How to Mix Acid and Water Safely

How to Mix Acid and Water Safely When you mix acid  with water, its extremely important to add the acid to the water rather than the other way around. This is  because acid and water react in a vigorous exothermic reaction, releasing heat, sometimes boiling the liquid. If you add acid to water, the water is unlikely to splash up, however, even if it did, its less likely to cause injuries than if you make the mistake of adding water to acid. When you add water to acid, the water boils and  the acid may splatter and splash! Extra Caution With Strong Acids This rule is particularly important if you are working with strong acids that react completely with water. Mixing sulfuric acid and water is particularly risky because any splashed acid is corrosive enough to immediately burn skin and clothing. When mixing sulfuric acid or another strong acid, start with a volume of water large enough to absorb the heat of the reaction. Add the acid in small amounts of volume and stir thoroughly prior to adding more. Just Remember: Add the Acid An easy way to remember the rule  is Add the Acid. Protective Gear and a Fume Hood Because of the risk of splashes and the release of dangerous fumes, acids and water should be mixed inside a fume hood. Protective goggles, gloves, and a lab coat should be worn. If Acid Splashes In most cases, an acid splash should be treated by immediately rinsing the affected area with running water. Acid splashes on a lab bench or other surfaces may be neutralized by adding a weak base solution (e.g., baking soda in water). Although a strong base will neutralize an acid more quickly than a weak base, a strong base should never be used because the reaction between a strong base and acid releases a great deal of heat.

Malleability Essay Example | Topics and Well Written Essays - 500 words

Malleability - Essay Example A person cannot remain the same from birth to death - changes are inevitable. These changes not only comprise of physical and growth, but also of the mental capacities. When these mental capabilities expand along with one's horizons, he tends to perceive the world in a much better manner. When one experiences different situations and lives his daily life around people, he learns how to behave in certain situations and what actions to take when one is encountering a particular scene. All these instances shape the thinking, perceptions, judgments, relationships, and even one's simple lifestyle; all this leads to a change in a person's fixed dispositions, traits, attributes and characteristics - a change in personality. This change in personality is only possible when a person is flexible or say, malleable. If one is too rigid and has a fixed path of actions that they follow, life becomes very difficult for them. This reason behind this is that it is impossible to a person to fit into every situation with his particular traits. When a person understands the situation and comprehends what course of action needs to be performed, he might realize that the action is not compatible with his personality; thus, demanding a flex in his traits.

Delivering Service Excellence Assignment Example | Topics and Well Written Essays - 4000 words

Delivering Service Excellence - Assignment Example The airlines company is failing to maintain excellence in the services provided in terms of quality and price. The two key aspects of service excellence  which the airlines company requires to give attention to are thus quality and price maintenance. Ryan Airline, the competitors of British Airways is maintaining price and quality leadership for attaining a journey of excellence in the airlines industry. Therefore, to increase the competitiveness, sustain and grow in the business, British airways require elevating the service excellence towards the customers. The paper highlights in details about the shortcomings in the service marketing, recommendations for the same with suitable models and theories to indicate how the airlines company can  improve, and develop a sustainable service strategy.   Service can be described as solutions that are provided to deliver a consistent set of outcomes, performance and deliverables for organization, systems as well as people. Services are intended to satisfy the expectations, motivations and unmet needs of the receivers. The quality of service depends on the effectiveness of the activities of the providers. The performance and experience of a service rest on the way it is produced. A service may be further described as a perishable and intangible component of a business offering or a form of promoting tangible products. The complete methodology to generate awareness, interest, desire and action (AIDA) to ingest services that are offered by the provider is referred to as service marketing (Lin and Hsieh, 2014). Service marketing can be referred to as the subfield of marketing that covers the promotion of goods as well as services. Marketing of goods refers to the promotion of durables and the fast moving consumer good (FMCG). On the other hand, service marketing denotes to the business to business (B2B) and business to consumer (B2C) services (Lin and Hsieh,

Niger country Research Paper Example | Topics and Well Written Essays - 2000 words

Niger country - Research Paper Example Large deserts cover the North of the country. A little over three fourths of its area is covered by the Sahara desert. The terrain is largely made up of desert plains and sand dunes, with flat to rolling Savannas in the South and hills in the North. The Southwest of the country, where the river Niger flows, is the only fertile land and is also home to most of its citizens. The Niger stretches across Western Africa for a length of about 2, 600 miles and is considered to be one of the primary rivers in Africa besides the Nile and the Congo. The Geographical layout of Niger is almost twice as more as that of California and comprises of mixed terrain with central hills and plateaus that merge themselves into expansive lowlands with plains in the North and mountains in the Southwest. Each region experiences its own climate. The North is a more arid region, while the center of Niger experiences a tropical kind of climate, and the South a more Equatorial climate. This happens because the Af rican continent is extremely vast. The Atlantic Ocean at 0m is considered to be the lowest point, while the highest point is taken to be Chappal Waddi which rises to a height of 2, 419m through which runs Africa’s most famous river, the Niger. ... The population of Niger is predominantly Islamic and is distributed mostly between the West and the far South of the country, primarily because that is the only inhabitable land mass due to the presence of the river Niger and the flora, fauna and fertile land surrounding it. The people are mostly descendents of the nomadic Tuaregs, who were the first inhabitants of the Sahara region, followed by the Hausa from the 14th century, the Zerma from the 17th century, the Gobir from the 18th century and the Fulani from the 19th century. Niamey is the capital city and is located in the far-southwest corner. The country was incorporated into French West Africa in 1896. At the time, the country was in a state of seemingly perpetual turmoil, but once harmony was restored, the French made the area its colony in 1922.The French constitution was adopted through referendum in 1959 that made it an autonomous republic with the French community. To this day, the country is faced with serious social, na tural and political problems. There is economic instability as nature isn’t too favorable making the country, its people and economy vulnerable to drought from time to time, with the constant threat of locust infestation. Added to this, is political instability arising from constant friction between the civilian political parties and the military and internecine wars among various tribes. U.S. Immigration: The African Experience People of African descent in the United States, until the early 20th century, were not considered as part of America’s migratory tradition historically. This puzzling fact of American society derives from the transatlantic slave trade between the

Microeconomics Project Essay Example for Free

Microeconomics Project Essay For instance, will buyers or sellers pay a larger portion of the tax per unit? Explain. Alike the weight on buyers’ tax accepted by them is more for goods that have inelastic demand. Based on the elasticity classifications their effect on tax revenue, and tax incidence, which goods would the government prefer to tax? The Government tax goods with inelastic demand like meats, bread, soft drinks as people will devour for these items in the face of the change in price Part 2: Research the effect of changes in cigarette taxes on tax revenue for a state. Does this change indicate cigarettes have an elastic or inelastic demand in that state? Support your answer I have chosen Indiana where I am and Illinois and Michigan which are close to Indiana. State and local tobacco tax revenue select years 2008 to 2010 thousand of dollars Indiana 519,871-2008, 510,585-2009, 484,686-2010, Illinois 827,484-2008, 770,648-2009, 746,953-2010, Michigan 1,076,087-2008, 1,043,532-2009, 1,057,495-2010 What is showed is that cigarettes have an inelastic a decrease in price reduces revenue the increase in quantity demanded is proportionally smaller than the decrease in price.

The Mysterious Jewel in Faulkner’s As I Lay Dying Essay -- Faulkner’s

The Mysterious Jewel in Faulkner’s As I Lay Dying William Faulkner loves to keep the reader guessing. One of his favorite narrative techniques is to hint at a topic and raise questions and then leave the reader dangling. We are left with a void which we can not fill. The questions that the reader is left with will eventually be answered, but the reader will find the answers before Faulkner comes out and states what is by then the obvious. A good example is in As I Lay Dying where understanding the significance of Jewel is a major part of understanding the story. Jewel is introduced in the first lines of the story, but his character is presented as being different and set apart. We know who Darl is right away. He is the narrator. What the relationship is between these two is unknown. The only clue that they may be brothers is their hats, but Jewel’s actions are set apart; â€Å"Jewel, fifteen feet behind me, looking straight ahead, steps in a single stride through the window†(4). The action of stepping through a window in a ‘single stride’ is difficult to imagine being able to do oneself, and yet Jewel does; â€Å"staring straight ahead, his pale eyes like wood set into his wooden face†(4). I am asking myself, who is this guy? Faulkner has set Jewel apart from the other characters. Faulkner heightens our curiosity about Jewel with the unusual scene with the horse. He captures his horse by diving into the air while the horse is rearing and pawing at him. He grabs onto the horse’s muzzle while in mid-air; â€Å"his whole body earthfree, horizontal, whipping snake-limber, until he finds the horse’s nostrils and touches earth again†(12). After he catches the horse he doesn’t put on a halter and lead the horse, or any way to control the anim... ...eople who don’t know fear. Sin is just a word as well. Addie says that she has cleaned her house, and that was her life, that was getting ready to die. After Jewel was born she is faced with paying for her life’s mistakes; â€Å"I lying calm in the slow silence, getting ready to clean my house†(176). She understands the words of her father completely. The rest of her life was spent getting â€Å"ready to stay dead†(175). Is the love hate relationship between Jewel and his horse similar to the relationship between Jewel and Addie? Cora tells us that Addie favored Jewel, but Addie says that she had two children that were hers before Jewel is born, and then she says, â€Å"I gave Anse Dewy Dell to negative Jewel. Then I gave him Vardaman to replace the child I had robbed him of. And now he has three children that are his and not mine†(176). Who are the three she is referring to?

Advertising in Schools Essay

Although this semester our class has discussed the different types of advertising in the marketplace, one technique that was not discussed is that of advertising in schools. This idea is a growing technique that if conducted the right way, could perhaps benefit not only corporate organizations, but also schools and students. However, there are many critics, along with parents that feel advertising in schools is a horrible idea and could only lead to harm. Many advertisers view children as a profitable three-in-one market. That is, 1) As buyers themselves 2) As influencers of their parents purchases, and 3) As a future adult customer. See more: Recruitment and selection process essay Every year, children have an estimated $15 billion of their own money, of which they spend $11 billion of it on products such as toys, clothes, candy and snacks. Children also influence at least $160 billion in parental purchases. Generally speaking, today’s children have more money to spend than ever before. Companies know this and find that advertising to the ‘youth of the nation’ can be beneficial and lead to future dedicated customers. Because of the increase in children’s spending power in recent decades, advertisers have closely targeted children as consumers. New advertising strategies aimed at children have been steadily growing and expanding. The toy-related program, or program length commercial (which is just like a infomercial) is developed to sell toys, and stirred public attention and debates. Along with this form of advertising, 900-number telephone services were accused of being aimed at children. In the 1980’s, children got their own TV networks, radio networks, magazines, newspapers, kids’ clothing brands, and other high-price items such as video games and other high-tech products. Other new advertising strategies include kids’ clubs, store displays directed at children, direct mailing to children, and sponsored school activities. At first glance, selling corporate sponsorship rights to pay for school activities looks like a win-win situation. Needy schools get resources they need. Companies get new marketing opportunities that can build brand loyalty. After all, advertising in schools is nothing new. Districts have long used ads from local businesses to help pay the costs of school newspapers, yearbooks, and athletic programs. Even here at CBU our athletic department sells ads for ‘Sports Media Guides’ to local institutions as well as national organizations. A growing number of companies are offering schools money for a chance to market their products directly to students. As budgets shrink, schools must find ways to get extra funding. Many schools are doing away with fund-raising and have begun to look at corporate dollars to fund just about everything. Signing contracts with these companies seems like an easy way to get the money they need. Schools need funding for in-school activities and equipment, and, in order to reduce the number of children going home to empty houses, they need to fund many after-school activities. Product advertisements can be found almost everywhere in schools. They are most frequently found in stadiums, gymnasiums, school cafeterias, hallways, and on textbook covers. Some schools across the nation are even putting advertisements on school buses. So what types of advertising are out there in our schools? There are different categories that ads can fall into. The following categories can represent most the advertising techniques used in our schools today and give a description of how they work. Types of Advertising 1) In-school advertisements In-school ads are forms of advertising that can be found on billboards, on school buses, on scoreboards, in school hallways, in soft drink machines, or on sports uniforms. This type of advertising is also found in product coupons and in give-aways that are given to students. 2) â€Å"Exclusive rights† contracts A company gives money to schools that carry ONLY their products. Extra money can also be given if a schools’ sales exceed a certain amount(quota). 3) Corporate-sponsored educational materials and programs Sponsored educational materials include free or low-cost items which can be used for instruction. Examples of these may include; multimedia teaching kits, videotapes, software, books, posters, activity sheets, and workbooks. While some of these materials may be ad-free, others may contain advertising for the producer of the item, or they may contain biased information aimed at swaying students towards a company’s product or service. 4) Corporate-sponsored contests and incentive programs This is where students compete for prizes by selling, buying or collecting labels for a certain product. These contests and incentive programs bring brand names into the schools along with the promise of such rewards as free pizzas, cash, points towards buying educational equipment, or trips and other prizes. 5) Ads in classroom materials and programs Ads in classroom materials include any commercial messages in magazines or video programming used in school. A perfect example of this type of advertising is â€Å"Channel One†. Channel One is a 12-minute daily news show for students in grades 6 through 12 that includes two minutes of age-appropriate ads for products like jeans and soft drinks. In exchange for airing the program each day at the same time for three years, Channel One gives schools a satellite dish, a cable hookup, a television monitor for each classroom, and an agreement to service the equipment for the three years. While some state school systems had originally said ‘No’ to Channel One, the company reports to be present in some 350,000 classrooms. So what types of guidelines are set to insure that in-school advertising is done correctly and does not become overly exploited? Those who support the call for guidelines include educational groups such as the Association for Supervision and Curriculum Development, The National Parent Teacher Association, and the National Education Association. The Society of Consumer Affairs Professionals in Business(SOCAP) and Consumers International are two consumer interest groups that have formulated guidelines for sponsored materials. These guidelines suggest that†¦ † †¦ education materials should be accurate, objective, clearly written, nondiscriminatory, and noncommercial. † (Karpatkin & Holmes) In dealing with the issues of in-school commercialism, Karpatkin & Holmes suggest a three-pronged approach that includes: * Reviewing all sponsored materials and activities and holding them to the same standards as other similar items by using the SOCAP guidelines. * Pursuing noncommercial partnerships with businesses and rejecting the notion that it is ethical to bring advertising into the schools to provide materials or funds. * Begin the teaching of media literacy in elementary school, to educate children to be critical readers of advertising, propaganda, and other media messages. Groups that support advertising in schools have very strong arguments to back their case. It seems that there is a large area for investment in advertising in schools. It also appears that if handled correctly, advertising techniques in schools can lead to the raising of an overall helpful, efficient way to ‘fundraise’. Although advertising in schools may bring needed increases in funds, it is not without controversy. Many people are opposed to advertising in schools. They feel that children are being exploited for profit because big companies feel students are a captive, impressionable audience. Is there any way to balance the true goals and purposes of advertising in schools? Perhaps the best way is to have each school decide what amount and types of advertising in their schools is acceptable. And although advertising in schools seems to be a great way of obtaining funds for school activities, every school board should definitely be sure they know what they are getting into before signing any contracts with big time corporations. In-school Advertising Grace Farrell Promotional Strategy Dr. Peyton 12/02/02 Bibliography Chaika, Gloria. Education World. 1998 Education World. Consumers Union Education Services(CUES). 1990. Selling America’s Kids: Commercial Pressures on Kids of the 90’s. Yonkers, N. Y. Karpatkin, Rhoda, H. and Anita Holmes. 1995. Making schools ad-free zones. Educational Leadership 53(Sep, 1):72-76. McNeal, James U. 1990. Kids as customers. New York: Lexington Books. McNeal, James U. â€Å"Planning Priorities for Marketing to Children†. The Journal of Business Strategy. 1991. Advertising in Schools Essay Although this semester our class has discussed the different types of advertising in the marketplace, one technique that was not discussed is that of advertising in schools. This idea is a growing technique that if conducted the right way, could perhaps benefit not only corporate organizations, but also schools and students. However, there are many critics, along with parents that feel advertising in schools is a horrible idea and could only lead to harm. Many advertisers view children as a profitable three-in-one market. That is, 1) As buyers themselves 2) As influencers of their parents purchases, and 3) As a future adult customer. Every year, children have an estimated $15 billion of their own money, of which they spend $11 billion of it on products such as toys, clothes, candy and snacks. Children also influence at least $160 billion in parental purchases. Generally speaking, today’s children have more money to spend than ever before. Companies know this and find that advertising to the ‘youth of the nation’ can be beneficial and lead to future dedicated customers. Because of the increase in children’s spending power in recent decades, advertisers have closely targeted children as consumers. New advertising strategies aimed at children have been steadily growing and expanding. The toy-related program, or program length commercial (which is just like a infomercial) is developed to sell toys, and stirred public attention and debates. Along with this form of advertising, 900-number telephone services were accused of being aimed at children. In the 1980’s, children got their own TV networks, radio networks, magazines, newspapers, kids’ clothing brands, and other high-price items such as video games and other high-tech products. Other new advertising strategies include kids’ clubs, store displays directed at children, direct mailing to children, and sponsored school activities. At first glance, selling corporate sponsorship rights to pay for school activities looks like a win-win situation. Needy schools get resources they need. Companies get new marketing opportunities that can build brand loyalty. After all, advertising in schools is nothing new. Districts have long used ads from local businesses to help pay the costs of school newspapers, yearbooks, and athletic programs. Even here at CBU our athletic department sells ads for ‘Sports Media Guides’ to local institutions as well as national organizations. A growing number of companies are offering schools money for a chance to market their products directly to students. As budgets shrink, schools must find ways to get extra funding. Many schools are doing away with fund-raising and have begun to look at corporate dollars to fund just about everything. Signing contracts with these companies seems like an easy way to get the money they need. Schools need funding for in-school activities and equipment, and, in order to reduce the number of children going home to empty houses, they need to fund many after-school activities. Product advertisements can be found almost everywhere in schools. They are most frequently found in stadiums, gymnasiums, school cafeterias, hallways, and on textbook covers. Some schools across the nation are even putting advertisements on school buses. So what types of advertising are out there in our schools? There are different categories that ads can fall into. The following categories can represent most the advertising techniques used in our schools today and give a description of how they work. Types of Advertising 1) In-school advertisements In-school ads are forms of advertising that can be found on billboards, on school buses, on scoreboards, in school hallways, in soft drink machines, or on sports uniforms. This type of advertising is also found in product  coupons and in give-aways that are given to students. 2) â€Å"Exclusive rights† contracts A company gives money to schools that carry ONLY their products. Extra money can also be given if a schools’ sales exceed a certain amount(quota). 3) Corporate-sponsored educational materials and programs Sponsored educational materials include free or low-cost items which can be used for instruction. Examples of these may include; multimedia teaching kits, videotapes, software, books, posters, activity sheets, and workbooks. While some of these materials may be ad-free, others may contain advertising for the producer of the item, or they may contain biased information aimed at swaying students towards a company’s product or service. 4) Corporate-sponsored contests and incentive programs This is where students compete for prizes by selling, buying or collecting labels for a certain product. These contests and incentive programs bring brand names into the schools along with the promise of such rewards as free pizzas, cash, points towards buying educational equipment, or trips and other prizes. 5) Ads in classroom materials and programs Ads in classroom materials include any commercial messages in magazines or video programming used in school. A perfect example of this type of advertising is â€Å"Channel One†. Channel One is a 12-minute daily news show for students in grades 6 through 12 that includes two minutes of age-appropriate ads for products like jeans and soft drinks. In exchange for airing the program each day at the same time for three years, Channel One gives schools a satellite dish, a cable hookup, a television monitor for each classroom, and an agreement to service the equipment for  the three years. While some state school systems had originally said ‘No’ to Channel One, the company reports to be present in some 350,000 classrooms. So what types of guidelines are set to insure that in-school advertising is done correctly and does not become overly exploited? Those who support the call for guidelines include educational groups such as the Association for Supervision and Curriculum Development, The National Parent Teacher Association, and the National Education Association. The Society of Consumer Affairs Professionals in Business(SOCAP) and Consumers International are two consumer interest groups that have formulated guidelines for sponsored materials. These guidelines suggest that†¦ † †¦ education materials should be accurate, objective, clearly written, nondiscriminatory, and noncommercial.† (Karpatkin & Holmes) In dealing with the issues of in-school commercialism, Karpatkin & Holmes suggest a three-pronged approach that includes: * Reviewing all sponsored materials and activities and holding them to the same standards as other similar items by using the SOCAP guidelines. * Pursuing noncommercial partnerships with businesses and rejecting the notion that it is ethical to bring advertising into the schools to provide materials or funds. * Begin the teaching of media literacy in elementary school, to educate children to be critical readers of advertising, propaganda, and other media messages. Groups that support advertising in schools have very strong arguments to back their case. It seems that there is a large area for investment in advertising in schools. It also appears that if handled correctly, advertising techniques in schools can lead to the raising of an overall  helpful, efficient way to ‘fundraise’. Although advertising in schools may bring needed increases in funds, it is not without controversy. Many people are opposed to advertising in schools. They feel that children are being exploited for profit because big companies feel students are a captive, impressionable audience. Is there any way to balance the true goals and purposes of advertising in schools? Perhaps the best way is to have each school decide what amount and types of advertising in their schools is acceptable. And although advertising in schools seems to be a great way of obtaining funds for school activities, every school board should definitely be sure they know what they are getting into before signing any contracts with big time corporations. Bibliography Chaika, Gloria. Education World. 1998 Education World. Consumers Union Education Services(CUES). 1990. Selling America’s Kids: Commercial Pressures on Kids of the 90’s. Yonkers, N.Y. Karpatkin, Rhoda, H. and Anita Holmes. 1995. Making schools ad-free zones. Educational Leadership 53(Sep, 1):72-76. McNeal, James U. 1990. Kids as customers. New York: Lexington Books. McNeal, James U. â€Å"Planning Priorities for Marketing to Children†. The Journal of Business Strategy. 1991.