Fire and prvention saftey

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JOB SAFETY, FIRE PREVENTION, AND OCCUPATIONAL HEALTH TRAINING/BRIEFING

FUNCTION GROCERY

1. HAZARDS OF THE JOB AND WORK AREA OR TASKS TO BE DONE AND SAFETY PROCEDURES TO BE FOLLOWED

a. Improper manual lifting can cause injuries ranging from a minor sore back to a ruptured disk. Contributing factors are failure to use proper Material Handling Equipment (MHE), proper lifting techniques, attempting to lift too heavy a weight, overextending physical capabilities, lifting with back instead of leg muscles, attempting to lift heavy items overhead, and lifting from an awkward position by twisting the torso without moving the feet in the direction of the upper body.

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b. Persons using MHE or working where MHE is in operation are exposed to foot injuries. Shelf stockers use razor-sharp carton openers, which can lacerate hands, fingers, arms and legs. Employees working in freezers are exposed to mild to extreme cold temperatures and may develop frostbite or hypothermia unless proper protective clothing is worn.

. HAZARDS OF THE WORK AREA

a. Grocery Department Operations

(1) Use hand trucks or push carts to transport cases of cans or bottles. Take extra care to maintain safe conditions for employees and customers.

() When not using carton cutters or box openers, keep them in scabbards to prevent laceration and cuts.

() Immediately block or otherwise secure the spill area. Sweep broken glass into a dustpan, and remove it carefully to the proper disposal container.

(4) Price molding separated from the shelf edge can cut hands, arms and legs. Repair or replace immediately. If you are unable to make needed repairs, report to your supervisor.

(5) Be alert for broken glass when reaching into packing cases. Use gloves to remove any broken glass.

(6) Do not leave boxes, cartons and other packing material in the walking/shopping area. Place empty cartons in appropriate carts when empty.

b. Frozen food Display Cases

(1) Ensure compressors and fans are adequately guarded. If proper guarding is not provided, report it to your supervisor.

() Report or repair any broken or jagged edges to your supervisor.

() Ensure all plug-in frozen food cases are grounded. Check the electrical plug to ensure the ground prong is in place.

(4) Ensure all leakage around the freezer cases is cleaned up immediately. Place wet floor signs in the wet area to alert customers and other employees. Report leakage, which could have resulted from a temperature change, to your supervisor or duty manager.

(5) Ensure that all electrical current is turned of at the circuit breaker or is unplugged from the outlets prior to washing or cleaning. Use lock-out/tag-out procedures to ensure current in secure.

c. Walk-in Refrigerators/Freezers

(1) Keep storage racks in safe condition, free of broken or bent shelves and supported on solid legs.

() Ensure proper guarding of blower fans to preclude personnel injury.

() There shall be and immediately accessible quick release opener on the inside of the door to permit escape in the event an employee gets locked in. Hasps will not be installed on these doors for any reason. Each walk in refrigerator and freezer will be equipped with permanent signs mounted on the door, which reads determine no one is inside before locking door. The closest commercially available sign may be used as a substitute.

(4) Aisles must be a minimum of three () feet wide and must not be blocked.

(5) When possible, heavy/bulky items must be stored on the bottom shelf or pallets.

(6) Shelves must be adequately spaced to prevent pinched hands and bumped heads when moving items for storage.

(7) Protective clothing will be provided for you when you are assigned to work in the walk-in freezer.

(8) Remove accumulations of ice from the floor and around doors to prevent slipping hazards in this area.

d. Use of Hand Trucks and Dollies The operator will check this equipment daily at the beginning of each shift.

(1) Tip the load to be lifted slightly forward, so that the tongue of the truck goes under the load.

() Push the truck all the way under the load to be moved.

() Keep the center of gravity of the load as low as possible. Place heavy objects below lighter objects. When loading trucks, both truckers and loaders will keep their feet clear of the wheels.

(4) Place the load in a position so that the load is carried by the axles, not by the handles.

(5) Place the load so that it will not shift, slip, or fall. Load only to the height that will allow a clear view ahead of travel route.

(6) When a two-wheeled truck is loaded in a horizontal position, raise the truck to the traveling position by lifting with the legs and keeping the back straight. Observe the same lifting principles as explained in attachment 1.

(7) Let the truck carry the load. The operator should only balance and push.

(8) Avoid traveling backwards with a hand truck. You could trip over something and cause the load to fall on you.

() Strap or chain extremely bulky loads to the truck. In some instances plastic wrap will serve as a suitable substitute.

(10) Keep the truck ahead of you when going down an incline.

(11) Move trucks at a safe speed. Do not run. Maintain control of the truck at all times.

(1) Trucks, when not in use, will be stored or secured in a designated area. Do not park trucks is aisles where they will be a tripping hazard of traffic obstruction.

e. Hammers When it becomes necessary to use a hammer always select one of the right size, type, and weight for the job. Never use a hammer with a loose or damaged handle or nailing head. Discard any hammer that has dents, cracks, mushrooming face, or excessive wear. Redressing the face is not recommended. Nail hammers are designated for driving non-hardened common, and finishing nail sets, using the center of the hammer face. Do not use ball peen hammers for this purpose.

f. Pry Bars Use the proper size and type for the job. Bars should have a point or toe to grip the object to be moved and a heel to act as a pivot of fulcrum. In some cases, a block of wood under the heel will prevent the bar from slipping and injuring the hand. Damaged pry bars will not be used. Do not use a pry bar as a hammer.

g. Carton Cutters/Openers Most commercially available cutters have special removable blades as the cutting edge. Always cut parallel to or away from your body, never towards the body. Keep you other hand away from the direction of the cut. Place old blades in a separate container for disposal. Do not throw uses blades in waste cans. Store cutters and openers in a suitable location where accidental contact with the blade is eliminated. Cutters shall not be placed in clothing waistbands or pockets. Shelf stockers store cutter/openers in a compartment on their carts where it is protected.

h. Clean-up Detail

(1) Housekeeping. Good housekeeping is important. A clean and orderly commissary operation will encourage a positive work attitude and help to provide a safer working environment.

() All areas of the commissary, including work areas, passageways, store rooms, and service areas shall be kept clean.

() Do not use janitor/utility closets or areas under stairways as trash collection points. Dust mops, brooms, and wet mops shall be hung on brackets or in storage racks.

(4) Cleaning materials treated with chemicals may be subject to spontaneous combustion and shall be stored separately from other combustible items. Contact the local installation fire department if guidance is needed.

(5) Supplies used in building or equipment cleaning will be kept separate from food item. The preferred method is to store cleaning supplies in their own closet or cabinet.

(6) It is hazardous use fuels such as gasoline or lighter fluid to clean hands, floors or clothing. It is dangerous to use toxic cleaning agents, or to use flammable cleaning liquids of any kind for cleaning purposes. The items should only be used for their intended purpose.

(7) Trash handling is an integral part of the housekeeping process. The proper disposal of combustible waste materials and products at the end of each shift is mandatory, and more frequent waste removal may be necessary. Adequate trash bins, cans, and baskets shall be provided to encourage proper waste disposal. Nonmetallic waste or trash cans must be approved by the local installation fire department.

(8) Keep clean and dirty rags in separate containers. Dirty rags should always be stored in metal containers with metal lids. These containers will be stenciled to identify their contents. Lids will either be self closing or manually closed after each use.

() Dispose of empty cartons, packing materials, and carton banding promptly. If cartons are nailed shut, the nails will be disposed of when the container is opened.

(10) When possible, outdoor trash receptacles will be located a minimum of ten feet from any building. Lids will always be kept closed and the area around the container will be kept clean.

(11) Clothing lockers will be kept clean and orderly, with nothing stored on top or underneath.

(1) Break areas must be maintained in a clean and orderly manner. Receptacles, with self closing lids, for non-combustible material will be provided.

(1) Mats or other type of removal floor coverings must have slip resistant backing.

(14) Storage in stairwells, under floors, above ceilings, or in mechanical rooms and boiler rooms is prohibited unless approved by the local installation fire department. Materials will not be piled against buildings, in front of doors, placed in any manner that blocks/prohibits access to fire protection equipment or placed in fire escape routes.

. OSHA STANDARDS AND GUIDANCE THAT APPLY TO THE JOB AND WORK PLACE.

a. Quarterly safety meetings/briefings will be conducted by your supervisor to keep you abreast of current safety practices and procedures.

b. VCR in commissary training program presentations on safety are presented to you by your supervisor.

c. Only personnel designated in writing and/or trained are authorized to operate MHE within the commissary. Do not operate or use this equipment unless you are confident you have been fully trained.

4. PERSONNEL PROTECTIVE EQUIPMENT (PPE) YOU WILL NEED TO KNOW HOW, WHEN, AND WHERE TO USE IT

a. Mandatory protective equipment consists of safety-toe, slip resistant shoes, metal mesh or metal reinforced fiber mesh fiber arm guard. This protective equipment will be used and worn by all personnel using knives for boning or cutting meat.

b. PPE will be provided at no cost to the employee, if required by DeCA Directive or OSHA Standards.

c. Wear of PPE is mandatory and is a condition of employment.

5. LOCATION AND USE OF EMERGENCY AND FIRE PROTECTION EQUIPMENT

a. There are 8 fire extinguishers in the grocery sales floor area and they are located

(1) Next to the main receiving office.

() Next to the back breakroom.

() Next to the sales floor restrooms.

(4) Next to the dairy warehouse doors (north).

(5) Next to the produce doors near the deli.

(6) Next to the main entrance of store.

(7) Next to the register 16.

(8) Next to the produce/DSD receiving doors.

b. In case of actual fire, call the fire department at phone # and give them the information they ask for. Do not hang up the phone until told to do so.

c. Follow all instructions that are given.

d. There are fire evacuation routes from your work area

(1) Exit doors front entrance (eastside)

() Exit doors employee entrance (northside)

() Exit doors at warehouse (1 of on southside).

e. Additional exits and fire extinguishers and equipment are located throughout the facility. Be familiar with their location in case you are away from your work area or located in another department when an emergency strikes or your normal exit routes are blocked.

6. EMERGENCY PROCEDURES THAT APPLY TO YOUR JOB AND WORK PLACE.

a. Fire Reporting Procedures Any person discovering a fire, regardless of its size, is responsible for reporting it to the base fire department immediately.

b. Anyone discovering a fire will take the following actions

(1) Sound the alarm.

() Pull the nearest fire alarm pull box.

() Call or have someone else call the fire department.

(4) Evacuate the building.

c. Emergency Evacuation Procedures Each department is assigned specific responsibilities for evacuation. They include the following

(1) Notify patrons and employees.

() Each department will designate personnel to guide patrons/visitors from building.

() Ensure all registers are locked and money in cash office put in safe.

(4) Designate person to take department roll call.

d. Personnel Assembly Point(s) Personnel will assemble at least 00 feet from building in the warehouse receiving parking lot for all emergency evacuations. This applies to all evacuations (fire, bomb threats, etc.)

e. Never re-enter a burning building.

7. REPORTING UNSAFE EQUIPMENT, CONDITIONS OR PROCEDURES TO SUPERVISOR IMMEDIATELY.

a. Purpose To alert supervisors to hazardous conditions requiring corrective action.

b. Procedures Report the hazard to your immediate supervisor. If the hazard is eliminated on the spot, no further action is required.

c. Early identification of existing and potential hazards is vital in preventing injuries and mishaps.

8. LOCATIONS, SUBMITTING PROCEDURES, AND PURPOSE OF DeCA FORM 0-66, EMPLOYEE REPORT OF ALLEGED UNSAFE OR UNHEALTHFUL WORKING CONDITIONS

a. DeCA Forms 0-66 are located on the safety bulletin board in break room.

b. DeCA Forms 0-66 can be used to report hazards on base to include your work area. However, you must give your supervisor, Store Director, safety representative or any other department manager sufficient time to correct the hazard, if the hazard is located in the commissary.

c. If the hazard is located outside the commissary area of responsibility on base complete DeCA Form 0-66 and describe the hazard. Submit the form to the base/post safety office for action. The base safety office address is NAVASTA Building 400.

d. The base safety office will investigate the hazard and if found valid will submit it to the appropriate agency for action. You will receive a reply informing you of action(s) taken.

. MISHAP REPORTING PROCEDURES (DeCA DIRECTIVE 0-17)

a. Report all job related injuries including minor first aid injuries, property, and equipment damage to your supervisor immediately. It is then your supervisors responsibility to prepare the needed mishap report forms. Do not wait to report these injuries, even if the injury does not cause you any problems right away.

b. We cannot overemphasize the importance of reporting mishaps immediately.

c. You are required to keep your supervisor informed of the status of all injuries that require you to be away from work.

d. If the injury requires you to be away from work (lost workdays), your supervisor, safety representative or commissary officer is required to investigate and report the injury on DeCA Form 0-6, Mishap/Accident Report. You are required to and must provide all details of the mishap to determine the cause and prevent recurrences.

e. Injury To Military Personnel All reportable on and off duty injuries to military personnel are reportable using DeCA Form 0-6.

10. EMERGENCY TELEPHONE NUMBERS

HOSPITAL/CLINIC 58 FIRE DEPARTMENT 40 or 6

AMBULANCE 6 BASE POLICE 40 or or 11

CRIME STOP/TERRORIST HOTLINE 1-800-4-744

11. LOCATION AND REQUIRED REVIEW OF APPROPRIATE SAFETY BULLETIN BOARD.

a. The commissary bulletin board is located in the break room and contains the following information

(1) DD Form 7, DOD Safety and Occupational Health Protection Programs.

() DeCA Form 0-66, Employee Report of Alleged Unsafe or Unhealthful Working Conditions.

() The names of the activity safety representative.

(4) Director, DeCA, Safety Policy memorandum and other safety policy memorandums issued from Region, Commissary, CDC, or Host Installation activities.

(5) Information/awareness items such as safety messages, safety alerts, etc.

(6) Mishap notification procedures both for the Region and the Host Installation.

b. Review this board frequently and be familiar with the information provided.

1. LOCATION OF MEDICAL FACILITIES AND PROCEDURES FOR OBTAINING TREATMENT.

a. The nearest medical facility is located in building 00H or 7.

b. If you are injured on the job, you are entitled to initial medical treatment at the base/post medical facility. Your supervisor will authorize treatment using appropriate CA Forms. This is the first aid, life sustaining treatment.

c. In all cases where treatment is given due to job related injuries, you have the responsibility to provide your supervisor with documentation that you are under medical treatment.

1. REQUIREMENTS FOR DOCUMENTATION AND NOTIFICATION OF ON-THE-JOB INJURY OR ILLNESS.

a. Report all accidents/injuries (mishap) immediately to your supervisor or manager in charge. Even minor injuries can develop into major problems later. Damaged equipment, property or merchandise must be reported to your supervisor and removed from service to prevent further injuries.

b. All occupational injuries and illnesses require filing of appropriate CA Forms. These CA Forms (CA-1, CA-, CA-7, CA-16) are important documents; they could be your sole record for a disability claim later. Some injuries are insidious. Their symptoms may not appear until several days, months, or even years later.

c. Important You must report the injury on the day it occurred.

d. Any lost workday occupational injury or illness must be reported on DeCA Form 0-6. Mishap/Accident Report Ground Mishap reports are forwarded to DeCA MW Region. Your commissary officer or store manager must forward this report within 15 workdays from the day of injury.

e. Try to minimize your lost time injury. Ask your physician if you can return to work in a limited duty capacity. Arrangements will be made for you to perform within your physical limitations.

14. PURPOSE AND FUNCTION OF DeCA FORM 0-67, HAZARD ABATEMENT PLAN.

a. The purpose of DeCA Form 0-67 is to alert and notify employees of known safety hazards in the immediate area, and what interim measures must be taken until the hazard is abated or eliminated.

b. This form will be posted by or near the hazard and is prepared by base/post safety, fire prevention, or health officials. If DeCA Form 0-67 is posted, read and follow the prevention actions.

15. INDIVIDUAL RESPONSIBILITY FOR INSURING OWN SAFETY.

a. Each employee must

(1) Understand and comply with all OSHA, and DeCA Safety Standards, Directives, and Guidance.

() Promptly report all occupational (on-duty, job related) injuries and illness to your supervisor.

() Promptly report all safety, fire, and/or health hazards to your supervisor.

(4) Use required protective clothing/equipment which may be mandatory IAW OSHA, and DeCA Standards and guidelines (Note This is a condition of employment.)

(5) Give due consideration to personal safety, the safety of co-workers and patrons while performing assigned tasks.

b. Failure to comply with safety requirements can result in actions that can/may be used for removal from employment, IAW appropriate personnel directives.

16. REQUIRED USE OF SAFETY BELTS (VEHICLE SEAT BELTS)

a. The use of seat belts for all operators/passengers in any vehicle operated on all military and DOD installations is mandatory.

b. This state has a mandatory requirement for seat belt usage.

Yes XX No ___.

c. The use of seat belts is highly recommended. Their use not only saves lives, but also helps lessen the likelihood of serious injuries in a vehicle accident.

17. PERSONNEL RIGHTS; You have the right to

a. Access to OSHA Standards and other safety and health Directives.

b. Access to and participation in the DeCA Occupational Injury and Illness Statistics.

c. Report unsafe/unhealthy working conditions to their local safety and health officials and request appropriate inspections.

18. YOUR SAFETY REPRESENTATIVES ARE

PRIMARY Alexander Varela, Store Director PHONE #(847) 688-644

ALTERNATE Barbara Adams, Retail Manager PHONE # (847) 688-44

1. MISCELLANEOUS SAFETY INFORMATION

LOCAL AREA HAZARDS CONSIST OF THE FOLLOWING

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

PROPER LIFTING PROCEDURES

a. Position feet correctly - place feet far apart for balance with one foot to the rear of the object and the other foot slightly ahead of the other and to the side of the object.

b. Crouch close to the object - crouching is preferred to squatting. Stay close to the object to minimize strain on the back muscles.

c. Full palm grasp - pick up material with a full palm grip. Do not attempt to pick up the object with the finger tips. Ensure that the object is free of slippery, greasy, or sharp points which could cause injury. Use suitable gloves when necessary.

d. Back straight - always keep the back as straight as possible, it may not be possible to keep the back straight in the vertical plane, but avoid arching the back. Bend from the hips and not from the middle of the back.

e. Kinetic leg lift - with the arms, slide the object toward the body to give it some motion (kinetic energy). At the same time, lift the object with the legs and bring the back to a vertical position. Keep the object close to the body while lifting.

POINTS TO REMEMBER

a. Inspect objects for slivers, sharp edges, rough or slippery surfaces before attempting to lift.

b. Keep fingers and hands away from pinch and shear points.

c. Do not carry an object that obstructs the view or the direction of travel. Make sure the path of travel is clear.

d. Do not turn at the waist to change direction or to put an object down. Turn the whole body and crouch down to lower the object.

e. Get help if the load or object is too heavy or bulky.

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Bear Farming

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Bear farming is not what the name makes it sound like. In fact, it is even worse. Bears are kept for their bile, which is taken out of their gall bladder. The bile is used in Traditional Chinese Medicine. Bear farming started in China in the early 180s, and since then has spread to at least 1 other Asian countries, including Japan, South Korea, Singapore, India and Thailand. There are thousands of bears kept on farms in just China alone. While bear bile may be helpful for medicinal purposes, it is often misused in products like wine, tonic and shampoo. Bear farming is much too harmful to the bears because of the way they are kept, the procedure, and the results those two bring.

The bears are mistreated from the minute they are taken into custody. They are kept in cages that are too small for them to sit up, stand up or turn around in. Bears need a good, safe place to live like all other animals and humans. On the farms, they do not get that, and that is no way for them to live.

As if being kept in such confined cages was not bad enough, the procedure is even worse. A tube is inserted through the abdomen and into the gall bladder. This usually takes place twice a day for each bear. No veterinary help or care is used, leaving the open wounds to bleed and get infected. If a bear becomes aggressive during the bile extraction and they often do they are buckled and constrained.

The way they are kept and the procedure both leave negative results on the bears. They often try to escape from the cages and end up cutting themselves on the bars. The procedure is highly unsanitary, making them dirty and sick. After a while, their digestive system might fail, leading to a stop in production of bile. If that happens, they are no longer any use to the farmers and are left to die. This, and other reasons, cause many of the bears to die many years earlier than they would in the wild. If they live, they often lose their normal behavior; some have even eaten their own cubs.

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Bear farming is cruel and unnecessary. There are herbal and synthetic alternatives to bear bile that could be used in the medicine. Since the farming takes place in Asia, it is not stopped, but if it were to be done here, in the United States, it would be, due to regulations, laws and the majority of societys beliefs and views. There are animal rights groups from the United States working to free the bears from Asias farms. Also, bear bile is used in Chinese medicine, not American medicine. This shows how different the cultures are. It is important to learn about this because, although they have different ways of doing things, they have no right to torture the bears. It is not fair to hurt them, or to put them through such harmful, inhumane procedures. The bears deserve a free, safe, comfortable life.

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All nations should help support the development of a global university designed to engage students in the process of solving the world's most persistent social problems

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A country is made by the people who live in it. So we can compare a country with a human being, a person. If a persons success, accolades and possessions represent the economic nature of a country, his emotions, his principles, his dogmas and his senses would represent the social nature of the country. While, the accolades and possessions can be retrieved and changed periodically, the emotional structure is hard to change. The emotional structure of a person is precursor to his success. The same principle applies to the country. This makes a global university specializing in process of solving the worlds most persistent social problems a sheer necessity. Again, need of a Global university is reinforced by the fact that no man can live on an island of his own. No country can be isolated and exist on its own without affecting the other countries. The effects of the social problems to the other countries albeit indirect could turn out to be catastrophic over a period of time, eg. look at the problems of terrorism raising hackles across the globe.

Let us first understand the role and the characteristics of a global university.

A global university as i infer shall do the following...

Understand the present social problems with the country

Write my Essay on All nations should help support the development of a global university designed to engage students in the process of solving the world's most persistent social problems

Step by step evaluate each and every problem and understand their impact on the overall social fabric

Understand how these problems directly or indirectly affect the social structure of other countries

Work out individual solutions for each of these problems.

Study the impact of the transition phase.

Roles and the contribution of the other countries in the overall process.

The impact on the other countries

However there are certain crucial issues, which need to be thrown light on...

The place of functioning of the university Such a university needs coherence not only in its fundamental principles but also in its method of education. The students of this university would gear themselves in solving the most grave and intriguing problems of our era. A slight negligence in the method and perception of education would lead to a lot of chaos.

The extent of participation of the countries for making the university What should be the strength participants representing the countries. Too much concentration of participants from a particular country may lead to bias and even nepotism. The extent of participation also would determine the extent of funds these countries should raise in order to sustain the university.

The nature and type of students The maturity level and the capability of understanding cannot be compromised when the outcome is of such grave nature.

No solution is a panacea. There would be a lot of infrastructural bottlenecks, like the faculty and the funds, however the most grave hurdle would be

Acceptance of such a university by the countries A lot of countries might feel that these universities are poking their nose in the personal problems of the country. A lot of countries might not want to over expose themselves and hence might not want to participate. These disparities in acceptance might lead to incomplete cure and might also lead to a deadly relapse.

To conclude, there is a need for such a university, which would aim at improving the social fabric. Such an university would help us build a better world with help of mutual coherence of ideas.

Please note that this sample paper on All nations should help support the development of a global university designed to engage students in the process of solving the world's most persistent social problems is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on All nations should help support the development of a global university designed to engage students in the process of solving the world's most persistent social problems, we are here to assist you. Your essay on All nations should help support the development of a global university designed to engage students in the process of solving the world's most persistent social problems will be written from scratch, so you do not have to worry about its originality.

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Compare and contrast Carol Ann Duffy's 'In Mrs Tilschers class' to Seamus Heaneys 'Death of a naturalist'

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Elizabeth Roberts 1CDH

Mrs James

"Compare and contrast 'Death of a naturalist' and 'In Mrs Tilscher's class"

Both poems are extremely similar, in that they are centred around the ideas of the transition from childhood to the adult world. There are most definitely more similarities than differences.

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'Death of a naturalist' contains more references to nature than 'In Mrs Tilscher's class'. 'In Mrs Tilscher's class' seems to focus more on classroom life rather than life within nature.

Carol Ann Duffy has very cleverly deployed as many senses as possible to create the warm and comfortable atmosphere of the poem

"The scent of a pencil slowly, carefully shaved" and " The chalky pyramids rubbed into dust". I really like 'In Mrs Tilscher's class', it is a poem that I feel relates to everyone in some way or another, it also helps me to reflect on my primary school years.

A major similarity to comment on would be how the tone of both poems changes dramatically. It is when Heaney and Duffy realise life wasn't what it once appeared to be. It is interesting that both poets have decided to use tadpoles as a representation for the change; "The inky tadpoles changed from commas into exclamation marks" and "The fattening dots burst into nimble swimming tadpoles". The loss of innocence and growing is represented through the development of the tadpole. The use of the tadpole is quite a sexual one, as the shape it takes is extremely similar to that of sperm. This relates hugely to adolescence and puberty, mainly because children become more aware of reproduction and how the sperm swims towards the ovaries after ejaculation.

Duffy's poem opens with a rich and varied experience;

"You could travel up the blue Nile" The use of 'you' in a general sense suggests that this is the sort of primary school experience that most people have. The mood of this poem is extremely happy to begin with, this is portrayed in the line "This was better than home". The children clearly thought very highly of their teacher, this is emphasised by the line "Mrs Tilscher loved you". Duffy creates a very inviting image of the classroom by describing "Enthralling books" and saying "The classroom glowed like a sweet shop". These images create a clear sense of security.

The mention on 'Brady and Hindly' in the middle of the idyllic atmosphere of the classroom tells us that unpleasantness cannot be kept away from children. They occur here as a premonition of the disturbance that sexual awareness will cause;

"Brady and Hindly faded, like the faint, uneasy smudge of a mistake". In this particular line they are diminished by the use of alliteration on the 'f's' of 'faded' and 'faint'.

The first stanza of 'Death of a naturalist' contains many references to nature; "Dragon flies, spotted butterflies" and "The warm thick slobber of frogspawn". This is a way of looking back at his childhood with admiration, but there is an element of nostalgia. The happy atmosphere in the first stanza changes the tone; when the illusion of nature though the eyes of a child are shattered. Heaney organises his poem in two sections, corresponding to the change in the boy. By showing that this change is linked with education and learning, Heaney is concerned with the inevitability of the progression from innocence to experience, concerning the transformation from the unquestioning child to the reflective adult.

The images of decay, "festered", "rotted", "sweltered" and "the punishing sun do not seem to trouble Heaney in the first section, although they do prepare us for the second section and loss of innocence; he takes delight in the sensuousness of the natural world. The onomatopoeic "slobber" conveys the boy's relish for the tangible world around him. We can later see how he looks at the world by the words "clotted" and "jellied"; to Heaney, the frogspawn is like cream and jam, something to be touched and enjoyed.

The second two stanzas of 'In Mrs Tilscher's class' show discomfort and disturbance to the norm of school and life in general. The discomfort is represented through the image of developing tadpoles and later emphasised when the child discovers how children are created from the 'rough boy'

"A rough boy told you how you were born"

The use of words such as 'kicked', 'stared' and 'appalled' also emphasise the loss of innocence. It is interesting to compare the cosy classroom to a sweetshop; " The classroom glowed like a sweetshop". This line creates a huge feeling of security, as children adore sweets and a sweet shop is a familiar place for them. The line also creates a very colourful picture and is a very descriptive way of writing about the environment.

The way in which 'In Mrs Tilscher's class' evolves happens very subtly. The poem begins with very warm, inviting images such as; "The laugh of the bell swung", "Mrs Tilscher loved you" and "Enthralling books" and the images at the end of the poem in comparison to the start are hot and very uncomfortable;

"Feverish July", "The air tasted of electricity" and "heavy, sexy sky". It seems that the sense of something about to happen permeates everything. The handing out of reports signals the end of the primary school period and completes part of the rite of passage into young adulthood. At the end we see the idyllic days with Mrs Tilscher. They are a complete contrast to the world outside the school gates, where;

"…The sky split open into a thunderstorm."

That metaphorical storm has been gathering since July. The "sky splitting open" suggests that knowledge and adulthood are a shock "you" are no longer protected by kind Mrs Tilscher "you" are opened to the 'thunderstorm' of adulthood.

In section two of 'Death of a naturalist' everything changes. This change is marked by differences in tone, diction, imagery, movement and sound. The world is now a threatening place, full of ugliness and menace. However, it is not so much the world has changed; it is Heaney's perception of it. There is still a strong emphasis on decay and putrefaction, but now it is not balanced by images suggesting the profusion of life. The sounds are not longer delicate, but are 'coarse', 'bass' and 'farting'. The "warm thick slobber of frogspawn" has become "the great slime kings", and the further transformation is suggested by the threatening image of the frog as "mud grenades".

The poem 'Death of a naturalist' recreates and examines the moment of the child's confrontation that life is not always what it seems. The experience transforms the boy's perception of the world. No longer is it a place for unquestioning sensuous delight. It is a changing world of uncertainty. The success of the poem derives from the effective way Heaney builds up a totally convincing account of a childhood experience that deals with the excitement, pain and confusion of growing up.

Please note that this sample paper on Compare and contrast Carol Ann Duffy's 'In Mrs Tilschers class' to Seamus Heaneys 'Death of a naturalist' is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Compare and contrast Carol Ann Duffy's 'In Mrs Tilschers class' to Seamus Heaneys 'Death of a naturalist', we are here to assist you. Your persuasive essay on Compare and contrast Carol Ann Duffy's 'In Mrs Tilschers class' to Seamus Heaneys 'Death of a naturalist' will be written from scratch, so you do not have to worry about its originality.

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THE IMPORTANCE OF HUMAN RESOURCE MANAGEMENT IN THE PRIVATE SECTOR

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This paper will seek to evaluate the role of Human Resource Management (HRM) in the private sector.

We shall look at various attempts to define the concept and examine the evolution of HRM over the years, from its early welfare orientated days, where the approach was traditionally one of control, moving on to what is now seen as a more strategic role in organisations. (Jarrar & Zairi 00, p66).

We shall identify the aims and objectives of private sector organisations and examine the role HRM plays in helping to achieve these goals. We shall also consider the various models of HR and look at people practices within the sector from an employee's point of view.

When the phrase Human Resource Management (HRM) is mentioned, it is difficult to imagine that just over ten years ago it was rarely used (at least outside the USA). However, despite the fact that hardly a week goes by without another book or journal being published on the subject, it still remains highly controversial. Many writers have put forward definitions of HRM, but it still means many things to many people. It is therefore difficult to evaluate the importance of HRM.

Keenoy (1) compares HRM with a hologram "As with a hologram, HRM changes its appearance as we move around its image. Each shift of stance reveals another facet, a darker depth, a different contour. As a fluid entity of apparently multiple identities and forms, it is not surprising that every time we look at it, it is slightly different. This is why, conceptually, HRMism appears to be a moving target, and why, empirically, it has no fixed (fixable) forms."

Although it can be argued that HRM has become the dominant approach to people management, it has to be remembered that it has not 'come out of nowhere'.

Greater attention began to be paid to human relations as far back as the 10s. A turning point came with the famous Hawthorne Experiments at the Western Electric Company in America from 14-1. Elton Mayo's work suggested that the morale of employees and productivity were determined by the way they were treated by supervisors. If they had an input into how work was carried out, they were more likely to be motivated and more productive. Although they have been the subject of some criticism, the experiments did mark a significant step forward in the field of human relations.

Models of HRM have been increasingly appearing since 184, providing analytical tools from which to understand the development of human resource strategy. Two of the most influential models have been the Harvard Model (Beer et al 184) and Guest's Model (18).

Significantly, a consistent theme has prevailed for 0 years which is, that the most successful organisations make the most effective use of their people their human resources. The emergence of HRM can also be attributed to changes in the structure and intensity of international competition.

According to Cakar and Bititci (001), the 180s were all about automation, but the 10s have been about people, which is evident by the development of Total Quality Management concepts which focus on delegation, involvement and self managed work teams.

The European Business Excellence Model, together with other developments such as Investor in People in the UK, highlights the importance of people in organisations. If human resources are regarded as key assets, then HRM will have a significant impact on the performance of the business.

The term Human Resource Management is considered by many to be just an elevation of Personnel Management. For example Storey (000) considers that HRM arose when confidence had been lost in more traditional approaches to people management because of levels and types of competition.

It appears that HRM has shed its old 'personnel' image. Unfortunately, however, not all managers fully appreciate or fully understand the value of it. It has been discovered through research that HRM has a positive impact on organisation effectiveness and "small businesses in particular report that finding and keeping good workers is the biggest problem they face." (Daft 000, p4).

In today's changing environment, jobs are no longer secure and it is more important than ever for employees to be self-motivated and to continually acquire new skills. The focus is now on employability rather than a job for life. This would suggest that HRM does indeed have an important role to play in organisations.

Organisations are traditionally split into two specific categories public and private sectors.

According to Mullins (00), private sector organisations are, as the name suggests, owned by private individuals or shareholders. They can vary in size from a one-man sole trader operation through small medium enterprises to huge undertakings such as British Petroleum or ICI.

As the main objective of private sector organisations is to make profit for its owners, how relevant would the role of human resources be in achieving this?

It is often said that the most important asset of a business is its people and therefore the goals and objectives of the organisation cannot be achieved without them.

Foulkes (186) wrote that most human resource management (HRM) models assert that people are valued assets with the emphasis on commitment, adaptability and the employee as a potential source of competitive advantage. He argued that with this in mind HRM must be included in the overall strategy of an organisation.

As mentioned earlier the private sector contains organisations of varying sizes, from those with very few employees to those with thousands. With this in mind, along with financial differences, it is fair to say that the size of the human resources role will also differ.

Torrington and Hall (18) suggests a number of models in which they attempt to summarise the degree of integration of HR and overall organisational strategies.

These are illustrated in the diagram below.

Torrington and Hall p7)

They start with the separation model that suggests no relationship at all. This may be the situation in smaller organisations with few employees and/or little interest in human resources.

The next model, the fit model, suggests the beginning of a relationship. The organisation is beginning to realise the importance of employees in the overall plan.

The dialogue model moves forward with the notion for interaction.

The interlocking circles of the holistic model represent a close relationship between HR and organisational strategy which recognises that people are a key element.

Finally, the HR driven model puts HR strategy as being most important, thereby making HR the driving force of organisational strategy rather than simply a means of implementing it.

Despite these arguments there are various factors that will undoubtedly have a bearing on the level of involvement, if any, that HR will play in organisational strategy.

Torrington and Hall (18) identified these as the level of regard for the HR function at the very top level; the culture of the organisation in terms of people; and the environment in which the organisation operates.

They argued that it was more likely that HR would be involved in organisational strategy if the most senior HR person was a member of the senior management team at board level. Various pieces of research carried out over the past ten years or so in the private sector by the likes of the Institute of Personnel Management (1) and Brewster & Smith (10) identified an increasing trend in this area.

The culture of the organisation towards its employees will clearly impact on the level of HR involvement. If the organisation has a Taylorist, scientific management based view that the workforce is simply a resource to be used in the same way as, for example, raw materials, then it is unlikely that HR will play a significant role in the overall strategy.

Conversely if people are seen as an investment, then the opposite is likely to prove true. Buller (188) found that there was a significant relationship between organisational philosophy and the level of integration of HR in the overall strategy.

In his research Buller also found that the operating environment played a significant part. The more an organisation was required to evolve and change the more likely it was that HR was to be involved in strategy, because of the need to find new ways of operating. The opposite was true of the organisation operating in a more stable and predictable environment where constant change was not needed.

Given that it has been identified that the main purpose of private sector organisations is to make money, it is fair to say that this will also determine the level of HR involvement.

Storey (187) wrote that line managers are slaves to financial budgets and therefore their actions depended entirely on financial considerations.

Armstrong (10) built on this, suggesting that if that was indeed the case, then the delivery of HRM would suffer because line managers focus on, and are dominated by, short term financial targets and, therefore, this will not encourage a strategic approach to human resources.

This was echoed by Blyton & Turnbull (1). They suggested that HRM only becomes important to organisations as a means to achieve business goals in the short term because of the financial aspect. Given this, when times become hard, the soft aims of HR will tend to be sacrificed for control of short-term costs such as labour.

Caudron (00) reports that one of the biggest private sector companies, BP, has taken the step of outsourcing all of its transactional or administrative type activities including payroll and recruitment. The organisation has reaped benefits in terms of standardisation of processes, accuracy and efficiency. Unfortunately its HR staffing levels have been cut by some 67%. However the argument is that by ridding itself of these routine tasks, the remaining HR professionals can focus on strategic matters that can and will affect the bottom line-profits.

Having considered various theoretical and organisational views, it is important to get the views of employees on the HR practices of their employers.

The Sunday Times compiled its annual list of The 100 Best Companies to Work For in 00 in the UK. This consisted of a survey of employees numbering some 47,000 across 01 participating companies.

Eight key areas or factors were identified by the researchers as being important to the 'work experience' of employees. The views of both middle managers and 'shop-floor' employees were canvassed, and also included was an evaluation of the companies' policies and processes.

The eight key areas covered were how employees felt about the leadership shown by management at boardroom and senior level; the way they were managed on a day to day basis; the level of challenge in their jobs; stress, pressure and balance between work and home life; immediate colleagues; how much the employer gives back to local communities and society in general and how driven it is by profit; the company itself as opposed to work colleagues and, finally, their pay and benefits.

The results of the survey indicated that the five most important areas are giving back, belonging, well-being, leadership and personal growth. The top companies scored highly in each of these areas.

Microsoft came out as the best employer, displaying a caring attitude to its employees which, in turn, has led to almost slavish devotion from them. Clearly Microsoft embraces the notion that people are the most important asset of an organisation, and competitive advantage will result from treating them well and ensuring all of their needs are satisfied. It is interesting to note, however, that Microsoft does not in fact have a Human Resource Department, although it does have a division called 'great company' to engage staff, and another division linking 'people, profit and culture'.

After reading the Sunday Times list, Patricia Hewitt, Trade and Industry Secretary said, "Many factors contribute to a company's success. Too often, however, the people factor is overlooked. This list shows what can be achieved when companies invest in every aspect of staff development and organisation."

The UK government actively encourages good people practices through Investors in People (IiP). IiP was originally set up in 11 by the Department of Employment, to encourage the development of skills in the workplace, in order to increase the competitive position of the UK in world markets. The Standard is based on business strategy, and training which is aimed at the needs of the business. The rationale behind it is that "organisational success is dependent upon the effective development of human resources" (Mullins 00, p6). IiP is now regarded as one of the most successful quality awards ever introduced.

It may be useful at this point to consider the views of an HR professional regarding the role of HR in an organisation. Mr. William McAllister is the Human Resource Manager of William Wilson Holdings Ltd., based in Aberdeen. He is in charge of 546 staff.

He saw the role of HR as primarily contributing to profitability, that is, the main objective of a private sector organisation, as identified earlier. He felt this was to be accomplished by the careful recruitment and selection of talented staff, and the training and development of that staff, with a view to motivating them to remain with the company for its long-term benefit. This echoes the belief of Boxall (14) that "a firm achieves competitive advantage from building and defending resources that add unique value which can't readily be copied by others."

However, this ideal of training and developing staff seems to be contradicted by the fact that departmental managers are not permitted to carry out disciplinary procedures without express authority from Mr. McAllister. Storey (1) suggests that if HR is critical for business success then it is far too important to be left to operational personnel specialists. Line managers are crucial to the effective delivery of HRM policies.

Mr. McAllister added that an increasingly important aspect of his role was to keep senior management up to date with continual changes in employment legislation.

It is becoming clear that some organisations value their people more than others. Some may see their human resources as a cost while others consider them to be an investment. Perhaps this can be attributed to the culture of the organisation.

An organisation's culture can be considered to be a key factor in enhancing competitive performance through employee commitment and flexibility. Employees in a 'strong culture' know what is expected of them, whereas staff in a 'weak culture' may waste time trying to discover what is required of them. Employees can identify with a strong culture and take pride in their organisation.

Organisation culture can be described as the embodiment of shared values. It is a system of norms and unwritten rules that guide people in how they should act and interrelate with each other. It could be described as the company's 'personality' or, to put it very simply, 'the way we do things around here'. "Shared values and corporate cultures in organisations represent a big part of the mortar that bids together the bricks of a firm. They hold people together and give them a sense of belonging and purpose." (Anon 00).

The culture of an organisation will depend on the type of business being operated. For example, some companies encourage their managers to make their own decisions and often take risks but, on the other hand, some companies (such as insurance companies) encourage caution and conservative attitudes in employees, as they do not want risky decisions to be made.

If a company is operating within a 'person' culture, where the individual is the central focus and any structure exists to serve the individuals within it, then HRM is likely to be regarded as important.

It is clear that no one culture fits any organisation, but it is important that the culture is appropriate.

Although the culture of a business is built up over many years, it may be possible through HRM to change this by choosing the right people to cultivate the culture you want. This, however, requires focus, effort and in particular time.

In the above paper we have attempted to evaluate the role of HRM in the private sector.

We have concluded that the extent of HR involvement will depend on a number of factors including the level of regard for HR at the directorial level, the culture of the organisation, the environment in which it operates and arguably the most important factor, financial considerations.

It appears that some organisations are beginning to recognise that HR can play a vital role in their overall strategy, and indeed one of the biggest in the sector, BP, has contracted out all of its administrative activities which were previously carried out under the umbrella of human resources. This has left the HR professionals to focus on strategic issues which will affect the bottom line, which is after all, the main objective.

We looked at the employee perspective on HR by examining the Sunday Times Top 100 Companies in the UK to work for in 00. This study was based on the opinions of some 47,000 employees across 01 participating companies on a number of key areas of their people practices. The top performers looked on their staff as their most valuable asset and invested in their development.

On the other hand, it is likely that organisations which are smaller and less financially secure may see HR as less important.

Writers such as Armstrong (11) and Blyton and Turnbull (1) argued that HRM practices are important only as a means of achieving short-term business goals and will be sacrificed in hard times for control of operating costs.

All in all, it seems that different people see HR in different ways and perhaps Keenoy's description of HR as a hologram is particularly appropriate.

References

1. Anon [date unknown] Organisational structure and organisational culture HRM [online] Available from World Wide Web http//www.ehajak.cz/files/statnice/hrm01.rtf [Accessed 1 April 00]

. Armstrong, P (11) Limits and possibilities for Human Resource Management in an age of management accounting. Quoted In J Storey ed, New perspectives of Human Resource Management London Routledge

. Blyton, P and Turnbull, P (1) HRM - debates, dilemmas and contradictions. London Sage

4. Boxall, P, (14) Placing HR strategy at the heart of business success, in Personnel Management (14). volume 6, issue 7, pp [accessed 0.04.00 via Genius]

5. Buller, P F (188) Successful Partnerships HR and Strategic Planning at eight top firms. Quoted In Hall L and Torrington D, Human Resource Management Harlow Prentice Hall. 18, p0

6. Cakar, F and Bitici, U S (001) Human Resource Management as a Strategic Input to Manufacturing

7. Caudron, S (00) HR is dead long live HR Workforce, 8(Jan), pp6 0

8. Daft, Richard L (000) Management 5th Ed. Orlando The Dryden Press

. Hall, L and Torrington, D (18) Letting go or holding on evolution of operational personnel activities Human Resource Management Journal, 8, p.41

10. Jarrar, Y and Zairi, M (00) M., Employee empowerment A UK survey of trends and best practises, in Managerial Auditing Journal (00), volume 17, number 5, pp66 71 [accessed 0.04.00 via Genius Wirtsehaftsdatenbanken]

11. Keenoy, T (1) 'HRM as hologram a polemic Journal of Management Studies, 6(1), ppl1-

1. Mullins, Laurie J (00) Management and Organisational Behaviour. 6th Ed. Harlow Prentice Hall

1. Storey, J (187) Developments in the management of human resources an interim report Warwick papers in Industrial relations, no. 17 Coventry Warwick University

14. Storey, J (1) Developments in the Management of Human resources Oxford Blackwell

15. Storey, J (000) Human Resource Management A Critical Text Thomson Learning

16. Torrington, Derek and Hall Laura (18) Human Resource Management. 6th Ed. Harlow Prentice Hall

17. Interview Unpublished McAllister, William (00) Interview by Sandra MacLennan. William Wilson Holdings Ltd. Aberdeen, 8th April 00.

Bibliography

1. Anon (00) Organisational Culture (1) [online] Available from World Wide Web http//www.strath.ac.uk/Departments/HRM/teaching/classes/41104-core/Culture-handout0-0.pdf [Accessed March 00]

. Daft, Richard L (000) Management 5th Ed. Orlando The Dryden Press

. Heibel-Dietrich (000) Heibel-Dietrich A., HRM bei Finanzdienstleister imdritten Jahrtausend, in Personal (000), issue 04/00, pp18 [accessed 0.04.00 via Genios] Lajara, Lillo and Sabater (00) Lajara, B. / Lillo. F. / Soberer, V. The role of HRM in the cooperative strategy process. in Human Resource Planning (00), volume 5. issue . p444 [accessed .04.00 via Genius Wirtschaftsdatenbanken]

4. Hughes, Jason (1) The Differences between Personnel Administration, Human Resource Management and Strategic Human Resource Management a Brief Overview [online] Available from World Wide Web http//www.clms.le.ac.uk/T_D%0Front/SHRM.pdf [Accessed 1 April 00]

5. Koontz, Harold and Weihrich, Heinz (188) Management th Ed. Singapore The McGraw-Hill Book Company

6. Mullins, Laurie J (00) Management and Organisational Behaviour. 6th Ed. Harlow Prentice Hall

7. Schwalbe, Gutzeit and Beger (00) Schwalbe, S. / Gutzeit, M. / Beger, A., Neue Technologien in der Personalplanung, in Personal (00). Issue 01/0, pp1 [accessed 0.04.00 via Genius Wirtschaftsdatenbanken]

8. Stavrou-Costea (00) Stavrou-Costea, E., The role of HRM in todays organisations. in Journal of European Industrial Training, volume 6, number 6, P6168 [accessed 0.04.00 via Genius Wirtschaftsdatenbanken]

. Torrington, Derek and Hall, Laura (18) Human Resource Management. 6th Ed. Harlow Prentice Hall

10. Wuethrich and Bagusat (00) Wuethrich, H. / Bagusat, O., Unique selling proposition eines erfolgreichen HRM - Renaissance des CI unter veraenderten Vorzeichen, in Zeitschrifi fuer Fuehrung + Organisation (00). issue /0, pp75 [accessed 0.04.00 via Genius]

Please note that this sample paper on THE IMPORTANCE OF HUMAN RESOURCE MANAGEMENT IN THE PRIVATE SECTOR is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on THE IMPORTANCE OF HUMAN RESOURCE MANAGEMENT IN THE PRIVATE SECTOR, we are here to assist you. Your cheap custom college paper on THE IMPORTANCE OF HUMAN RESOURCE MANAGEMENT IN THE PRIVATE SECTOR will be written from scratch, so you do not have to worry about its originality.

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Philosophy of Education

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The ultimate goal of the educational system is to shape children to be good people of our society. The good person will have many traits and characteristics, most importantly, tolerance. A tolerant person is someone who respects and understands the diversity of our society. A good person will also have a broad base of knowledge to draw from. This will enable him/her to think critically and become a good problem solver. Having these characteristics will help them make respectable choices in life. Good communication skills will increase a person's chances of being successful in life.

There is not one single purpose of education. Instead there are many goals that educators must have in order to produce a successful and knowledgeable individual. First of all, it is very important that we provide an equal opportunity for everyone to receive an education. There must be equity in the classroom, but not every student should be educated in the same way. Some students have different needs, and it is up to the teacher to meet those needs in order for the student to be successful. Educators must foster creativity and challenge students to reach their highest potential. Another goal of education is to make sure that everyone receives the basic skills, and give them the ability to not just learn information, but to find it as well. Ultimately, it is the goal of education to inspire children to learn and to gain a love of learning.

Aside from basic subject matter it is extremely important for educators to teach character values such as respect, tolerance, patience and self-esteem. Educators need to teach their students how to be accountable for their actions, and encourage civic responsibility. Educators are also responsible for inspiring their children and building their self-esteem, because the school might be the only place that children will learn these values.

Before we can teach our students, educators must have an idea of what learning means. Learning is the process of acquiring knowledge for practical application, but it has many fundamentals. For example, learning can be attained by the process of questioning, exploring and discovering. Learning builds on prior knowledge which means that students can learn from their mistakes.

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Every teacher strives to be excellent in his or her profession. Excellent teaching has many aspects. The most important aspect of teaching is to know and respect each and every student. Being familiar with every student will make it easier to assess and adapt to students needs. It is also important to be a good role model, and serve as a positive example to the students. Providing hands-on, concrete activities will engage and encourage active participation by the students which will result in higher level thinking.

Please note that this sample paper on Philosophy of Education is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Philosophy of Education, we are here to assist you. Your essay on Philosophy of Education will be written from scratch, so you do not have to worry about its originality.

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Chemistry lab report about Heat of reaction

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Lab report Heat of Reaction

Introduction The purpose of the lab was to through experiments calculate the heat of reaction and heat of formation, and see if we got a realistic result according to facts.

We should see if Reaction 1 and equalled

We created reactions and then calculated their enthalpies.

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Work plan Substances Material

Material NaOH (s) Beakers, 00ml

NaCl (aq) 0.50 M Thermometer

HCl (aq) 0.5 M Balance

Deionised water

Work plan Since the lab was pretty time consuming we decided to

Method divide the lab into lessons, one practical, where we should do all the actual lab-work, and one theoretical, were we should do all the calculations and evaluate our result.

The laboratory part of the experiment takes place in steps, or reactions.

Reaction 1

We began by weighing a dry beaker. Then we filled it with 00ml-deionised water, and recorded the temperature of the fluid. After that was done we hydrated the water by adding .07 grams of NaOH (s). We mixed it thoroughly with the water, and as it reacted the temperature rose. We recorded the highest temperature. (See Calculations).

Reaction

We began in the same way as in reaction 1, by weighing the beaker, but instead of using deionised water we used 100 ml of 0.5 M HCl (aq), and recorded it¡¯s temperature. After that we added 0. grams of NaOH (s). The temperature rose and we recorded the highest temperature.

Reaction

We weighed the 00 ml beaker and added 50 ml of 0.50 M HCl (aq) to it, and recorded the temperature. After that we added 50 ml of 0.50 M NaOH (aq). The temperature rose, and we recorded the highest temperature.

Calculations Reaction 1 NaOH (s)¨¤Na+ (aq) + OH- (aq)

m (beaker) 18.81 g.

m (NaOH) .07 g. = 0.0506666 moles

V 00 ml of water.

c (beaker) 0. x 4.1 J/g

c (water) 4.1 J/g

T1 0.¡ã

T .7¡ã

¦¤T= T1 - T = 1.8¡ã

To find the enthalpy we have to use the equation

V x c (water) x ¦¤T, which equals the enthalpy in Joules.

I put in my values (see above) in the equation

V x c (water) x ¦¤T = 00 x 4.1 x 1.8 = 1508.4 J

This is only the heat taken up by the water. Of course the beaker will take up some heat too. To find this we have to use this equation

c (beaker) x m (beaker) x ¦¤T, this too, equals the enthalpy in joules.

I put in my values in the equation

(0. x 4.1) x 18.81 x 1.8 = 08.7004 J

To get the total heat of reaction I have to plus these values together like this

1508.4 + 08.7004 = 1717.1 J

Since this heat is released, the ¦¤H is negative. ¦¤H is in this case -1717.1 J.

Reaction

NaOH (s) + H+(aq) + Cl- (aq)¨¤ Na+(aq) + Cl- (aq) + HO

m (beaker) 17.70g.

m (NaOH) 0. g. = 0.0481065 moles.

V 100 ml of 0.5 M HCl (aq)

c (beaker) 0. x 4.1 J/g

c (HCl (aq)) 4.1 J/g

T1 0.¡ã

T 5.0¡ã

¦¤T= T1 - T = 4.1¡ã

To find the enthalpy for this reaction, I just do the same as I did in reaction 1.

Total equation

(V x c (HCl (aq)) x ¦¤T) + (c (beaker) x m (beaker) x ¦¤T)

I put in my values

(100 x 4.1 x 4.1) + (0.x4.1 x 17.70 x 4.1) = (1717.) +

(47.116516) = 11.0165 J

Just as in reaction 1, heat is released. ¦¤H is therefore negative. ¦¤H = - 11.0165 J

Reaction

Na+(aq) + OH- (aq) + H+ (aq) + Cl- (aq) ¨¤

Na+(aq)+Cl- (aq)+ HO

m (beaker) 141.04 g.

V (NaOH) 50 ml, 0.5 M

V (HCl) 50 ml, 0.5 M

V total 100 ml

c (beaker) 0.x4.1 J/g

c (NaOH+HCl) 4.1 J/g

T1 0.8

T .

¦¤T= T1 - T = .1¡ã

I do the same as in reaction 1 and .

Total equation

(V x c (NaOH+HCl) x ¦¤T) + (c (beaker) x m (beaker) x ¦¤T)

I put in my values

(100 x 4.1 x .1) + (0. x 4.1 x 141.04 x .1) = (18.) + (67.0751) = 1665.751 J

Just like reaction 1 and , does reaction release heat, and its ¦¤H is therefore negative. ¦¤H = - 1665.751 J

Calculating the heat of formation

The heat of formation is the heat of reaction divided by the number of moles we used, or the enthalpy change when one mole of a compound is formed from its element.

In reaction 1 we used 0.0506666 moles of NaOH

The heat of reaction in this experiment was -1717.1 J

To convert this into heat of formation we need to divide it by the number of moles of NaOH used, like this

-1717.1/0.0506666 = - 80.58 J = - .806 kJ

In reaction we used 0.0481065 moles of NaOH. Since we used the sodium hydroxide to neutralize the hydrochloric acid, it¡¯s not certain that this is the number of moles used in the reaction. We need to determine which substance is the limiting one. To do this I need to calculate the number of HCl moles in the hydrochloric acid.

n = c x v I put in my values

n = 0.5 x 0.1 = 0.05 moles

There is about 0.05 moles of each substance, but we have a little more of the hydrochloric acid, which means that NaOH is the limiting substance and the substance we should use for the calculation.

To calculate the heat of formation, I¡¯ll do the same as I did for the first reaction.

- 11.0165 / 0.0481065 = - 887.4554 J =

- 88.74554 kJ

In reaction the is the same number of moles of both of the substances.

n = c x v I put in my values for reaction

n = 0.50 x 0.05 = 0.05 moles

To get the heat of formation I divide the heat of reaction with the number of moles.

1665.751 / 0.05 = 666.1815 J = 66.61815 kJ

To get the equation which we were to use to check the correctness we had to reverse reaction number one and add it to number two so

¨C 1 =

To see if my answers are correct, I check them in this way

To get the total heat of formation you have to take reaction (- 87.6 kJ) minus reaction 1 (- . kJ) equals reaction , like this

¦¤H - ¦¤H1 = ¦¤H

- 88.74554 ¨C (- .8058) = - 54.818611 kJ

The answer should be equal to ¨C66.616 kJ. This means that we are about 1. kJ away from real answer.

Discussion I think our result is acceptable, but pretty far from accurate. I think that when perform a lab like this, there are many different sources of errors, which are hard to eliminate. Heat will always be lost to the surroundings for example. Something that I think we could maybe have done better job at recording the starting temperature. We just left the thermometer in for about one minute. Maybe we should have left it there longer and we might have gotten an even better result. But at least we used a digital one, instead of a normal one, that must have given us a better result. Other than that, I can¡¯t really think of anything we could have done wrong, or something that we could have done in a better way.

Could there be any errors in the calculations? The specific heat content of water is 4.1 J/g. We where supposed to use the same value for the hydrochloric acid, but is that really 100 % correct? It there a better value you could use to get a better result?

I don¡¯t think this is a really important lab, I don¡¯t think this is something that you do very often since heat of formation is so well documented in books. But the lab really helped me to understand the different between heat of reaction and heat of formation, and how to calculate these.

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