I should strive to satisfy for all pupils in my care. I will draw on the high quality teaching I have observed to provide such quality teaching. The simple view of reading provides a clear framework for success in teaching children to read. Considering Gough and Tunmers (1986) model in relation to a childs ability will allow me to modify my teaching to the needs of each child (relates to Q29). An on-going commitment to understanding research into the best ways for children to learn, and its effect upon best practice, will allow me to deliver teaching which caters for pupils for whom I am responsible. Unfortunately there has not been any indication from the current government regarding their opinion o f and for Literacy teaching. With this in mind, I will carry on with the phonics that I have started to teach. It is clear that I must plan Literacy sessions to include phonics lessons and build on the early learning provided by EYFS teachers. This should be undertaken in collaboration with parents as it is clear that reading from a very early age is most influential upon the childs ability to understand and grasp new knowledge i.e. a successful reader will find future learning easier. My planning and delivery must harness this ethos and the benefits of reading be highlighted to pupils. To allow pupils to gain this benefit, I must create an environment in which I can deliver content in an interesting way which captures the interest of pupils. This environment should also foster a welcoming feedback (relates to Q27) process to allow children to highlight areas where they are struggling and know that help will be provided; learning is best undertaken as a collaborative process by all involved. Bibliography and Reference list Clay, Marie M. (1985). The Early Detection of Reading Difficulties. Third Edition. Portsmouth, NH: Heinemann. (ED 263 529) Clay, M., Cazden, C. (1992). A Vygotskian interpretation of reading recovery. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology (pp. 206-222). New York: Cambridge University Press. Gough, P. B. Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. Rose, J (2006). Independent Review of the Teaching of Early Reading. Annesley: Department for Education and Skills.

Values in Conflict Essay -- essays papers

Values in Conflict VALUES IN CONFLICT Introduction Each day as young people attend school they are bombarded with various moral messages. These messages come in many forms. These differing forms may be categorized in either of two different areas, moral instruction or moral practice (Jackson, Boostrom, and Hansen, 1993). Moral instruction refers to both formal and informal methods. Formal instruction as part of the classroom curriculum is directed and intentional. Sometimes formal moral instruction is not quite so obvious however. Rituals and ceremonies such as pep rallies, graduations, and various assemblies may all be categorized as formal moral instruction. Visual displays with moral content are also considered as formal instruction, although they are of a more passive approach. One can not walk the hallways of a typical middle school without seeing numerous examples of posters and signs which attempt to convey some sort of moral message. Perhaps the most subtle and least recognizable form of moral instruction is the interjection of moral commentary within an ongoing activity. Public recognition for doing exceptional work is just one example of such commentary. Moral practice methods may also be either formal or informal. The rules and regulations within the school and classroom would be considered formal forms of moral practice. A more informal method of moral practice would be the expressive morality within the classroom. Expressive morality may be conveyed either intentionally or unintentionally. Everything a teacher does, from facial expression and body language to expressing personal beliefs, can have an effect of influencing the values of an adolescent. Hence teachers should be extremely aware of this possibility. A Gallup (1980) public survey of attitudes towards schools showed that 79% of the respondents were in favor of some form of instruction which would concentrate on morals and the development of moral behaviors. Along with academic competence, character development is the most desired goal of educators (Wynne and Wahlberg, 1985). Many states actually mandate some form of character education by law. In Nebraska, state statutes 79-214 and 79-215 specifically outline this. Despite this apparent agreement between the public and educators, as well as its legitimacy under law, the teaching of moral beha... ...irely. References Jackson, P., Boostrom, R., and Hansen, D. (1993) The moral life of schools. San Francisco: Jossey-Bass. Gallup, G. (1980, September) The twelfth annual Gallup Poll of public attitudes toward public schools. Phi Delta Kappan. 62,39. Wynne, E. and Wahlberg, H. (1985) The complimentary goals of character development and academic excellence. Educational Leadership, 43(4). pp. 15-18. Taylor, C. (1991) The ethics of authenticity. Cambridge: Harvard University Press. McClelland, D. (1982) Education for values. New York: Irvington Schaeffer, E. (March, 1998) Character education in the curriculum and beyond. The education digest. pp. 15-17. Berkowitz, M. and Grych, J. (1998) Fostering goodness. From internet, http://www.uic.edu/lnucci/MoralEd/aotm/fosterin.htm Rawls, J. (1971) A theory of justice. Cambridge: Harvard University Press Power, F., Higgins, A., and Kohlberg, L. (1989) Lawrence Kohlberg’s approach to moral education. New York: Columbia University Press. Hinshaw, S. and Anderson, C. (1996) Conduct and oppositional defiant disorders. In Marsh, E. and Barkley, R., Child psychopathology. pp. 113-154. New York

Fly Away Peter and Heart of Darkness :: Essays Papers

Fly Away Peter and Heart of Darkness Fly Away Peter, written by David Malouf, is set in 1914-1915 during the period of World War One. The story of the main character, Jim, begins in his home in rural Queensland before embarking on a journey in France to fight in the war. Heart of Darkness, written by Joseph Conrad, is set in a similar period of time. The main character Marlow’s journey is to the Congo, which had recently become a part of the Belgium Empire. Both characters undertake a physical, intellectual and spiritual journey. They also learn about themselves individually as well as about humanity which brings them to question the meaning of life. At the beginning of the two novels, both Jim and Marlow are somewhat innocent to what lay ahead of them. Malouf describes Jim as being in a state of ‘dangerous innocence’ in the early chapters of Fly Away Peter. He is portrayed as being a person who is not well educated, has limited experience of the world and doesn’t like change. ‘New views of the things didn’t interest him†¦Ã¢â‚¬â„¢ pg. 50. In Heart of Darkness, Conrad portrays Marlow as a man who loves adventure, which is quite unlike the character of Jim. He has seen and experienced much of the world. However, he is innocent because he has never been to a place like Africa where colonialism exists. He has always lived in a civilized world controlled by rules and regulations and so has never witnessed the effect lack of restraint can have on people. As Jim and Marlow undertake their physical journeys, both begin to lose their innocence and gain knowledge of the world. Jim begins to lose his innocence when he goes to Brisbane and sees how the news of war affects people. The change makes him realize he wants to experience more in his life and so enlists to fight in the war. On arrival in France Jim finds himself in a ‘world unlike anything he had ever known or imagined.’ p58 He experienced the horrors and living and fighting in the trenches and the way war transformed soldiers into different people that became unrecognizable. As he sees the people killed and replaced and killed again he becomes a veteran of war and feels himself growing older. Marlow begins to lose his innocence when he arrives in Africa and witnesses the effects of colonialism.

Margaret Laurence :: essays research papers

Jean Margaret (Peggy) Wemyss was born in Neepewa, Manitoba on July 18, 1926 to Robert Harrison Wemyss, a lawyer, and Verna Jean, nee Simpson. Margaret’s mother died when she was only four and her father later married her sister, Margaret Cambell Simpson, a teacher and later a librarian. She was throughout the years one of Margaret’s "greatest encouragers." After her father’s death, when she was nine and her brother still a baby, the family went to live with Grandfather Simpson in his big brick house on first avenue. After graduating from high school in 1944, Margaret attended United College (now the University of Winnipeg), and was an assistant editor of the college paper, Vox. She graduated from United College with a Bachelor of Arts degree in 1946, and married John Fergus Laurence on September on September 13, 1947, in the Neepewa United Church. She then worked for a time as a reporter for the Winnipeg Citizen. In 1950, after living for a year in England, Margaret and her husband moved to British Somaliland. While there, she wrote a translation of Somali prose and poetry, "A Tree for Poetry." A travel book, "The Prophet’s Camel Bell," written some years later, describes the Laurences’ experience in Somaliland. They moved to Accra, Ghana in 1952, with their 2-month-old daughter Jocelyn. During their five years in Africa, Margaret produced her first novel, "This Side Jordan," which won the 1961 Beta Sigma Phi Award for the best first novel by a Canadian. A collection of short stories, "The Tomorrow Tamer," Written a few years later, is also set in West Africa. Out of her African years came an interest in contemporary literature by Africans, which resulted in her study of Nigerian fiction and drama, Long Drums and Cannons. The Laurences’ son, David, was born in Ghana in 1955. After having Africa, they moved to Vancouver for five years. During this time Margaret wrote "The Christmas as Birthday Story." They then moved to England for seven years. In the ten-year period, 1964-1974, the Manawaka books were published: "The Stone Angel" (1964), "A Jest of God" (1969), "The Fire Dweller’s" (1969), "A Bird in the House" (1970), and "The Diviner’s" (1974). Margaret Laurence :: essays research papers Jean Margaret (Peggy) Wemyss was born in Neepewa, Manitoba on July 18, 1926 to Robert Harrison Wemyss, a lawyer, and Verna Jean, nee Simpson. Margaret’s mother died when she was only four and her father later married her sister, Margaret Cambell Simpson, a teacher and later a librarian. She was throughout the years one of Margaret’s "greatest encouragers." After her father’s death, when she was nine and her brother still a baby, the family went to live with Grandfather Simpson in his big brick house on first avenue. After graduating from high school in 1944, Margaret attended United College (now the University of Winnipeg), and was an assistant editor of the college paper, Vox. She graduated from United College with a Bachelor of Arts degree in 1946, and married John Fergus Laurence on September on September 13, 1947, in the Neepewa United Church. She then worked for a time as a reporter for the Winnipeg Citizen. In 1950, after living for a year in England, Margaret and her husband moved to British Somaliland. While there, she wrote a translation of Somali prose and poetry, "A Tree for Poetry." A travel book, "The Prophet’s Camel Bell," written some years later, describes the Laurences’ experience in Somaliland. They moved to Accra, Ghana in 1952, with their 2-month-old daughter Jocelyn. During their five years in Africa, Margaret produced her first novel, "This Side Jordan," which won the 1961 Beta Sigma Phi Award for the best first novel by a Canadian. A collection of short stories, "The Tomorrow Tamer," Written a few years later, is also set in West Africa. Out of her African years came an interest in contemporary literature by Africans, which resulted in her study of Nigerian fiction and drama, Long Drums and Cannons. The Laurences’ son, David, was born in Ghana in 1955. After having Africa, they moved to Vancouver for five years. During this time Margaret wrote "The Christmas as Birthday Story." They then moved to England for seven years. In the ten-year period, 1964-1974, the Manawaka books were published: "The Stone Angel" (1964), "A Jest of God" (1969), "The Fire Dweller’s" (1969), "A Bird in the House" (1970), and "The Diviner’s" (1974).

Deception Point Page 16

For the next sixty seconds, Marjorie Tench outlined why the President would be sending her to the CNN debate instead of some lowly campaign staffer. When Tench was finished, the President could only stare in amazement. Once again, Marjorie Tench had proven herself a political genius. 18 The Milne Ice Shelf is the largest solid ice floe in the Northern Hemisphere. Located above the Eighty-second Parallel on the northernmost coast of Ellesmere Island in the high Arctic, the Milne Ice Shelf is four miles wide and reaches thicknesses of over three hundred feet. Now, as Rachel climbed into the Plexiglas enclosure atop the ice tractor, she was grateful for the extra parka and gloves waiting for her on her seat, as well as the heat pouring out of the tractor's vents. Outside, on the ice runway, the F-14's engines roared, and the plane began taxiing away. Rachel looked up in alarm. â€Å"He's leaving?† Her new host climbed into the tractor, nodding. â€Å"Only science personnel and immediate NASA support team members are allowed on-site.† As the F-14 tore off into the sunless sky, Rachel felt suddenly marooned. â€Å"We'll be taking the IceRover from here,† the man said. â€Å"The administrator is waiting.† Rachel gazed out at the silvery path of ice before them and tried to imagine what the hell the administrator of NASA was doing up here. â€Å"Hold on,† the NASA man shouted, working some levers. With a grinding growl, the machine rotated ninety degrees in place like a treaded army tank. It was now facing the high wall of a snow berm. Rachel looked at the steep incline and felt a ripple of fear. Surely he doesn't intend to- â€Å"Rock and roll!† The driver popped the clutch, and the craft accelerated directly toward the slope. Rachel let out a muffled cry and held on. As they hit the incline, the spiked treads tore into the snow, and the contraption began to climb. Rachel was certain they would tip over backward, but the cabin remained surprisingly horizontal as the treads clawed up the slope. When the huge machine heaved up onto the crest of the berm, the driver brought it to a stop and beamed at his white-knuckled passenger. â€Å"Try that in an SUV! We took the shock-system design from the Mars Pathfinder and popped it on this baby! Worked like a charm.† Rachel gave a wan nod. â€Å"Neat.† Sitting now atop the snow berm, Rachel looked out at the inconceivable view. One more large berm stood before them, and then the undulations stopped abruptly. Beyond, the ice smoothed into a glistening expanse that was inclined ever so slightly. The moonlit sheet of ice stretched out into the distance, where it eventually narrowed and snaked up into the mountains. â€Å"That's the Milne Glacier,† the driver said, pointing up into the mountains. â€Å"Starts up there and flows down into this wide delta that we're sitting on now.† The driver gunned the engine again, and Rachel held on as the craft accelerated down the steep face. At the bottom, they clawed across another ice river and rocketed up the next berm. Mounting the crest and quickly skimming down the far side, they slid out onto a smooth sheet of ice and started crunching across the glacier. â€Å"How far?† Rachel saw nothing but ice in front of them. â€Å"About two miles ahead.† Rachel thought it seemed far. The wind outside pounded the IceRover in relentless gusts, rattling the Plexiglas as if trying to hurl them back toward the sea. â€Å"That's the katabatic wind,† the driver yelled. â€Å"Get used to it!† He explained that this area had a permanent offshore gale called the katabatic-Greek for flowing downhill. The relentless wind was apparently the product of heavy, cold air â€Å"flowing† down the glacial face like a raging river downhill. â€Å"This is the only place on earth,† the driver added, laughing, â€Å"where hell actually freezes over!† Several minutes later, Rachel began to see a hazy shape in the distance in front of them-the silhouette of an enormous white dome emerging from the ice. Rachel rubbed her eyes. What in the world†¦? â€Å"Big Eskimos up here, eh?† the man joked. Rachel tried to make sense of the structure. It looked like a scaled-down Houston Astrodome. â€Å"NASA put it up a week and a half ago,† he said. â€Å"Multistage inflatable plexipolysorbate. Inflate the pieces, affix them to one another, connect the whole thing to the ice with pitons and wires. Looks like an enclosed big top tent, but it's actually the NASA prototype for the portable habitat we hope to use on Mars someday. We call it a ‘habisphere.'† â€Å"Habisphere?† â€Å"Yeah, get it? Because it's not a whole sphere, it's only habi-sphere.† Rachel smiled and stared out at the bizarre building now looming closer on the glacial plain. â€Å"And because NASA hasn't gone to Mars yet, you guys decided to have a big sleepover out here instead?† The man laughed. â€Å"Actually, I would have preferred Tahiti, but fate pretty much decided the location.† Rachel gazed uncertainly up at the edifice. The off-white shell was a ghostly contour against a dark sky. As the IceRover neared the structure, it ground to a stop at a small door on the side of the dome, which was now opening. Light from inside spilled out onto the snow. A figure stepped out. He was a bulky giant wearing a black fleece pullover that amplified his size and made him look like a bear. He moved toward the IceRover. Rachel had no doubt who the huge man was: Lawrence Ekstrom, administrator of NASA. The driver gave a solacing grin. â€Å"Don't let his size fool you. The guy's a pussycat.† More like a tiger, Rachel thought, well acquainted with Ekstrom's reputation for biting the heads off those who stood in the way of his dreams. When Rachel climbed down from the IceRover, the wind almost blew her over. She wrapped the coat around herself and moved toward the dome. The NASA administrator met her halfway, extending a huge gloved paw. â€Å"Ms. Sexton. Thank you for coming.† Rachel nodded uncertainly and shouted over the howling wind. â€Å"Frankly, sir, I'm not sure I had much choice.† A thousand meters farther up the glacier, Delta-One gazed through infrared binoculars and watched as the administrator of NASA ushered Rachel Sexton into the dome. 19 NASA administrator Lawrence Ekstrom was a giant of a man, ruddy and gruff, like an angry Norse god. His prickly blond hair was cropped military short above a furrowed brow, and his bulbous nose was spidered with veins. At the moment, his stony eyes drooped with the weight of countless sleepless nights. An influential aerospace strategist and operations adviser at the Pentagon before his appointment to NASA, Ekstrom had a reputation for surliness matched only by his incontestable dedication to whatever mission was at hand. As Rachel Sexton followed Lawrence Ekstrom into the habisphere, she found herself walking through an eerie, translucent maze of hallways. The labyrinthine network appeared to have been fashioned by hanging sheets of opaque plastic across tautly strung wires. The floor of the maze was nonexistent-a sheet of solid ice, carpeted with strips of rubber matting for traction. They passed a rudimentary living area lined with cots and chemical toilets. Thankfully, the air in the habisphere was warm, albeit heavy with the mingled potpourri of indistinguishable smells that accompany humans in tight quarters. Somewhere a generator droned, apparently the source of the electricity that powered the bare bulbs hanging from draped extension cords in the hallway. â€Å"Ms. Sexton,† Ekstrom grunted, guiding her briskly toward some unknown destination. â€Å"Let me be candid with you right from the start.† His tone conveyed anything but pleasure to have Rachel as his guest. â€Å"You are here because the President wants you here. Zach Herney is a personal friend of mine and a faithful NASA supporter. I respect him. I owe him. And I trust him. I do not question his direct orders, even when I resent them. Just so there is no confusion, be aware that I do not share the President's enthusiasm for involving you in this matter.†

Recruitment Strategies

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REFERENCES 558 INDEX 0-C checklist 68–72 360-degree assessments 424 absence management 166–8 achievers 414–15 acquisitions 301–3 action learning 293–5, 476 active labour market programmes 119–20 Advisory, Conciliation, and Arbitration Service (ACAS) 530–1 affective identification 243 age discrimination 506 aircraft industry 97 alienation 7 ALMPs (active labour market programmes) 119–20 analyser organizations 320 anger 306–7 anti-discrimination legislation 142 applications for employment 361–5 appraisal-related pay 443 appraisals 419–22 apprenticeships 147, 148 arbitration 529–31 Ark Nurseries 259 Asia, war for tale nt 85–6 assessment centres 393–5 astronauts 355 attitudes 133–4 Australia commitment 245 employee education 146 employee perceptions 238 employee relations 520–2 flexible working 326 human resource information systems 62 nurses 175–6 work experience 146 Australian Institute of Industrial Psychology 8 authoritarianism 5 balanced scorecards 53 bargaining 532–3 BARS (behaviourally anchored scales) 428 behavioural compliance 243 behavioural consistency 39 behavioural interviews 388 behavioural observation scales 428 behavioural transformation 308–10 behaviourally anchored scales 428 benchmarking 65 benefits 439–42 best practice model 32 biodata 365–8 blended learning 477–8 bonuses 444 boomerang kids 105 BOS (behavioural observation scales) 428 BPR (business process re-engineering) 226, 295–300 BR (British Rail) 379 bribery 133 Britain see United Kingdom British Rail 379 broadbanding 437 burnout 172 business eff ectiveness 57–60 business environment 77 business goals 182–3, 275–6 business process re-engineering 226, 295–300 business start-ups 208–11 Cadbury 9 career oaching 460 career exits 528 career myths 45–6 celebrity CEOs 184 centralization 188 CEOs celebrity 184 education 426–7 pay 450–1 change strategies 288–9 charisma 410 Chartered Institute of Personnel and Development (UK) 47 CHD (coronary heart disease) 163–4, 173 Chief Human Resources Officers 49 chief learning officers 462–3 China culture 137–9 management skills 147 multinational enterprises 130 CHRO (Chief Human Resources Officers) 49 CIPD (Chartered Institute of Personnel and Development) 47 CLE (Council for Legal Education) 379 cloning 349 CLOs (chief learning officers) 462–3 club culture 224 coaching 460–1 coercion by means of observation 6 collaborative entrepreneurship 211–12 collective bargaining 12, 30, 515 collectiv e performance schemes 444 collectivism 135–7, 138 collectivization 512–13 commitment 5, 36, 236–9 see also employee engagement Australia 245 culture 239–41 justification of 243–7 total quality management 241 United Kingdom 246 company rules 526–7 compensation 432–3 competence(s) 5, 36, 428 competitive market theories 103–5 competitiveness 4, 89–90 complexity of organisations 5 conflict 528–9 conflict management 512–33 Confucianism 131 congruence 36 construction industry 147 contingency 10 contingent employees 124 control, locus of 415–16 cooperation 4 cooperatives 185–6 coordination 6, 186 core workers 158 coronary heart disease 163–4, 173 corporate branding 249 corporate culture 10, 217–19 club culture 224 cultural network 220–1 Deal and Kennedy model 220–1 heroes 220 knowledge management 230–1 people management 223–5 person culture 224 rites and ritu als 220 role culture 224 task culture 224 values 220 cost-effectiveness 36 Council for Legal Education 379 counselling interviews 426–7 Craft Partnership 233 critical incidents technique 334 559