Problem of the Elderly Driving in the US

Introduction As individuals get progressively older their mental capacities, response times, and physical abilities tend to deteriorate yet despite such limitations people aged 60 and above still continue to drive on America’s roads and highways (Cobb, 411).Advertising We will write a custom research paper sample on Problem of the Elderly Driving in the US specifically for you for only $16.05 $11/page Learn More Based on data from the Insurance Institute for Highway Safety, a total of 3,981 individuals age 70 and above died as a direct result of motor vehicle crashes in 2009, this number does not include other drivers and pedestrians affected by the subsequent loss of vehicular control and as such the total number of fatalities as a direct result of such incidences could potentially be double the current number given by the IIHS. Various studies examining the impact of older drivers on America’s roads today state that as America’s ba by boomer generation gets progressively older the amount of individuals aged 70 above on America’s roads has escalated dramatically (Reisman, 356 – 357). Unfortunately, as shown by data from the IIHS, this has resulted in an actual increase in the number of car accidents in which the elderly have been involved. What must be understood is that driving a motor vehicle requires a certain degree of spatial awareness, responsiveness and the ability to accurately and succinctly gauge the speed and distance of the car that is being driven relative to other vehicles on the road (Reisman, 356 – 357) (Fox and Fama, 31). When an individual lacks the ability to express such aspects of regular driving behavior the potential for accidents to occur increases exponentially as the overall lack of spatial awareness, speed and distance results in a driver often misinterpreting the relative distance of their vehicle from either another car, obstacle or exit point which usually resu lts in an accident occurring. Studies examining elderly drivers all unanimously conclude that physical deterioration in the form of vision problems, depleted mental acuity, and a lack of physical responsiveness result in a reduced capacity to drive properly (Ratner, 23).Advertising Looking for research paper on land transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More They go on further to state that since physical deterioration becomes progressive over the time the same can be said for their ability to drive (McKinnell, 67). In other words as individuals get older their ability to mentally and physically embody the necessary behaviors needed to drive safely diminish up to a point that not only do they become a danger to the themselves but to other drivers and pedestrians as well (Ratner, 23). It must be noted though that surveys examining drivers aged 55 and above show that when the respondents were questioned as to their ability to dr ive nearly all of them stated that they drove â€Å"rather well† or had â€Å"no problems† on the road when driving (McLeod et al., 613 – 618). When comparing the survey results to accumulated scientific data as well as statistics on the number of vehicular accidents involving the elderly it can be seen that the respondents were unaware of the potential danger they represented both to themselves and other motorists due to an apparent inability to discern that their progressive physical and mental deterioration has had a detrimental effect on their ability to drive (McLeod et al., 613 – 618). Further examination of the research results also showed that when asked whether they planned to stop driving in the immediate future nearly all the respondents answered that they had no plans to and that they would continue driving for several more years (McLeod et al., 613 – 618). Based on these responses as well as data from the IIHS and other studies examini ng elderly drivers and their impact on America’s roads it can be seen that the attitudes as well as the physical and mental deterioration of elderly drivers presents a distinct problem due to their potentially adverse impact on both themselves and other drivers. As such it can be stated that, the government needs to limit the maximum age for driving because elderly drivers have caused many deaths and severe injuries each year. Similarity in Being Drunk and Being Old Driving under the influence of alcohol is considered a punishable offense in many states within the U.S. due to the potential dangers an inebriated driver possess to other drivers on the road. What must be understood though is that the reason why this action is considered illegal is due to the reduced physical and mental capacity of the driver, such a condition has been proven through literally millions of cases within the past several decades that a driver operating a motor vehicle under a diminished capacity due to the presence of alcohol in his system is more liable to cause accidents on the road and as such should be prevented.Advertising We will write a custom research paper sample on Problem of the Elderly Driving in the US specifically for you for only $16.05 $11/page Learn More Taking the concept of â€Å"diminished capacity† into consideration elderly drivers should also be restricted from being allowed to drive since they also possess a diminished capacity similar to people that are drunk. While there are certain differences such as an elderly individual having a deteriorated physical and mental condition as a direct result of natural causes while an inebriated driver has a diminished capacity as a direct result of the consumption of alcoholic beverages the fact remains that both individuals display behaviors which place them at risk of not only harming themselves but other drivers as well. For example, one of the main reasons why drunk driving is considered a punishable offense is due to the diminished mental capacity that a drunk driver is under which results in their inability to effectively drive their vehicle. Studies examining drunk driving show that the diminished mental capacity takes the form of being unable to gauge distance and speed, the inability to formulate fast enough decisions while on the road and finally the propensity to overcompensate resulting in wider turns and faster speeds. While such symptoms are not present in drivers 55 and below studies examining drivers 70 and above show an almost similar degree of deteriorated mental capacity in the elderly comparable to drunk drivers which makes them just as likely to cause the same type of accidents as the average drunk driver (Branaghan and Gray, 580 – 581). Another factor that should be taken into consideration is the concept of perception and how drunk and elderly drivers tend to perceive things almost similarly. Studies examining the effect of al cohol on the average person’s ability to perceive objects reveal that a person’s ability to accurately distinguish numbers, colors, warning signs and other similar forms of road safety measures tends to decrease the more alcohol an individual consumes. This is another reason why driving under the influence of alcohol is considered a punishable offense since the inability to distinguish proper road safety signs makes the driver of the car more liable to cause accidents despite the precautions put into effect in order to prevent them. In the case of the elderly, physical deterioration once more comes into play however in this case the focus of attention is on their vision.Advertising Looking for research paper on land transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More What must be understood is the fact that as a person gets older their vision tends to deteriorate over time, while there are measures available to correct this such as glasses or corrective surgery in some cases elderly individuals suffering from eye deficiencies such as cataracts, glaucoma or macular degeneration are unable to get the necessary corrective surgery (Branaghan and Gray, 580 – 587). This results in elderly drivers having to contend with either blurred or hazy vision, a distinct reduction in their peripheral vision and even loss of their central portion of vision which can not only cause them to misinterpret road signs but could lead them into not realizing they are approaching and obstacle, car or pedestrian (Friedman et al., 1846). Such cases are similar to what happens to drunk drivers and as such is further evidence of the necessity to place elderly drivers in the same category of â€Å"diminished capacity† as drunk drivers. The last piece of evidence showing the similarity between drunk and elderly drivers is once more connected to the concept of diminished physical and mental capacity but in this case it involves the ability to take in information and react immediately. In most situations when driving motorists need to take into account other cars in their lane as well as cars from the front and the rear. By taking into account their relative distance, speed and their proximity to the car a driver is able to make decisions within seconds as to how to properly handle their car given the situation at hand. In the case of drunk drivers their ability to discern information from their general environment and take subsequent action as need be is heavily impaired by the fact that both their physical and mental reaction times are greatly slowed down by the presence of alcohol. This makes them more likely to be slower in taking into account outside information which delays their ability to physically respond to the situation. The same c an be said of elderly drivers wherein their diminished mental capacity combined with their frail physical capabilities makes them less likely to be able to sufficiently take in information from their surroundings when driving and take appropriate actions (Marszalek et al., 1097 – 1103). In both cases this results in delayed actions in stopping, turning or going resulting in accidents occurring as a direct result. Based on this information it can be seen that when comparing both drunk and elderly drivers, both operate under a state of diminished capacity that not only endangers their own safety but that of others as well. As such, elderly drivers should be categorized under the same category as drunk drivers and be prevented from operating motor vehicles due to the potential threat to public safety that they represent. Physical Capability This paper has so far argued that the physical and mental deterioration of elderly drivers places makes them a danger to themselves and othe rs, what hasn’t been mentioned yet is the fact that elderly drivers are more likely to die from car accidents as compared to the average driver. What must be understood is the fact that traffic accidents can occur at any given time due to a plethora of causes, most of them not limited to the elderly. In such cases though when accidents do occur the elderly are just as likely to be involved in an accident as any other driver however their ability to actually survive such accidents is questionable at best. Once a person reaches the age of 60 and above a notable decrease in the amount of calcium in their bones is seen as well as muscle lethargy, decreased physical stamina as well as an overall level of deteriorated health (Brock et al., 1284). While this is a natural process for all individuals what must be understood is the fact that people with deteriorated levels of health are not as likely to survive a car accident as compared to an individual who is in the prime of their li fe (Ehrenfeld, 62). An examination of data relating to the ability to survive car accidents has shown that as an individual increases in age the less likely they are able to survive a major car accident (Brock et al., 1284). Even minor accidents can cause severe damage on most elderly individuals due to their relatively fragile physical states. While it may be true that barring an individual from driving on the basis of their fragility has little legal basis, the fact remains that when taking into consideration the inherent physical fragility of elderly drivers aged 70 and up and combining it with the fact that they are more likely to enter into traffic accidents due to their diminished physical and mental capacities, as established by this paper, then it becomes a question of whether the government needs to act on the basis of protecting the elderly from themselves since clearly they are likely to kill themselves (along with others) if they are allowed to continue driving at advanc ed ages (Brock et al., 1284) (Mitchell and Suen, 17). Opinion of the Elderly While this paper has been quick to point out the negative implications of elderly driving an examination of the responses of the elderly towards the concept of limiting the age limit on driving has brought about several compelling arguments. The first argument presented is the fact that since most elderly individuals live with their spouse or are alone if they are prevented from driving this limits them towards the use of public transportation which is arduous at best which may result in increased stress, a worrisome factor given their advanced ages (USA Today, n.d). It must also be noted that in most cases within the U.S. the elderly do not live with their children and as such have come to rely on their own ability to get things done. Studies examining the responses of various elderly respondents have shown that most are reluctant to take on the use of caregivers and as such continue to try to remain activ e. By preventing the elderly from driving this may in turn place either undue financial stress as a direct result of them needing to hire a caregiver since their children would not be around to drive them as they please (Modern Medicine, 5). Other arguments presented state their inherent legal right as citizens to be able to drive so long as they prove they are capable of doing so. In such cases it has been shown that the elderly can be retrained to drive at advanced ages in order to take into account their physical and mental deficiencies and act accordingly in order to become better drivers. Based on these following arguments it can be seen that there are alternative methods to outright banning the elderly from driving. On the other hand all the arguments presented neglect to take into account the fact that the elderly account for a large percentage of all automobile based accidents within the U.S. with the number gradually rising by 5 percent each year as a direct result of aging sectors in the U.S. population (Tips, 9). Conclusion Despite the counterarguments presented it can clearly be seen that allowing the elderly to drive poses too much of a risk to both themselves and the general public to allow the practice to continue. What must be taken into account is the fact that their continued physical and mental deteriorated coupled with the necessities of being a proficient driver simply do not mesh. As such, the government should take measures in setting up an appropriate age limit that allows elderly people to drive. By doing so, not only does the government prevent the elderly from potentially harming themselves but also other drivers and pedestrians. Works Cited Branaghan, Russell J., and Rob Gray. â€Å"NONCONSCIOUS ACTIVATION OF AN ELDERLY STEREOTYPE AND SPEED OF DRIVING.† Perceptual Motor Skills  110.2 (2010): 580-592. Academic Search Premier. EBSCO. Web. Cobb, Roger W. â€Å"Are elderly drivers a road hazard?: Problem definition and politi cal impact.† Journal of Aging Studies 12.4 (1998): 411. Academic Search Premier. EBSCO. Web. David S. Friedman, et al. â€Å"Driving Cessation and Driving Limitation in Glaucoma: The Salisbury Eye Evaluation Project.† Ophthalmology 116.10 (2009): 1846-1853.  Academic Search Premier. EBSCO. Web. Dwight B. Brock, et al. â€Å"Driving Life Expectancy of Persons Aged 70 Years and Older in the United States.† American Journal of Public Health 92.8 (2002): 1284.  MasterFILE Premier. EBSCO. Web. Ehrenfeld, Temma. â€Å"Time to Hang Up the Keys.† Newsweek 152.7 (2008): 62.  Academic Search Premier. EBSCO. Web. Fox, Peter D., and Teresa Fama. â€Å"Managed care and the elderly: Performance and potential.† Generations 20.2 (1996): 31. MasterFILE Premier. EBSCO. Web. McKinnell, Julia. â€Å"Should Dad really still be driving?.† Maclean’s 119.48 (2006): 67. Academic Search Premier. EBSCO. Web. Mitchell, C.G.B., and S. Ling Suen. â€Å"Urban Travel, Intelligent Transportation Systems, and the Safety of Elderly and Disabled Travelers.† Journal of Urban Technology  5.1 (1998): 17-43. Academic Search Premier. EBSCO. Web. Modern Medicine.†Gloom lasts in elders who turn over car keys.† Modern Medicine 65.4 (1997): 5. Academic Search Premier. EBSCO. Web. Ralph Marszalek, et al. â€Å"Hearing Impairment Affects Older People’s Ability to Drive in the Presence of Distracters.† Journal of the American Geriatrics Society 58.6 (2010): 1097-1103. Academic Search Premier. EBSCO. Web. Ratner, Todd C. â€Å"Elderly Drivers: an Age-old Problem.† Business West 26.20 (2010): 23. MasterFILE Premier. EBSCO. Web. Rebecca McLeod, et al. â€Å"Self-rated driving performance among elderly drivers referred for driving evaluation.† Accident Analysis Prevention 37.4 (2005): 613-618. Academic Search Premier. EBSCO. Web. Reisman, Anna. â€Å"Surrendering The Keys: A Doctor Tries To Get An Impaired E lderly Patient To Stop Driving.† Health Affairs 30.2 (2011): 356-359. Academic Search  Premier. EBSCO. Web. Tips.†Getting parents to give up their car keys — tips for adult children.† Enterprise/Salt  Lake City 40.27 (2011): 9. Regional Business News. EBSCO. Web. USA Today. â€Å"Focus driving tests on safety, not age.† USA Today n.d.: MasterFILE  Premier. EBSCO. Web. This research paper on Problem of the Elderly Driving in the US was written and submitted by user Hallie Martinez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Without a Paddle Amazon and Hachette and Us

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Procurement of Subcontract Packages

Procurement of Subcontract Packages Purpose The aim of this paper is to investigate how Main Contractor procurement procedures influence value on a project through competitively tendering Sub Contract packages; whereby cost is driven down by competition or single sourcing Sub Contract packages creating value through negotiation and innovation. Design/Methodology/Approach Empirical data was collected through structured questionnaires issued to Sub Contract companies and Main Contractor firms. 1.0 Introduction 1.1 Background What the Study is about When considering the procurement of a Sub-Contract package, the procurer is faced with numerous challenges. First he/she needs to gather all information required to decipher what needs to be procured and how the information can be transposed to potential Sub-Contractors. Secondly a contractual agreement is created including obligations and methods of compensation. Thirdly, the procurer needs to decide how to award the procurement contract between the Sub-Contractors, either through competitive tendering or single source negotiation. Ultimately the award method should result in the selection of a highly competent and desirable Sub-Contractor resulting in a cost effective product. The award method may be appointed to Sub-Contractors in two ways. Either a single Sub-Contractor can be approached to discuss and agree the works (single source tendering), or a number of Sub-Contractors can be invited to compete for it (competitive tendering). With regards to competitive tendering it is important to distinguish the method or form of competition from the criteria used for the selection of Sub-Contractors. Ciria (1994, p15) states that competition may be either: Open, where there is no limit on the number of Sub-Contractors invited to compete for work. Or Selective or restricted, where the number of Sub-Contractors invited to compete is limited. For the purpose of this study open competitive tendering will not be taken into consideration to keep the number of variables to a constant. Where competition is referenced throughout the paper we are to assume selective or restricted competition. 1.2 Research Focus This paper addresss the potential increase of project value generated by detailing a partnering approach based on Sub-Contractor and Main Contractor relationships; compared to that of traditional competitive tendering. Competitive tendering can be described as determining the value of the subcontract; whereas in contrast, negotiation is designed to create the value of the subcontract. Since the Latham Report (1994) and Egan (1998) was published there has been a greater awareness regarding the possible benefits to single source a product or service. In theory if contractors and subcontractors engage and work together would it provide best value? Alternatively would value be added by competition? Competitive tendering is still widely recognised as an attractive procurement mechanism and is strongly advocated as it helps to stimulate and promote competition encouraging many potential suppliers. This subject area has been addressed due to its close relationship with the Quantity Surveying profession. Accurate procuring of goods and services is essential to a projects success, having a direct impact on profit margins. This study is relevant to everyday work for a site based Quantity Surveyor dealing with nominated Sub-Contractors on a daily basis while working closely with the procurement team to procure future packages. Interest has motivated the investigation and address of the thesis question; Single source or competitive tendering; which procurement route gives best value? 1.3 Overall Research Aim and Individual Research Objectives The overall aim of this research is to advance an understanding of the impacts that tendering Sub-Contract packages through negotiation or competition have on a projects value. However, in order to understand tendering methods and its effects on value it is felt necessary to gain an insight into the forces driving Sub-Contractor and Main Contractor relationships and explore the barriers to implementation of both parties achieving maximum value. Further, this research will assess existing practices, exploring the experiences and views of professionals involved with Sub-Contract procurement. In turn two main research vehicles will be exploited to facilitate this study: an in depth review of relevant literature and the collection of and analysis of empirical data. The chapter entitled Methodology contains the details of both research strategy and data collection techniques to be used to obtain empirical data. Specifically, a range of objectives have been developed and unpacked from the central question, the objectives of this research are to: Identify and investigate the forces driving single source and competitive tendering procurement routes. Evaluate critically the construction industries current views and opinions, compiling the attitudes of the experts. Explore and evaluate the advantages and disadvantages for each method of procurement. Formulate and propose recommendations on the procurement route that provides more value to a construction project. 1.4 Value of this research At the risk of oversimplification of the purpose and value of each of the above objectives, objective 1 focuses on methods, reasons and emerging issues. Whereas it is in objectives 2, 3 and 4 is where this research will make key contributions to the field of Sub-Contract package procurement through single sourcing or competitive tendering. Each of the objectives must not be viewed as separate, unrelated issues. The listed objectives are necessarily interlinked. The first objective on investigating procurement routes will cover the strategic drivers and methods associated with the procurement of Sub-Contract packages. For example, it will, in effect, attempt to answer the question are there forces driving companies to procure Sub-Contract packages in certain ways and, if so, what are they and what do they involve? An example of such driver could be perceived as communication, which if the case, may act as a driver to encourage negotiation through single sourcing Sub-Contractors. Obj ective 2 on critically analysing the construction industries views provides an opportunity to gain meaningful insight into the views of professional staff, and management form Sub-Contractor and Main Contractor backgrounds, on what would encourage them to procure Subcontract packages through either negotiation or competition, what would discourage them and how these link to value creation as well as their views on the industries past and current approaches. Objective 3 on the advantages and disadvantages is of obvious relevance to assist in the analysis of each procurement route and links in with objective 4. Finally objective 4 formulating recommendations will, as a result of both a review of literature and the collection and discussion of empirical data, make recommendations. The objectives are not to be seen as independent of each other, but rather as all linked to issues surrounding procurement routes and how they can add value in the construction industry. 2.0 Literature Review 2.1 Introduction This literature review will examine the main issues surrounding the drive for single sourcing and competitive tendering associated with Sub-Contractor selection. Emphasizing current obstacles and potential benefits for each procurement routes from both parties. The study within this review of literature focuses on objectives 1 and 2 as set out in sub-section 1.3 of the Introductory chapter (the third objective will be completed through the vehicle of empirical data collection and analysis, while the final objective objective 4 is derived as a result of findings from objectives 1, 2 and 3): Identify and investigate the forces driving single source and competitive tendering procurement routes. Evaluate critically the construction industries current views and opinions, compiling the attitudes of the experts. Explore and evaluate the advantages and disadvantages for each method of procurement. Formulate and propose recommendations on the procurement route that provides more value to a construction project. By exploring the above areas of literature, a significant contribution will be made to this research. At the end of this chapter it is hoped that a critical understanding of key issues is exhibited, that the reader will be better informed in these areas and that there will emerge a clear focus, and justification, for empirical research in the field of Sub-Contractor procurement methods and their effect on value during a construction project. 2.2 Forces driving single source and competitive tendering procurement routes. 2.2.1 Historical Events Government Legislation Subcontracting became a popular practice in the 1960s and over the years established itself as an integral part of the industries production process. Projects were procured using traditional methods of delivery with main contracts being awarded through competitive tendering (Uher, 2009; Davenport, 2009, p.200). During these years the economy was stable with little inflation and low interest rates, the contractor was seen as the Master Builder due to employing most of its own direct labour and only specialised areas of work such as mechanical and electrical were subcontracted. Since the late 1960s the worlds economies experienced periodic economic downturns, increased inflation and higher interest charges. With the Construction Industry being highly susceptible to economic fluctuations, the adverse economic actions changed the traditional practices of the construction industry; one of the foremost changes being the shift towards subcontracting. Since the early 1990s the Construction Industry has continued its conflict-ridden competitive tendering culture, together with adversarial working relationships throughout its supply chain, (Brindley, 2004). The Construction Industry continued to pressure its suppliers to lower prices, along with delaying payments to them so that it could profit from a level of interest. This tradition placed risk on smaller businesses causing them to cease to exist or execute projects at inferior quality. Authors in the early 1990s were somewhat certain about their view between main contractor and subcontractor relationships; with main contractors driving prices down even if detrimental to quality, not paying subcontractors on time and in some cases forcing smaller companies to cease trading. The UK government, concerned by these facts employed Sir Michael Latham in 1994 and Egan in 1998 to produce two reports. Latham advocated the need for a Code of Practice for subcontractor procurement and for st atutory backing to fair payment terms (Latham, 1994). Consequently in 1996 the Construction Industry Board published and implemented a Code of Practice for the Selection of Subcontractors and the Housing Grants and Regeneration Act. In addition, Egan (1998) pointed out that partnering through the supply chain is a critical approach with which the UK construction industry can drive innovation and sustain incremental improvement in performance. In recent years main contractor supply chain relationships have changed from the traditional adversarial to the joint venture, with tendering experiencing a retreat from traditional methods of procurement towards single source processes. According to Davenport (2009) the contribution of subcontractors to the total construction process can account for as much as 90 per cent of the total value of a construction project. One of the results of this is that main contractors are concentrating their efforts on managing site processs rather than employing direct labour to undertake construction work. Main contractors have recognised the positive impacts that closer working relationships with subcontractors can have on package value and quality. Most work undertaken on construction partnering has been between client and main contractor relationships with little mention of adopting partnering with subcontractors. 2.2.2 The Contracting Framework A central problem in procurement is that both Sub-Contractors and Main Contractors share uncertainty about many important design changes that occur after the contract has been awarded. These changes are usually a consequence of design failures, unexpected conditions and changes in regulations, which have an effect on project costs. This observation suggests that relationships between both parties can become adversarial hindering supply chain relationships. Therefore project design completeness will have an impact on the procurement award method selected. (Tadelis, 2006; Bajari, 2006) argue that simple projects, requiring an uncomplicated design ought to be procured using fixed-price contracts as they have high design completeness. Therefore preventing the need for contract variations, and are best awarded through competitive tendering. In contrast (Tadelis, 2006; Bajari, 2006) state that complex projects demanding large design give rise to surprises throughout the projects due to low levels of design completeness. Implying that there will be a high chance for variations therefore it should be awarded through negotiation. The insight for these thoughts is through incentives to reduce costs that follow on site variations consequently having an effect on a projects overall value. In fixed price contracts, the Sub-Contractor offers the procurer a lump sum price to carry out the works as specified, with any changes being negotiated throughout the contract. The incentives for a Sub-Contractor to reduce tender costs offered by fixed price lump sum tendered contracts will lead to increased costs for the Main Contractor through variations when changes need to be negotiated. This valuable surplus to the Sub-Contractor leads to efficiency loss through the Sub-Contractor wishing to use these changes to his advantage. On the topic of competitive tendering Tadelis (2006, p.4) states: While competitive bidding does have the advantage of unbiased awarding of projects, it fails to respond optimally to ex post adaption. Therefore it appears that competitive tendering stifles coordination between Sub-Contractors and Main Contractors before specifications and drawings have been finalised. After all a Sub-Contractor has no incentive to offer the procurer advice on value engineering or innovative ideas, if anything the Sub-Contractor would benefit from holding any information from the Main Contractor as they would offer a competitive advantage over the rival competitors. Once awarded the contract the anticipated design errors will be discovered and the Sub-Contractor will be in a position to claim excessive variation costs. However In negotiated single source tendering both the Main Contractor and Subcontractor typically spend time discussing the project before construction begins. During these discussions the Sub-Contractor will have better incentives to suggest potential cost saving techniques through design and specification changes. Accompanying this more design pitfalls will be picked up before a p roject begins, potentially adding value. The competitive pressure through negotiating contracts with a single Sub-Contractor is weak with the procurer not achieving all the potential cost savings. 2.3 The construction industries current views and opinions Competitive tendering is widely recognised as an attractive procurement method and is commonly supported for numerous reasons. Largely it is viewed as a means of promoting and stimulating competition amongst Sub Contractors. By its nature open competitive tendering invites potential Sub Contractors from many venues reducing the likelihood for price inflation (Tadelis, 2006; Bajari, 2006). Fair market price discovery is beneficial to this type of tendering with open competitive mechanisms being transparent, making it easier to prevent corruption. (Cira,1994) suggests that competitive tendering has three significant advantages over negotiation which as as follows: Competition encourages a systematic approach which is more likely to yield the right Sub-Contractors than negotiation with a single Sub-Contractor Competition is a transparent process and so helps satisfy the increasing demand for accountability in both public and private sectors. Competition can give clients better value for money, particularly when compared on the basis of both their ability and fees. An interesting point made by CIRA, 1994 pg 14 arguing against competition was that Sub-Contractor input at an early stage cannot be described well enough to allow fair competition. This is because the Sub-Contractor helps define the works needed and bids consist of an element of judgement due to incomplete design. CIRA also mentioned that initially competition is a time consuming and expensive process and costs may outweigh any value saved. However the benefits of selecting the most suitable Sub-Contractor for the job could outweigh this initial investment. Competition can have practical exceptions to its use through complicated packages where only one Sub-Contractor has the specialist expertise needed. Or is services are needed urgently and there is not enough time to undertake the competitive process properly. Competitive tendering, where the lowest bidder gets awarded the contract, is deeply embedded in the construction industry and can be destructive in the long term as the need to minimise transactional costs tends to reduce quality and client satisfaction. The emphasis on cost competition, and the traditional adversarial Main Contractor Sub-Contractor relationships, results in frequent changes in participating firms from one construction project to another. This makes collaboration between them difficult. Partnering leading to single sourcing between Sub-Contractors and Main Contractors has been cited as effective approaches to overcome these difficulties and add value to a project. (Dainty, 2001) identified the following barriers to integration from the subcontractor point of view: Financial/cost-related issues related to competitive tendering based on price, which has developed adversarial relationships that result in serious problems with regard to payments; Planning/time-related issues, such as false expectations on part of the main contractor and unrealistic schedules; and Attitude-related issues, such as arrogant conducts, exclusion of the subcontractor from the early phases, lack of praise for good performance, poor site management practices, and lack of understanding of subcontractors problems. Latham (1994) defines partnering as a contractual arrangement between two parties for either a specific length of time or for an indefinite time period. The parties agree to work together, in a relationship of trust, to achieve specific primary objectives by maximizing the effectiveness of each participants resources and expertise. It is for this reason, that principal contractors are oblivious of the fact that sub contractors can bring added value to the construction project (Dainty et al., 2001). Conversely authors such as (Dimitri, 2006) recognise competitive tendering as an attractive procurement mechanism, stimulating and promoting competition, hampering corruption and inviting more potential subcontractors to price work. Although the single sourcing approach has shown promising results, there are some cases in which subcontractors have considered that it did not add any value, while some main contractors have seen little benefit in forming alliances with firms that they do not regularly work with (Dainty et al. 2001). Egan (1998) feels that sub contractors should be involved in the design team as early as possible. An argument which is echoed by Briscoe et al. (2004), who believes that sub contractors should be procured early, therefore need knowledge and ability to exercise value engineering and other innovation exercises. The primary reason for selecting sub contractors is their innovation and knowledge, not necessarily for the lowest price. However, high performing sub contractors use their innovation and knowledge, and can often deliver a better service at a lesser price. Low performing sub contractors offer only on low price, while high performing contractors offer value (Garrison, T. 2006). The next stage of this research will detail the Research Methods to be used to capture the empirical data, including details on the research strategy to be adopted, data collection techniques, sample selection and management of the researchers role. Ethics Statement When undertaking a research project careful consideration must be taken to ensure that any material contained within the project causes no harm or potential harm to anyone, or organisation. Ethics is the science that deals with conduct, in so far as this is considered as right or wrong, good or bad. (Dewey, 2008) An Ethics Review Checklist has been completed (Appendix A) which has highlighted a potential area for approval. This is due to the methods of research being undertaken which involve human participation. These activities specifically include questionnaires; to ensure they are executed in a morally correct and ethical manner the following steps will be taken. Ensuring that the subjects have the option to grant voluntary consent the questionnaire will be structured in a way that participants can opt out of answering either individual questions or not participate at all. This is honoured by all questionnaires being issued to the subjects via e-mail, permitting candidates to return the document in their own time and at their own will with no pressure to respond, therefore there will be no reason for any of the participants to feel uncomfortable. All questionnaires issued will be sent with a participation consent form and information sheet. The questionnaire refers to this documentation via a disclaimer that by returning the survey the subject agrees to the terms and conditions and privacy statement as disclosed in the consent form. This disclaimer ensures the subject that careful consideration is being taken to ensure that all participants and respective companies remain anonymous, to prevent any possible harm. Subjects will be referred to by job role only with no mention of name or company to eliminate any matters of commercial risk or damage to reputations. Feedback will be issued to subjects that assisted in the research thanking each subject for his/her time and input; including a summary of the findings once all research has been populated. In line with the Data Protection Act 1998 upon completion of the research all completed questionnaires and sensitive data will be destroyed, including any stored on hard disk and in the recycle bin. Two hard copy publications of the finished article will be produced for the university, in addition with one electronic; these publications may be available for public viewing in the university library which is disclosed in the participation information sheet. I intend to conduct a number of case studies for research; therefore it is incredibly important that each case study will be alphabetically referenced, with no mention of any information that could identify the individual, project, location, contractor, client or consultants. All material will remain unidentifiable including any diagrams, illustrations or drawings used. This ensures that all parties involved can be assured that there will be no information detailed in the document which could potentially cause harm. All sensitive material collated will be dealt with due care, and destroyed in the correct manner either by shredding hard copies or deleting the information from hard disk. Any secondary research undertaken will be wholly and correctly recognized to the author and source throughout the dissertation by means of Harvard referencing. Methodology Introduction A valuable aspect to this research relates to Objective 2: the opportunity to study the construction industries current views and implementation in practice in a subject that, although generating much discussion, is in terms of research in its embryonic stages. Research Strategy One research method that will be adopted, related to research strategy, is a questionnaire. What is a questionnaire approach and why is it suitable for this research? Cohen and Manion (2007: 317) describe a questionnaire accordingly: The questionnaire is a widely used and useful instrument for collecting survey information, providing structured , often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straight forward to analyse. According to this definition, a questionnaire is therefore concerned with seeking individuals views, facilitating this researchers drive to probe deeply into answering the thesis question as to which procurement route provides more value by seeking representatives opinions. Cohen and Manions definition also gives merit to a questionnaires practical consideration, aiding the justification for using this researchers chosen research strategy and data collection technique. Data Collection The questionnaire has been structured using primarily qualitative research as it is linked to in-depth exploratory study. Enabling the opportunity for quality responses exist through open ended questions, probing participants thoughts and views. Denzin and Lincoln (2003) hold that qualitative research involves studying things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. The subjects have been selected through convenience sampling, a non-probability approach to sampling as they have been exclusively targeted. Convenience sampling was used because of its expediency through issuing questionnaires to staff in the organisation for which this researcher works, and to subcontractors whom this researcher has dealt with. Through having a prior association with the subjects a better rate of return has been achieved, with subjects wanting to engage more in the research. In addition to this further time will be spent by each individual on providing more detailed responses further enhancing the thoroughness of this paper. Respondents are construction professionals and range from job roles such as estimators to surveyors and project managers to directors. The wide variety of job roles will give me the levels of unbiased data required to reach a conclusion. This method of research has been selected with the aim that subjects ideas and insights may lead to other, m ore detailed and representative research. Two different questionnaires were issued via electronic mail to a pre populated list of employees with one questionnaire issued to subcontractors and the other to main contractors. The purpose of this was so that the questions could be tailored to suit either the contractor or subcontractor, it was important to collate both views to reach an accurate conclusion. The theory behind using E-mail to distribute and collate the questionnaires was that it is much more reliable than circulation by post, easier to manage and track, whilst being convenient to people encouraging a larger participation as well as being more environmentally friendly and cost effective. Limited background data was requested such as position in company and level of industry experience as I felt other information would be irrelevant and not unpack the central question. There are no more than ten questions asked per questionnaire, it was felt that no further questions were required as a conclusion can be drawn from t he results and that by using fewer questions the participant is more likely to contribute as it will not encroach on their working day. The questions have been structured in a standardised manner so that they can be interpreted and analysed efficiently, there is a balance between open and closed questioning. Framework for Data Analysis Limitations and Potential Problems Convenience sampling suits this area of study because it is industry specific, by targeting known subjects this reduces the limitations of the research as there is only one researcher so manually sourcing or random sampling would be very time consuming with no guarantee of the quality of results. A perceived limitation with using questionnaires for research is that they are limited in number. This is predominantly justified due to the lack of time available as a student. To negate this risk the subjects were carefully selected to ensure a high rate of questionnaire return and an increased level of detailed answers. Methodology Rational Behind the Questions Questions issued to Sub-Contractors Interviews were dismissed as a potential research strategy; the rationale behind this is for the reason that unlike questionnaires they are not anonymous. Therefore interviewees may hold back from their true feelings or not give as much detail in their answers. This researcher has counteracted this by using open ended questions in the questionnaire permitting the subject the opportunity to express concerns and genuine views with the knowledge of total incognito; further substantiating that by using a questionnaire counts as valid empirical research due to its is suitability and relevance to this research paper. This researchers own primary data has been collected due to the lack of previous literature available on this subject; the majority of accessible information is concerned with client and contractor relationships and not contractor/subcontractor relations. Findings Introduction This chapter reveals the results of the survey described in Chapter 3 Methodology. This research concentrates on obtaining the views of Sub-Contractors and Principle Contractors with regards to single sourcing or competitively tendering Sub-Contract packages. Survey Findings; Description, Analysis and Synthesis Main Contractor Question 1.0 The first question Question 1.0 was: Do you feel that repeat work with the same subcontractor improves the working relationship in terms of discussing site issues/valuations? Response 17 (81%) of subjects questioned felt that working with the same Sub-Contractor improves the working relationship with 4 (19%) arguing against the majority. One respondent responded positively: A collaborative working relationship forms the basis of a much stronger approach to on site discussions and subsequent resolution of variations. Another stated: It needs to be two ways, with both parties fully buying into the benefits. One member conjectured that repeat business can improve working relationships however; at times this can be tested due to commercial pressures. No Main Contractor respondents stated a reason behind why repeat work with the same Sub-Contractor does not improve the working relationship. The replies from Main Contractor personnel suggest that there is still a problem with collaborative working. Although 81% of respondents viewed repeat work with the same Sub-Contractor in a wholly positive light, 19% felt differently. Question 2.0 The second question Question 2.0 was: Do you believe that repeat work with the same subcontractor gives a higher quality of workmanship? Response This question gave rise to many mixed views with 57% of the subjects surveyed believing that repeat work with the

A Role of the Women Essays -- Literary Analysis, A Raisin In the Sun

The Role of a Woman In a Raisin in the Sun is a play about a family that lives on the South side of Chicago, a section of the city Hansberry once described as â€Å" a place apart†, where â€Å" each piece of our living is a protest â€Å". After the death of Walter Young (Big Walter), his wife, Lena (Mama), is the beneficiary of a $10,000 insurance policy. The money will be used to provide for the family’s future. Race, race relation and big Walter’s insurance money supply the thematic context for Hansberry’s play; but the Younger family is, essentially, searching for its place within American society. Hansberry once pointed out that even a â€Å"Negro family â€Å"has â€Å"many gradations as we see in a Raisin in the Sun the women portray the progression women have had from one generation to the next. Mama is prominent traditional black feminist role. Park stated that a very strong and pervasive female culture has survived within black communities, but its role has been disguised by negative â€Å"matriarchy† arguments of white and black men (4).The black mother situates black feminism in the place where it is ordinarily and traditionally practiced by black women; in the home. While part of the mainstream, academic feminist agenda has dermphasized mothering as an important part of women’s lives, to do so with black women would be to dismiss a traditional locus of black female power. Parks stated that in a Raisin in the Sun Niara Sudarkasa produced a body of a thropological work which presents the female – centered household as the Afrocentrically traditional form (5).Parks stated that the full bodied and strong, she is one, of those women of a certain grace and beauty who wear it so unobtrusively that it takes a while to notice †¦. Being a woman who has adju... ...e â€Å"side hustles†, the postmodern equivalent of Ruth laundry service, operated out of the home. â€Å"The black women’s role in the physical survival and is growth for her sake and her family’s sake (6). Ruth role is a house wife trying to stand by her husband side. In a Raisin in the Sun the three women plays an important part of the play. Each woman repents a different kind of generation. Mama repents the old fashion kind of women black in her days well on the other hands Beneatha repents the new women. Well is just in the middle of Mama and Beneatha so that would make Ruth a combination of both. As we see in a Raisin in the Sun the women portray the progression women have had from one generation to the next. The women in a Raisin in the Sun have a lot of new, old and in the middle kind of women that portray the progression from generation to generation.

Chemistry Lab Write-Up

The Effect of Temperature on the Rate of the Reaction Between Calcium Carbonate and 1. 0 M Hydrochloric Acid Josue Montoya IB Chemistry SL Mr. Pham Due Date: 07 March 2013 Dates Experiment Was Conducted: 27, 28, 29 February 2013 INTRODUCTION Research Question: How does altering the temperature at which calcium carbonate and 1. 0 M hydrochloric acid react, affect the rate of reaction? Aim: The purpose of the experiment is to demonstrate how changing the temperature at which a reaction takes place, either by lowering the temperature or making the temperature rise, affects the rate at which the reaction proceeds.To demonstrate how changing the temperature at which a reaction takes place affects the rate of the reaction, the reaction between calcium carbonate and 1. 0 M hydrochloric acid will be observed at 5 various temperature readings. The 5 varying temperatures are targeted towards being at 10? C, 20? C, 30? C, 40? C, and 50? C. It is highly improbable that each trial for each of the 5 different temperatures will be the exact temperature that was targeted, so it’s just important that you end up having a temperature fairly close to the targeted temperatures so that the rates of reactions that you do receive are as correct as possible.The rates of reaction will be obtained using an apparatus that will guide the carbon dioxide gas being produced from the reaction between the 1. 0 M hydrochloric acid and the calcium carbonate from a reaction chamber into a flask containing water. This experiment will be performed by placing about 3. 0 grams of calcium carbonate chips into a flask containing 35 mL of 1. 0 M hydrochloric acid at one of the targeted temperatures. This flask is called the reaction chamber because it is the flask that contains the actual occurring reaction. The reaction between calcium carbonate and hydrochloric acid creates carbon dioxide as one of its products.When the carbon dioxide goes through the tube connected to the plug that seals the re action chamber it enters the flask containing the water the water will be pushed up a different tube and will displaced into a 50 mL graduated cylinder where you can measure how long it takes for the water to be displaced up to a certain mark on the graduated cylinder using a stopwatch. In this specific experiment you will measure how long it takes for 15 mL of water to be displaced by the carbon dioxide gas being produced from the actual reaction. Background:The rate of a chemical reaction is inversely related to time. This means that the longer a reaction takes, the lower its rate. Rate can either be measured by the increase of product concentration divided by the time taken to achieve that concentration or by the decrease of reactant concentration divided by the time taken to reach that concentration of reactant (An Introduction to the Collision Theory in Rates of Reaction). The collision theory states that a chemical reaction is dependent on the collisions between reacting molec ules (An Introduction to the Collision Theory in Rates of Reaction).But, for a reaction to occur, these molecules must collide in the correct orientation and they must collide with sufficient energy to be able to overcome the activation energy needed for a reaction to take place (An Introduction to the Collision Theory in Rates of Reaction). Factors that have an effect on the rate of a reaction include the concentration of reactants at the beginning of a reaction, the surface area of the reactants, pressure at which the reaction held, the use of a catalyst, and the temperature at which a reaction is held(An Introduction to the Collision Theory in Rates of Reaction).Increasing the concentration of the reactants at the initiation of a reaction increases the rate of the reaction because as the concentration increases, the frequency of successful collisions between reacting particles increases as well (Ford 123). Therefore, lowering the concentration of the reactants decreases the rate of the reaction. Decreasing the particle size, or increasing the surface area of the reactants increases the rate of the reaction because by subdividing the reactants you allow for more of the reactant to be exposed and that will lead to higher probability that the reactants will collide and react(Ford 124).Increasing the pressure will increase the rate of reaction, only if the reactants are in a gaseous form because increasing the pressure will decrease the volume which will then increase the concentration of the gases and lead to more successful collisions(Ford 124). The use of a catalyst will always increase the rate of a reaction because it provides a lower activation energy for a reaction to undergo successfully (Ford 124-25). Temperature affects the rate of a reaction immensely.Increasing the temperature will increase the rate of all reactions because temperature is a measure of the average kinetic energy of the particles and so the higher temperature represents an increase in their average kinetic energy (Ford 123). This also means that there will be a larger amount of particles exceeding the activation energy needed to collide successfully and react; this translates into an increase in the rate of the reaction (Ford 123). Many reactions tend to double their reaction for every 10?C increase in their temperature (The Effect of Temperature on the Rates of Reaction). But, by lowering the temperature at which a reaction takes place you lower the rate of reaction just as much as you increase the rate when you increase the temperature. Being able to control the temperature at which a reaction takes place is important because by being able to control the temperature you are also able to control the rate at which reactions happen, but most importantly you are able to control how fast you yield the product from the reaction. Practice test:  answer keyFor example, in the Haber Process the product that is being produced is ammonia (The Haber Process for the Manufacture of Ammonia). By using a low temperature the equilibrium of the solution shifts to the right and yields more product, but using too much of a low temperature and the reaction will take an extraordinarily long time to create ammonia as a product. To solve this problem pressure and concentration of reactants are increased in order to be able to use a higher temperature so that the rate of the reaction is high, yet still produces a good amount of ammonia (The Haber Process for theManufacture of Ammonia). In this experiment the reaction between 1. 0 M hydrochloric acid and calcium carbonate will be studied. The equation for the reaction between these two substances is: CaCO3(s) + 2HCl(aq) > CaCl2(aq) + CO2(g) + H2O(l) The calcium carbonate reacts with the hydrochloric acid in order to produce calcium chloride, carbon dioxide, and water. In this experiment the rate of the production of the carbon dioxide will be indirectly measured through the timing of how long it takes for 15 mL of water to be displaced.But, if we are measuring how long it takes for 15 mL of water to get displaced into the 50 mL graduated cylinder we are also measuring how long it takes for 15 mL of carbon dioxide gas to displace the 15 mL water into the 50 mL graduated cylinder. Hypothesis: If the temperature at which the reaction between 1. 0 M hydrochloric acid and calcium carbonate increases, then the rate of the reaction between the 1. 0 M hydrochloric acid and calcium carbonate will increase as well.According to the collision theory, if the temperature at which any reaction is held is increased then the rate of that reaction will always increase (An Introduction to the Collision Theory in Rates of Reaction). Temperature is a measure of the average kinetic energy of the particles and so a higher temperature represents an increase in their average ki netic energy (Ford 123). This also means that there will be a larger amount of particles exceeding the activation energy needed to collide successfully and react; this translates into an increase in the rate of the reaction (Ford 123).But, temperature and the rate of a reaction are directly proportional. If you increase the temperature of a reaction the rate will increase as well, but if you decrease the temperature the rate will decrease too. Variables: Independent Variable: The temperature at which the reaction between 1. 0 M hydrochloric acid and calcium carbonate is held is the independent variable because it is the only variable that is being altered during the experiment. In the experiment we change the temperature of the 1. 0 M hydrochloric acid before the calcium carbonate is added for the reaction to proceed to 5 different temperatures.The 5 varying temperatures are to be approximately: 10? C, 20? C, 30? C, 40? C, and 50? C. We are able to change the temperature of the 1. 0 hydrochloric acid by emerging the 500 mL Erlenmeyer Flask containing the 35 mL of hydrochloric acid into cold or hot water baths. By changing the temperature of the 1. 0 hydrochloric acid, the temperature at which the calcium carbonate and the hydrochloric acid react is able to be changed and we are able to observe how the temperature at which a reaction between 1. 0 M hydrochloric acid and calcium carbonate affects the rate of the reaction.Dependent Variable: The rate of the reaction between the 1. 0 M hydrochloric acid and the calcium carbonate is the dependent variable because it is the variable that is being affected by the changes in the independent variable, which in this experiment is the temperature at which the reaction is held. By changing the temperature at which the reaction is held you will either increase or decrease the rate, depending on whether you increased or decreased the temperature at which the reaction is held. To measure the rate of the reaction between the 1. M hydrochloric acid and the calcium carbonate, we will time how long it takes for the CO2 gas that is produced from the reaction between the hydrochloric acid and the calcium carbonate to displace 15 mL of water. To displace the water and measure the amount of time it takes to displace it we will use a water displacement apparatus that will allow us to take the carbon dioxide gas produced to enter a water chamber and displace the water from that chamber into a 25 mL graduated cylinder, and we will use a stopwatch to time how long it takes for 15 mL of water to be displaced.Controlled Variables: 1) The concentration and amount of hydrochloric acid used should remain consistent throughout the entire experiment. Therefore you should only use 1. 0 M hydrochloric acid and only use 35 mL of it when conducting a reaction with calcium carbonate. To make sure your hydrochloric acid is of the same concentration every time you conduct a reaction, use the hydrochloric acid from the same sour ce every time, and to make sure you use 35 mL for every trial use a 50 mL graduated cylinder to measure the amount of hydrochloric acid before you place it into the 500 mL Erlenmeyer Flask.It is important to use hydrochloric acid with the same concentration throughout the entire experiment so that the rate of the reaction between the hydrochloric acid and the calcium carbonate isn’t affected by anything other than the temperature. If hydrochloric acid is of a higher concentration than 1. 0 M,   then the rate of the reaction will be faster than it should be, but if you use a hydrochloric acid with a concentration lower than 1. M then the rate of the reaction will be slower than it should be. 2) The amount of water being displaced should be consistent throughout the entire experiment, therefore you should time only how long it takes to displace 15 mL of water. To measure that you are timing how long it takes to displace 15 mL of water, use a 25 mL graduated cylinder. To get t he most accurate rates as possible, start the stopwatch after you place the calcium carbonate into the 500 mL Erlenmeyer flask containing the 1. M hydrochloric acid at one of the 5 targeted temperatures and you have sealed the flask with the cork, then stop the stopwatch as soon as you see the water being displaced reach the 15 mL mark on the 25 mL graduated cylinder. 3) The amount of calcium carbonate used throughout the experiment should remain constant, so you should use 3. 0 grams every time you perform a reaction between the calcium carbonate and the 1. 0 M hydrochloric acid. To make sure that you are using approximately 3. 0 grams of calcium carbonate in every experiment performed use a weighing balance to measure out the calcium carbonate.It is important to use 3. 0 grams of the calcium carbonate in every experiment because if you use more than 3. 0 grams then more carbon dioxide gas will be produced and the rate will increase because water is being displaced faster because o f the excess amount of calcium carbonate. But, if you use less than 3. 0 grams of calcium carbonate then the rate will be slower than it should be. METHOD Materials: 500 mL Erlenmeyer Flask 300 mL Erlenmeyer Flask 2 corks (plugs for that fit the 500 mL and 300 mL Erlenmeyer Flasks) Rubber Tubing 25 mL Graduated Cylinder 50 mL Graduated CylinderWeighing Balance Weighing Paper Stopwatch Calcium Carbonate Chips 1. 0 M Hydrochloric Acid 2 Glass Bowls Thermometer Heating Plate 400 mL Beaker Water Ice Procedure: Setup: Using the 500 mL Erlenmeyer Flask, 300 mL Erlenmeyer Flask, the rubber tubing, the 2 corks, and the 25 mL graduated cylinder make a water displacement apparatus like the one displayed in the diagram below. [pic] 2. Fill up the 300 mL Erlenmeyer Flask up to the 250 mL with water before each trial of the experiment is conducted. The larger 500 mL Erlenmeyer Flask is the reaction chamber in which the 1. M hydrochloric acid will be placed to react with the 3. 0 grams of calcium carbonate chips. The 25 mL graduated cylinder is where the water will be displaced into as the carbon dioxide gas enters the water chamber from the reaction chamber and displaced the water. Make sure to dispose of the water displaced into the 25 mL graduated cylinder after each trial. Experiment: Reaction at 10? C Set up an ice bath by putting ice and water into the glass bowl and set it aside so you can cool the hydrochloric acid later in the experiment. Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the ice bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid drops to about 10? C. While waiting for the temperature of the 1. 0 hydrochloric acid to drop, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of w eighing paper on the balance and tare it. After you have tared the weighing paper, measure out the 3. 0 grams of calcium carbonate.Put the calcium carbonate aside until you are ready to react it with the 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the ice bath until it reaches 10? C. If your temperature goes below 10? C, take the Erlenmeyer Flask with the hydrochloric acid out of the ice bath and wait for the temperature to go up to 10? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 10? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M hydrochloric acid at 10? C and cork it and start the timer.Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 2-7 4 more times until you have done a total of 5 trials for the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate at 10? C. Reaction at 20? C Set up an ice bath by putting ice and water into the glass bowl and set it aside so you can cool the hydrochloric acid later in the experiment.Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. 0 M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the ice bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid drops to about 20? C. While waiting for the temperature of the 1. 0 hydrochloric acid to drop, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of weighing paper on the balance and tare it. After you have tarred the weigh ing paper, measure out the 3. grams of calcium carbonate. Put the calcium carbonate aside until you are ready to react it with the 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the ice bath until it reaches 20? C. If your temperature goes below 20? C, take the Erlenmeyer Flask with the hydrochloric acid out of the ice bath and wait for the temperature to go up to 20? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 20? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M hydrochloric acid at 20?C and cork it and start the timer. Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 10-15 4 more times until you have done a total of 5 trials for the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate at 20? C. Reaction at 30? C Fill up a 400 mL beaker of water and heat it up until boiling on a hot plate. After it starts boiling place the water into the glass bowl.Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. 0 M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the water bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid increases to about 30? C. While waiting for the temperature of the 1. 0 hydrochloric acid to increase, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of weighing paper on the balance and tare it. After you have tared the weighing paper, measure out the 3. grams of calcium carbonate. Put the c alcium carbonate aside until you are ready to react it with the 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the water bath until it reaches 30? C. If your temperature goes above 30? C, take the Erlenmeyer Flask with the hydrochloric acid out of the water bath and wait for the temperature to go down to 30? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 30? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M hydrochloric acid at 30?C and cork it and start the timer. Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 17-23 4 more times until you have done a total of 5 trials f or the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate at 30? C. Reaction at 40? C Fill up a 400 mL beaker of water and heat it up until boiling on a hot plate. After it starts boiling place the water into the glass bowl.Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. 0 M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the water bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid increases to about 40? C. While waiting for the temperature of the 1. 0 hydrochloric acid to increase, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of weighing paper on the balance and tare it. After you have tared the weighing paper, measure out the 3. grams of calcium carbonate. Put the calcium carbonate aside until you are ready to react it with t he 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the water bath until it reaches 40? C. If your temperature goes above 40? C, take the Erlenmeyer Flask with the hydrochloric acid out of the water bath and wait for the temperature to go down to 40? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 40? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M hydrochloric acid at 40?C and cork it and start the timer. Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 25-31   4 more times until you have done a total of 5 trials for the rate of the reaction between 1. 0 M hydrochloric a cid and calcium carbonate at 40? C. Reaction at 50? C Fill up a 400 mL beaker of water and heat it up until boiling on a hot plate. After it starts boiling place the water into the glass bowl.Using a clean 50 mL graduated cylinder, measure out 35 mL of 1. 0 M hydrochloric acid and then place the measured out hydrochloric acid into the 500 mL Erlenmeyer Flask and set the flask with the 1. 0 M hydrochloric acid into the water bath. Stick the thermometer into the hydrochloric acid and wait until the temperature of the hydrochloric acid increases to about 50? C. While waiting for the temperature of the 1. 0 hydrochloric acid to increase, use the weighing balance to measure out 3. 0 grams of calcium carbonate. First, place a piece of weighing paper on the balance and tare it. After you have tared the weighing paper, measure out the 3. grams of calcium carbonate. Put the calcium carbonate aside until you are ready to react it with the 1. 0 M hydrochloric acid. Swirl the 1. 0 hydrochloric acid in the water bath until it reaches 50? C. If your temperature goes above 50? C, take the Erlenmeyer Flask with the hydrochloric acid out of the water bath and wait for the temperature to go down to 50? C. Record the exact temperature of the hydrochloric acid in the 500 mL Erlenmeyer Flask. Once the temperature of the 1. 0 hydrochloric acid is about 50? C, place the 3. 0 grams of calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. M hydrochloric acid at 50? C and cork it and start the timer. Stop the timer once 15 mL of water is displaced from the water chamber into the 25 mL graduated cylinder. Record the amount of time it took for the water being displaced to reach the 15 mL mark on the 25 mL graduated cylinder. Set up the water displacement apparatus for the next trial. Repeat steps 33-39   4 more times until you have done a total of 5 trials for the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate at 50? C. DATA COLLECTING AND PR OCESSING Qualitative Data and Observations: Observations of the Reaction between 1. Hydrochloric Acid and Calcium Carbonate At Varying Temperatures |Temperatures At Which the Reaction Was Held |What Occurred to the Reaction (Observations) | |(Varying Temperatures) | | |10? C |The calcium carbonate did not cause much of a reaction in the chamber, it took a long time | | |for the water to travel up the tubes and reach the 15 mL mark on the graduated cylinder. |20? C |Reacted way quicker than the reaction between the hydrochloric acid and calcium carbonate | | |at 10? C. | |30? C |Reacted quicker than the 20? C, and the water was displaced a lot quicker than in the | | |reaction between the hydrochloric acid and the calcium carbonate at 20? C. | |40?C |The reaction was quicker than the reaction of hydrochloric acid and calcium carbonate at | | |30? C. The water was displaced fairly quickly. | |50? C |Most vigorous of all the reactions performed. The water started traveling up the tube | | |almost instantaneously. | The most vigorous reaction was the reaction that was held at 50? C.From this we can conclude that as the temperature at which a reaction is held is increased the rate of that reaction is increased as well. This leads us to understand that the relationship between the temperature of a reaction and the rate of the reaction are proportionally related. Raw Data: How the Temperature at Which the Reaction between 1. 0 M Hydrochloric Acid and Calcium Carbonate is Held Affects the Time It Takes to Displace 15 mL of Water |Targeted Temperatures |Trial # |Temperature At Which the Reaction Was Held |Time It Took For 15 mL of Water To Be | | | |(?C  ±0. 5) |Displaced | | | | |(seconds  ±. 0. 01) | |10 ? C |1 |10. 7 |94. 2 | | |2 |10. 1 |94. 1 | | |3 |10. 2 |94. | | |4 |10. 5 |94. 6 | | |5 |10. 5 |94. 1 | |20 ? C |1 |20. 4 |52. 4 | | |2 |20. 4 |52. | | |3 |20. 4 |52. 5 | | |4 |20. 3 |52. 1 | | |5 |20. 2 |52. 1 | |30 ? C |1 |30. 2 |22. | | |2 |30. 1 |22. 2 | | | 3 |30. 2 |22. 4 | | |4 |30. 3 |22. 2 | | |5 |30. 4 |22. 2 | |40 ?C |1 |40. 3 |18. 5 | | |2 |40. 6 |18. 2 | | |3 |40. 5 |18. 3 | | |4 |40. 6 |18. 4 | | |5 |40. |18. 4 | |50 ? C |1 |50. 6 |13. 5 | | |2 |50. 5 |13. 7 | | |3 |50. 0 |13. 4 | | |4 |50. 1 |13. | | |5 |50. 2 |13. 4 | Processed Data: Averages of the Temperatures Used in the Reaction between 1. 0 M Hydrochloric Acid and Calcium Carbonate and the Averages of the Time It Took For 15 mL of Water to Be Displaced As a Result of Those Temperatures |Average Temperature (? C) |Average Time it Took for 15 mL of Water to Get Displaced (seconds) | |10. 4 |94. | |20. 3 |52. 3 | |30. 2 |22. 2 | |40. 4 |18. 4 | |50. 3 |13. | This set of data was processed by taking each rate and temperature of one reaction at a specific targeted temperature and finding the averages by adding all the rates up and dividing by the total number rates added and by doing the same with the different temperatures recorded. Average Rates and Standard Deviation for the Reaction between 1. 0 Hydrochloric Acid and Calcium Carbonate at Varying Temperatures |Average Temperatures (? C) |Average Rate (mL/seconds) |Standard Deviation | |10. |0. 16 |0. 23 | |20. 3 |0. 29 |0. 26 | |30. 2 |0. 68 |0. 09 | |40. 4 |0. 82 |0. 11 | |50. 3 |1. 1 |0. 12 | The average rates were found by dividing the amount of water displaced by the amount of time it took to displace it. In this experiment we measured how long it took to displace 15 mL of water, so we divided 15 mL by how ever many seconds it took to displace that amount of water at the various temperatures. The standard deviation was found using Microsoft Excel. From the information in this chart we are able to create a graph displaying how temperature affects the rate of the reaction between 1. M hydrochloric acid and calcium carbonate. Calculations: % Uncertainty For the Rate of the Reaction between 1. 0 M Hydrochloric Acid and Calcium Carbonate To calculate the % uncertainty for the rate of the reaction bet ween 1. 0 M hydrochloric acid and calcium carbonate you have first divide the uncertainty of the 25 mL graduated cylinder used to hold the 15 mL of water that were displaced in the experiment and divide it by the number of mL being displaced. The uncertainty of the 25 mL graduated cylinder is  ±0. 5 mL. So in this experiment you would divide the 0. 5 by 15 and get 0. 03. You take this number and multiply it by 100.Next, you will divide the uncertainty of the stopwatch, which in this experiment is  ±0. 01 seconds by the amount of time it takes to displace the 15 mL of water at a certain temperature. After you get the number from dividing the uncertainty by the amount of time it took to displace the 15 mL water you will multiply it by 100. You will add this number with the number you received from dividing the uncertainty of the 25 mL graduated cylinder and this will constitute you % uncertainty for the rate of the reaction between the 1. 0 M hydrochloric acid and calcium carbonat e. GRAPHS [pic] CONCLUSIONThe purpose of this experiment was to evaluate how the changes in temperature affect the rate of the reaction between 1. 0 M hydrochloric acid and calcium carbonate. The relationship between temperature and the rate of the reaction was found by changing the temperature at which the reaction between the hydrochloric acid and calcium carbonate was held. 5 different temperatures were used in the experiment. The rate of the reaction between the calcium carbonate and the hydrochloric acid was found by timing how long it took for 15 mL of water to get displaced by the carbon dioxide gas produced from the reaction.It was hypothesized that as the temperature at which the reaction between the hydrochloric acid and calcium carbonate was increased then the rate of the reaction would increase as well. This was expected because the collision theory states that if the temperature at which any reaction is held is increased then the rate will certainly increase. The result s suggest that the hypothesis is true, and that if the temperature at which a reaction is held is increased then the rate will be increased as well.The results also suggest that if you decrease the temperature at which a reaction is held, then the rate will decrease as well. As the temperature was decreased from room temperature to about 10? C the rate of the reaction between 1. 0 M hydrochloric acid and the calcium carbonate was averaged to be about 0. 16 mL of water displaced per second. But, as you increased the temperature the rate of the reaction increased. At 20 ? C, the rate was 0. 29 mL of water displaced per second, and at 30 ? C and 40 ? C the rates were 0. 68 and 0. 82 mL of water displaced per second.Finally the highest rate belonged to the reaction that was held at the highest temperature, which in the experiment was 50 ? C. The rate at 50 ? C was about 1. 11 mL of water displaced per second. From the results you are able to interpret that the relationship between tempe rature and the rate of a reaction is proportional. This means that as the the temperature at which a reaction is held is increased then the rate at which the reaction proceeds will increase as well. Some irregularities within the data come from the the rates that were recorded from the reactions held at 10 ?C and 20 ? C. These irregularities were a result from how long it took for the reaction to get going and produce carbon dioxide gas to displace the water. This could affect the way the data is interpreted because the rate of the reaction between the 1. 0 M hydrochloric acid and calcium carbonate at these two temperatures could be recorded incorrectly and the rates might be higher than what was recorded. EVALUATING THE PROCEDURE The first weakness in the experiment would be that the seal of the cork to the 500 mL Erlenmeyer Flask that contained the reaction between the 1. M hydrochloric acid and the calcium carbonate was not a strong seal. Throughout the experiment you could see b ubble being formed on the edge of of where the cork met the Erlenmeyer Flask as a result of weak seal. Because of this weak seal, not all of the carbon dioxide gas that was produced was being used to displace some of the water. This weakness could have gave us rates that were lower than they should have been. To correct this a cork that created a tighter seal could have been used, or the cork could have been pushed down harder to create a tighter seal.The second weakness comes from not starting the stopwatch at the exact time in every trial. This could have been a result from having to work alone. Throughout the experiment I pressed the timer to start the time right after I plugged the 500 mL Erlenmeyer Flask with the cork. The problem with this is that some times I plugged the flask faster than other times. This error could have been fixed by doing the experiment in a group of 2, so that one person could start the time as soon as they see you place the cork on the flask, rather tha n having to do it yourself after you already put the cork on yourself.The third weakness could have came from not having the exact same temperature each time for each different targeted temperature being tested. None of the temperatures were exactly the same, this lead to inconsistent rate readings which were either to high or to low what should have been. This could have been corrected using a temperature probe and getting the exact temperature every time rather than using a thermometer. IMPROVING THE INVESTIGATIONThe first suggestion for improvement is that instead of using the water displacement method to measure the rate of the reaction between hydrochloric acid and calcium carbonate a gas pressure sensor and the LoggerPro system could have been used to measure the rate of the production of the carbon dioxide and indirectly measure the rate of the entire reaction. By using the gas pressure sensor instead of the timer and the water displacement apparatus we could have recorded mo re precise and accurate rates rather than the rates that were recorded from using the water displacement apparatus.The second suggestion for improvement is to use a temperature probe rather than a thermometer to check the temperature at which the reaction between the 1. 0 M hydrochloric acid and calcium carbonate is held. This would allow for a more accurate reading of the temperature rather than using the thermometer and have a greater uncertainty for the temperature. A more accurate temperature reading leads to more accurate rates, that allow us to correctly interpret how the changes in temperature actually affect the rate of the reaction of hydrochloric acid and calcium carbonate.The third suggestion for improvement would be to perform the experiment in a pair. By doing so there would be less errors in the recording of how much time it takes to displace 15 mL of water. This way one person could start and stop the timer while the other person places the calcium carbonate into the 500 mL Erlenmeyer Flask containing the 1. 0 M Hydrochloric Acid at a specific temperature and corks it with the plug. Doing the experiment will lead to more accurate rate readings, that remain consistent throughout the entirety of the experiment. BIBLIOGRAPHY Zumdahl, Steven S. , and Susan A. Zumdahl. Chemistry.Boston: Houghton Mifflin, 2000. Print. Brown, Catrin, and Mike Ford. Chemistry: Standard Level : Developed Specifically for the IB Diploma. Harlow, Essex: Pearson Education, 2008. Print. â€Å"An Introduction to the Collision Theory in Rates of Reaction. † An Introduction to the Collision Theory in Rates of Reaction. N. p. , n. d. Web. 10 Mar. 2013. â€Å"The Haber Process for the Manufacture of Ammonia. † The Haber Process for the Manufacture of Ammonia. N. p. , n. d. Web. 10 Mar. 2013. â€Å"The Effect of Temperature on Rates of Reaction. † The Effect of Temperature on Rates of Reaction. N. p. , n. d. Web. 10 Mar. 2013.

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