Success

John Wolf, president of Wolf Motors, had just returned to his office after visiting the company’s newly acquired automotive dealership. It was the fourth Wolf Motors’ dealership in a network that served a metropolitan area of 400,000 people. Beyond the metropolitan area, but within a 45-minute drive, were another 500,000 people. Each of the dealerships in the network marketed a different make of automobile and historically had operated autonomously. Wolf was particularly excited about this new dealership because it was the first “auto supermarket” in the network.

Auto supermarkets differ from traditional auto dealerships in that they sold multiple makes of automobiles at the same location. The new dealership sold a full line of Chevrolets, Nissans, and Volkswagens. Starting 15 years ago with the purchase of a bankrupt Dodge dealership, Wolf Motors had grown steadily in size and in reputation. Wolf attributed this success to three highly interdependent factors. The first was volume. By maintaining a high volume of sales and turning over inventory rapidly, economies of scale could be achieved, which reduced costs and provided customers with a large selection.

The second factor was a marketing approach called the “hassle-free buying experience. ” Listed on each automobile was the “one price–lowest price. ” Customers came in, browsed, and compared prices without being approached by pushy salespeople. If they had questions or were ready to buy, a walk to a customer service desk produced a knowledgeable salesperson to assist them. Finally, and Wolf thought perhaps most important, was the after-sale service. Wolf Motors had established a solid reputation for servicing, diagnosing, and repairing vehicles correctly and in a timely manner—the first time.

High-quality service after the sale depended on three essential components. First was the presence of a highly qualified, well-trained staff of service technicians. Second was the use of the latest tools and technologies to support diagnosis and repair activities. And third was the availability of the full range of parts and materials necessary to complete the service and repairs without delay. Wolf invested in training and equipment to ensure that the trained personnel and technology were provided. What he worried about, as Wolf Motors grew, was the continued availability of the right parts and materials.

This concern caused him to focus on the purchasing process and management of the service parts and materials flows in the supply chain. Wolf thought back on the stories in the newspaper’s business pages describing the failure of companies that had not planned appropriately for growth. These companies outgrew their existing policies, procedures, and control systems. Lacking a plan to update their systems, the companies experienced myriad problems that led to inefficiencies and an inability to compete effectively.

He did not want that to happen to Wolf Motors. Each of the four dealerships purchased its own service parts and materials. Purchases were based on forecasts derived from historical demand data, which accounted for factors such as seasonality. Batteries and alternators had a high failure rate in the winter, and air-conditioner parts were in great demand during the summer. Similarly, coolant was needed in the spring to service air conditioners for the summer months, whereas antifreeze was needed in the fall to winterize automobiles.

Forecasts also were adjusted for special vehicle sales and service promotions, which increased the need for materials used to prep new cars and service other cars. One thing that made the purchase of service parts and materials so difficult was the tremendous number of different parts that had to be kept on hand. Some of these parts would be used to service customer automobiles, and others would be sold over the counter. Some had to be purchased from the automobile manufacturers or their certified wholesalers, and to support, for example, the “guaranteed GM parts” promotion.

Still other parts and materials such as oils, lubricants, and fan belts could be purchased from any number of suppliers. The purchasing department had to remember that the success of the dealership depended on (1) lowering costs to support the hassle-free, one price–lowest price concept and (2) providing the right parts at the right time to support fast, reliable after-sale service. As Wolf thought about the purchasing of parts and materials, two things kept going through his mind: the amount of space available for parts storage and the level of financial resources available to invest in parts and materials.

The acquisition of the auto supermarket dealership put an increased strain on both finances and space, with the need to support three different automobile lines at the same facility. Investment dollars were becoming scarce, and space was at a premium. Wolf wondered what could be done in the purchasing area to address some of these concerns and alleviate some of the pressures. How can supply-chain management concepts help John Wolf reduce investment and space requirements while maintaining adequate service levels?

Counter intelligence is the action taken by each and every intelligence organizations and other related sectors in order to prevent or put a stop on the other intelligence organizations that poses a threat to them.

Furthermore, this type of action is taken by such intelligence organization to thwart hostile or intimidating enemy intelligence organizations from efficiently and successfully collect or gather information and other important data or records that is against them (Shulsky and Schmitt, p.1, 2002).

More often than not, counter-intelligence, just like data gathering in a certain field, offers chances, chances of being successful and chances of failing, and it is important to understand that this is normal and occurs in one form or type of counter-intelligence to the other.

In some instances, there are counter-intelligence agencies which are created by the government. These counter-intelligence agencies or sectors are separate from the intelligence group or sector that the government had already created.

Counter-intelligence agencies had been put up by a lot of country in order to specifically perform or conduct the collection and gathering of information, data, records, technologies, innovations and new facts from the enemy government, agency or intelligence sector. Furthermore, these counter-intelligence agencies research, study and conduct actions or services having specialized purposes (Fleisher, p.12, 2000).

The counter-intelligence activities oftentimes include counter-espionage and may often include activities such as dissemination of incorrect data or records. The counter-intelligence sector or agencies often conduct or spread disinformation that has the goal or purpose of misleading their enemies or other counter-intelligence sectors and directly target the enemies’ intelligence method of collecting data, information and other resources.

In some instances or for some counter-intelligence agencies such as the U.S. Espionage and Intelligence, the focus of their organization is to give or allow scholars and researchers from directly accessing new information, researches, data and other intelligence files which are already declassified (Davis, p.x, 1992).

These information or data given to the scholars and researchers are often in the form of a detailed primary document that is about military, intelligence, diplomatic components or other new records and facts. Such new information is highly needed in order to obtain further or deeper understanding of some incidents or confrontations against other enemy agencies or government.

Most often than not, both counter-intelligence and intelligence activities occur at the same time and side by side, not only among competing governments or military agencies but also in the commercial and private industries. Furthermore, the intelligence and counter-intelligence may also occur among law enforcement groups or agencies and the criminal groups or gangs.

Spies or agents working for a counter-intelligence agency infiltrates the other enemy counter-intelligence agency or sector and prevent the enemy from its activities. In the purpose of preventing data collection and enemy’s human intelligence gathering from properly working, efforts of collecting and new information from them is also taken or done at the same time. In most cases, these spies or counter-intelligence agents have included in their mission or purpose, the detection, neutralization whenever possible, and the exploitation of the surveillance and intelligence activities of the other enemy spies.

Of course, there are instances where the spies or counter-intelligence agents are discovered. When this happens, the counter-intelligence agency or sector has the rights and is empowered by the law and the constitution to arrest these suspected spies.

Upon capturing them, exploitation or information collection and gathering is also done against these spies. Interrogations, subsequent test of loyalty, and manipulations are done by the agencies to the captured spies to take advantage of the situation and benefit from the enemy spy’s existing knowledge. In this sense, counter-intelligence is already being committed or done by the agencies that captured, interrogated and manipulated the captured spy or enemy agent.

Oftentimes, spies or enemy agents do not give in to the counter-intelligence agencies that captured them. In this case, the counter-intelligence agencies often neutralize or get rid of the spy in order to protect themselves or the information which was already “stolen” from them. Killing or neutralizing the captured spies or enemy agents is the next best thing that is done by the counter-intelligence agencies if they cannot exploit the spies.

Captured spies are given chances to talk or squeal what they have learned or collected and bargain a cooperative plea with a penalty of imprisonment rather than directly giving or passing a death penalty. If the captured spy would talk or give all the information that he has, then the counter-intelligence would be a success for those who captured him, while it is a failure for those who “owned” or sent the spy that did not keep the code of secrecy (Godson, p.181, 1942).

The government is now looking into ways of increasing the learning experience of students they could use in the competetive reality of life. The C. S. Mott Foundation suggests that “the time is ripe to shatter the ‘chalk and talk’, 8 a.m. to 3 p.m., September to June concept of school, and stretch and reshape learning time in order to improve student achievement” (Stedron 2007).

In his article, “A new day for learning: its time to look at changing the length and scope of the school day to help kids succeed” Jennifer Stedron enumerated some ways to increase students’ learning and explains the advantages of each. Three options were offered: to incorporate summer learning, out-of-school learning or increasing the length of time for a school day or school year.

The advantage of including summer learning programs lies with the additional learning experience for students that can prepare them for the next stage of learning.

Stedron (2007) held that “disadvantaged students tend to fall behind during the summer because of a lack of learning opportunities in the home and community. By fifth grade, this summer slippage accounts for approximately two full years’ deficit in reading comprehension levels.”

The executive director of Johns Hopkins University Center for Summer Learning held that the differences in summer learning “account in part for later educational outcomes” (Stedron 2007).

New Mexico’s Plus Pilot Project, which provides an optional program of at least 40 additional days of school during the summers before and after kindergarten, has resulted with students gaining early literacy skill and social maturity which can considerably prepare them better for the first grade.

Out-of-school activities can also increase students learning experience. “Before- and afterschool programs reinforce the school curriculum and broaden student skills through enrichment activities that might be absent from 8 a.m. to 3 p.m.” according to Stedron (2007).

She held that “extra” subjects such as art and music, which have been cut but many schools in favor of the more practical subjects, are “often what keep some children engaged in and attending school” (Stedron 2007).

California Senator Tom Torlakson said that kids get excited about learning and their attachment to school increases since they have to attend school to attend these out-of-school programs.

Aside from getting better results from students, investing on these programs will also generate budget savings for the government. Stedron (2007) used the California After School Education and Safety Initiative program as an example of the advantages of out-of-school programs: “evaluations show increase in student attendance, achievement and good behavior from kids in the programs.

And a 50 percent decrease in students who must repeat grades is saving the state the massive expense of an extra year of education for many students.”

Nothing can increase learning experience better than extending instructional time, which may be through, but not limited to, summer learning or after-school programs.

Stedron, however, stresses that it is not just more school time that the students need. “They need to opportunities to develop creativity and be leaders” (Stedron 2007). For older students, this may include internship programs which give the students time to learn in the real world.

Milt Godlberg, a member of the national Time, Learning, and Afterschool Task Force, believes that “young people are more engaged in learning and are more motivated when activities are not restricted by the traditional classroom structure” (Stedron 2007). Education should, after all, not be confined within the four corners of the classroom, but must also incorporate the realities of life.

Stedron has given profound insights about the topic. Although the claims are not supported by statistical evidences, she has provided a convincing argument by providing student reactions and comparisons with the traditional way of learning.

Increasing learning experience, not just academically but socially, will benefit the students by also increasing their knowledge, skill, and competetiveness, all of which will consequentially increase their chances of achievement and success.

References

Stedron, J. (2007). A new day for learning: Its time to look at changing the length and scope of the school day to help kids succeed.

Many people think that mistakes just make their life miserable. But, ironically, that is not true. I always thought that making a mistake will make me regret that mistake for the rest of my life. But luckily I fell into the learning side of mistakes. Mistakes are like missions in a game, you may not die or you may die. If you die, you may learn from the mistakes that made you die in the first place. So the next time the same mission comes again you may not die because you have already learned from it. I believe that if you make a mistake, be optimistic and learn from the mistake.

It makes you learn something about a situation and actually move on positively with it. When you make a mistake, it opens an automatic door to get to know yourself better. People can often learn more from a mistake than success. Some people may do the same mistake 2 or 3 times and then learn, that totally depends upon how seriously the mistake is. For example if you play with a needle, you might not get hurt the first time, but if you do it wrong the needle might poke a hole in your skin. Next time you do it you might think, NEEDLE=BAD.

Sometimes we don’t realize we’re doing something bad until we get hurt and that’s usually how we learn. Everyone has made a mistake in their lives. At least just one, I mean if someone has never made a mistake, well that obviously means he/she doesn’t know anything. Why? Because mistakes are mostly the things that teach us in life. If we were perfect, nothing would make us happy, curious or even sad. I guess that’s a good thing, but that’s not true. I feel that mistakes give us more strength and make us stronger to deal with life.

From my previous mistakes, I learned to never let anyone hurt me and crush my feelings, I learned to not show my emotions so much in future relationships, I learned about the kind of person I want in the future and the kind of person I don’t want, I learned not to be so needy and to depend on myself and my family for my happiness. Another false step that really taught me something was to lie to my parents. When we turn teenagers we change our path and do far worse mistakes than we do as kids.

Something like that happened to me, I started to lie more and more until my parents would find out everything I lied about; I got phone and my PS3 taken away for a long time and that taught me to be truthful and honest to both of my parents so I won’t be able to suffer and have nothing in my life to entertain myself with. Some mistakes can be learned from, but few cannot. For example, if you’re teacher wants you to study on the computer and you start playing games, you might not get the .

Instead you probably will get a detention. I know that it is pretty hard to accept mistakes made by us but it’s easy if we can see our mistakes from a different angle. We usually think the negative thoughts about our mistakes, but we need to understand and accept that the mistakes we do will bring big changes and make our lives distinct in some sort of way, depending on the mistake. I now realize why mistakes are also helpful and not only hurtful.

The network mirrors the company’s organizational structure:

• Downward communication – flows from executives to employees, conveying executive decisions and providing information that helps employees do their jobs
• Upward communication – flows from employees to executives, providing insight into problems, trends, opportunities, grievances, and performance. Allows executives to solve problems and make intelligent decisions
• Horizontal communication – flows between departments to help employees share information, coordinate tasks and solve complex problems. Organizations also have an informal communication network Often referred to as the grapevine or the rumor mill

Social media plays an increasingly important role in the informal communication network.

Recognizing Effective Communication

Learning objective 2

Describe the 5 characteristics of effective business communication. To make messages effective, they need to be practical, factual, concise, clear, and persuasive.Provide practical information. Give the recipients useful information, whether it is to help them perform a desired action or understanding a new company policy. If you look at the Six Part’s company blob, you will see that every posting provides information that advances the cause of logging in some way. Give facts rather than vague impressions. Use concrete language, specific detail, and information that is clear, convincing, accurate, and ethical. When an opinion is called for, present compelling evidence to support your conclusion. If you are using an internal company blob to alert people to a potential problem, don’t just complain about the situation.

Present information in a concise, efficient manner Announces appreciate Ana respond more positively to messages. Tanat annulling Ana summarize essential points rather than messages buried under mountains of aggrandizing facts and figures. Clarify expectations and responsibilities Write messages to generate a specific response from a specific audience. Clearly state what you expect from audience members or what you can do for them. Offer compelling, persuasive arguments and recommendations. Show your readers precisely how they will benefit from responding to your message the way you want them to understand what employers expect from you. Employers expect you to possess a wide range of communication skills. These skills will help you advance in your career.

• Expressing ideas and information coherently and persuasively – in oral, written, visual, and electronic media.
• Actively listening to others. Communicating effectively with people from diverse backgrounds and experiences.
• Using communication technologies effectively and efficiently.
• Following accepted standards of grammar, spelling, and other aspects of high-quality writing and speaking.
• Adapting your messages and communication styles to specific audiences and situations.
• Communicating in a civilized manner that reflects contemporary expectations of business etiquette, even when dealing with indifferent or hostile audiences.
• Communication ethically, even when choices aren’t crystal clear.
• Managing your time wisely and using resources efficiently

Understanding the Unique Challenges of business communication

Business is crossing international borders to market products, partner with other businesses, and employ workers and executives – globalization. As people/products cross borders, businesses are paying more attention to workforce diversity. Workforce diversity – all the differences among the people who work together, including differences in age, gender, sexual orientation, education, cultural background, religion, ability, and life experience. Companies realize that:

• A diverse workforce can yield a significant competitive advantage by bringing new ideas and new communication skills
• The more diverse their workforce, the more attention must be paid to communication
• The increasing value of business information
• Knowledge workers – employees at all levels of an organization who specialize in acquiring, processing, and communicating information
• Examples – Competitive insights: The more a company knows about their competitors and their plans, the better able it will be to adjust its own business plans

Most companies invest significant time and money in the effort to understand the needs of their customers, and this information needs to be analyzed and summarized in order to develop goods and services that better satisfy customer needs

Regulations and guidelines

Today’s businesses must understand and follow a wide range of government regulations and guidelines covering such areas as employment, environment, taxes, and accounting. Information has become one of the most important resources in business today.

The pervasiveness of technology

Business Is naively dependent on a growing array AT cosmologies. You have to have a basic knowledge of skill to benefit from technology.

The evolution of organizational structures

Organizations with tall structures may unintentionally restrict the flow of information; flatter structures can make it easier to communicate effectively:

• Tall structures – has many layers of management between the lowest and highest positions Suffer communication breakdowns and delays as messages are passed up and down through multiple layers
• Flat structures – reduces the number of layers

With fewer formal lines of control and communication in these organizations, individual employees are expected to assume more responsibility for communication. Goes from department to department. Employees report to two managers at the same time, like a project manager, and a department manager. They coordinate the workloads, schedules, and other matters which increases the communication burden on everyone.

Network structure/virtual organization

The company supplements the talents of its employees with services from one or more external partners. Communication efforts are also influenced by the organization’s corporate culture:

Corporate culture – the mixture of values, traditions, ND habits that give a company its atmosphere and personality. Open climates encourage condor and honesty, helping employees feel free to admit to their mistakes, disagree with the boss, and share negative or unwelcome information. The growing reliance on teamwork. Working in a team makes you especially responsible for communicating effectively. A key reason that teams fail to meet their objectives is poor communication

Communicating more effectively on the job

Learning objective 3

Describe 6 strategies for communicating more effectively on the job

The 6 objectives:

1. Connecting with your audiences
2. Minimizing distractions
3. Adopting an audience-centered approach
4. Improving your basic communication skills
5. Using constructive feedback
6. Being sensitive to business etiquette
7. Connecting with your audience

Human communication is a complex process with many opportunities for messages to get lost, ignored, or misinterpreted. Viewing communication as a process helps you identify steps you can take to improve your success as a communicator.

The communication process

The sender has an idea A clear idea to portray The sender encodes the idea as a message By putting the idea into a message, you encode it. The sender produces the message in a transmittable medium. It can be oral, written, visual, and electronic. Selecting the best medium is also an important communication skill. The sender transmits the message through a channel. Many different communication skills. The way to deliver a message can be face-to-face, the internet, or through another company (method or system capable of delivering messages). The audience receives the message as long as it goes through the channel, although can be ignored or misinterpreted. The audience decodes the message extracting your idea from the message. The audience responds to the message. The ways that the audience can respond to it. The audience provides feedback to sender. Giving feedback that helps to evaluate the effectiveness of your communication effort.

Barriers in the communication effort:

• Noise and distractions
• Multitasking can defer someone receiving the message
• Internal distractions are thoughts and emotions that prevent us from focusing on incoming messages
• Competing messages – Any message that is more compelling than yours can pull away the audience’s attention
• Filters – Any human or technological interventions between the sender and the receiver
• Spam filters or automatic filing of messages. People/companies you rely on to deliver the message can distort it or filter it to meet their own needs too.
• Channel breakdowns – A computer server crashing. Try to be aware of any barriers that can prevent your message from reaching their intended audiences

Inside the Mind of your audience

Learning objective 4

Explain what must occurs for an audience to successfully receive, decode, and respond to messages.

How audiences receive messages

In order for an audience member to receive a message:

• Receiver has to sense the presence of a message.
• Select it from all the other message clamoring for attention.
• Perceive it as an actual usage – instead of being pointless noise

Five principles to increase your chances of success:

1. Consider audience expectations – For most business communication efforts – following the expectations of your audience is the most efficient way to get your message across
2. Ensure ease of use – Do not make messages hard to find, access or read
3. Emphasize familiarity – Use words, images, and designs that are familiar to your audience
4. Practice empathy – Address their wants and needs, not yours
5. Design for compatibility – Make sure audience is able to access message, if they need adobe, it may not reach everyone

Decoding a message to assign meaning to it is a complicated and often highly personal process. Decoding is influenced by culture, individual experience, learning and thinking styles, hopes, fears, and even temporary moods. Beliefs and biases influence the meaning that audiences extract from messages – perception. Selective perception – people distort the information, then rearrange your mental map Individual thinking styles also play a factor. Objective analysis and clear logic, versus emotion and intuition

How audiences respond to messages

Audiences will likely respond to a message if they remember it, if they’re able to respond, and if they’re properly motivated to respond. The recipient first has to remember the message to act on it:

• Sensory memory
• Short-term memory
• Long-term memory

Then the message needs to be retrieved. Then they need to be able to respond and be motivated to respond. By explaining how audiences will benefit by responding to your messages, you’ll increase their motivation to respond.

Minimizing distractions

Overcoming distractions by:

• Using common sense and courtesy
• Not sending an unnecessary message
• Not isolating yourself
• Informing receivers of message priority
• Communication in emotionally charged situations requires extra care
• Adopting an audience-centered approach

The audience-centered approach involves understanding and respecting the members of your audience and making every effort to get your message across in a way that is meaningful to them. Known at the “you” attitude – instead of messages about “me”. You should learn about – biases, education, age, status, style, and personal and professional concerns of your receivers Keeping your audience’s needs in mind helps you ensure successful messages

Fine-tuning your business communication skills

Working on your communication skills now, before starting or restarting your business career. Giving – and responding to – constructive feedback. Constructive feedback – focuses on the process and outcomes of communication, not the people involved. Also know as constructive criticism destructive feedback – criticizes with no effort to stimulate improvement. When receiving feedback, remain open to the criticism, it is a valuable opportunity to learn and improve.

How to be constructive

• Think through your suggested changes carefully
• Discuss improvements rather than flaws
• Focus on controllable behavior
• Be specific
• Keep feedback impersonal
• Verify understanding
• Provide your feedback in a timely fashion

Halting any Limitations your Teacake may nave Etiquette – the expected norms of behavior in any particular situation/ By understanding communication etiquette, it can help you avoid needless blunders Respect, courtesy, and common sense will get you through most etiquette challenges on the Job Applying what you’ve learned to the communication process.

Using technology to improve business communication

Explain four strategies for successfully using communication technology

Communicating in today’s business environment requires at least a basic level of technological competence. Keeping technology in perspective. It is a tool, a means by which you can accomplish certain tasks It is an aid to interpersonal communication, not a replacement for it. Do not rely too much on technology or let it overwhelm the communication process. Guarding against information overload and information addiction. Information overload results when people receive more information than they can effectively process. What is causes Makes it difficult to discriminate between useful and useless information, lowers radioactivity, and amplifies employee stress both on the Job and at home In a business – you should separate need to know, from nice to know An important step in reducing information overload is to avoid sending unnecessary messages. Information technology addiction – Creates a craving the stimulation of being connected around the clock If you do not disconnect, it may do more harm than good.

Powerful tools for communicating effectively

• Redefining the office Wireless networks
• Electronic presentations
• Virtual meeting spaces
• Unified communications
• Electronic whiteboards
• Collaborating Web-based meetings
• Videoconferencing and teleconferences
• Shared workspaces
• Voice technologies
• Sharing the latest information IRS newsfeed and aggressors
• Social tagging and bookmaking
• Location and tracking technologies
• Extranets Supply chain management software
• Interacting with customers
• Helplines Online customer support
• Bedposts Blobs In store kiosks
• Using technological tools productively
• Managers need to help ensure that employee can productively use the communication tools at their disposal
• Reconnecting with people. No matter how much technology is involved, communication is about people connecting with people

Making ethical communication choices

Learning objective 6

Discuss the importance of ethics in business communication and differentiate between ethical dilemmas and ethical lapses

• Ethics – the accepted principles of conduct that govern behavior within a society. The difference between right and wrong.
• Ethical communication – includes all relevant information, is true in every sense, and is not deceptive in any way.
• Unethical communication – can distort the truth and manipulate audiences in a variety of ways
• Plagiarism – Presenting someone else’s words or other creative product as your own. It can be illegal if it violates a copyright.
• Omitting essential information. Information is essential if your audience needs it to make an intelligent, objective decision
• Selective misquoting. Distorting or hiding the true intent of someone else’s words is unethical.
• Misrepresenting numbers. Statistics and other data can be unethically manipulated by increasing or decreasing numbers, exaggerating altering statistics, or omitting numeric data.
• Failing to respect privacy or information security needs. Failing to respect the privacy of other or failing to adequately protect information entrust to your care can also be considered unethical (and is sometimes illegal).

Distinguishing ethical dilemmas from ethical lapses

• Ethical dilemma – making a choice when the alternatives aren’t completely wrong or completely right May lead to a grey area
• Ethical lapse – a clearly unethical choice.

Ensuring ethical communication

Responsible employers establish clear ethical guidelines for their employees to follow. Requires three elements:

1. Ethical individuals
2. Ethical company leadership
3. The appropriate policies and structures to support employee’s efforts to make ethical choices

Most companies have a code of ethics to help employees determine what is acceptable. Companies sometimes have ethics audits too, to ensure ongoing compliance with their code of ethics. When there are no clear guidelines, ask yourself these questions: Have you defined the situation fairly and accurately? What is your intention in communicating this message? What impact will this have on the people who receive it, or who might be affected by IV WI ten message conclave ten greatest possible good. Wendell long ten least possible harm? Will the assumptions you’ve made change over time? That is, will a decision that seems ethical now seem unethical in the future?

Ensuring legal communication

Business communication is governed by a wide variety of laws designed to ensure accurate, complete messages. Steps to ensure legal communication. Promotional communication. There are laws that address false and deceptive advertising, misleading or inaccurate labels on product packages, and “bait and switch” tactics. Contracts Contract – a legally binding promise between two parties, in which one party makes a specified offer and the other party accepts Employment communication. Governs communication between employers for both potential and current employees Job descriptions must be written in a way that doesn’t intentionally

Introduction

The main purpose of this lab was to investigate how temperature, concentration, the addition of catalysts, and the substitution of a more reactive reactant, can affect the reaction.

The collision theory explains that in order for a reaction to occur, reacting particles must collide with one another. An effective collision makes reactants result in a reaction and for to be successful two things must happen, the correct orientation of reactants, and the sufficient collision energy.The orientation of reactants explains that reacting particles must collide with the proper orientation relative to one another, for sufficient collision energy, it explains that the reactants must collide with energy that is sufficient to break the bonds in the reactants and to begin to form the bonds on the products. In part 1 the heat of the collision = the increase of effective collisions resulting in the product, and that the increase of temperature = sufficient energy; or the Ea increases. Part 2 the increase of concentration = the rate increase of the reaction.In part 3 the increase of bonds = decrease of reaction rate. Procedure Refer to handout.

It was 30 drops 10. It took 1 drop for the purple colour to disappear, but the colour lingered longer than it did in step 8. Discussion In part 1, it’s shown that the higher the temperature was the faster it took for the sulphur to appear in the solution.In Part 2, it shows that the increase of the concentration of the HCl the faster the Magnesium ribbon takes to disappear, and the lower the concentration of the HCl the slower it takes for the Magnesium Ribbon to disappear. In Part 3 the solution for Iron2sulfate it only took one drop for the colour purple to disappear, for the oxalic acid it took 30 drops for the colour purple to disappear and in the oxalic acid with the manganese sulphate as a catalyst it took only 1 drop for the colour purple to disappear but the colour had lingered for bit more than it did in step 3.