Understanding Good Customer Service free essay sample

This is when they ask for something and they expect a certain level of service Customer satisfaction- This is when customers feel like you’ve given them a good service Main characteristics of typical customers- Typical customers purchase goods/services, make queries and ask for advice. Exceeding customer expectation- Providing good value for money, giving advice and information quickly, providing additional help and support and good discounts. Falling short of customer service- Being unable to meet customers’ expectations, unable to deliver services/goods and being rude. Different responsibilities in customer service Supervisor- training, day to day responsibilities, supervision and a source of advice Line manager- more supervision, more responsibility, and auditing. Customer service roles- Receptionist, shop assistant, delivery driver and accounts manager. Different kinds of information- Informative, instructive, directive, warning and safety. Common sources of information- Brochures, leaflets, internet, press reports and from your customers. Customer’s service experience is affected by the behaviour they receive from customer service practitioners Showing concern- Sympathy Listening- Nodding, saying yes Positive body language- Keeping eye contact Indentifying the reason for dissatisfaction- Faulty goods, no delivery. We will write a custom essay sample on Understanding Good Customer Service or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Apologising- Saying sorry, explain the reasons Remaining calm and in control- Not losing temper Typical customer service problems- Complaints, faults, deliveries and not fit for purpose Reporting customer service problems- To your supervisor, to your manager and to the supplier. Teamwork: To customer- Consistent service and effective cover for absences To organisation- Consistency and effective cover for absences To self- Help, support and an impact on motivation Organisational practices and procedures- Keeping accurate records, answering phones, staff appearance and dress, refunds policy and complaint handling. Importance- Ensuring consistent and reliable service, customer satisfaction, efficient operation and corporate identity. Reffering to someone in authority when? Outside own expertise, outside own authority, seeking advice and unable to deal with customer. Reffering to someone in authority how? Face to face, in writing, over the telephone and via text or email. Security of customer and their property- Compliance with health and safety laws, ensuring hygienic work practice and having a security alert. Security of customer information- Data protection laws and credit and debit details. Health and safety- Compliance with health and safety regulations, control of substances hazardous to health regulations 1994 and fire safety regulations. Treating customers equally- equal opportunities, racial and gender discrimination and compliance with regulations act. Importance of confidentiality to customer- making sure name, address, debit and credit card and details of purposes are secure. Importance and confidentiality to staff- making sure names, address’s are secure. Also making sure it is compliant with the data protection act- access limited to authorised personnel and computers need a password to be accessed. Legislation- Working time directive 1999, working with computers, equality act 2010 and the disability discrimination act. Effect of external regulations- organisational procedures and the trade body codes of conduct.

The Relationship Between Student and Teacher Essays

The Relationship Between Student and Teacher Essays The Relationship Between Student and Teacher Essay The Relationship Between Student and Teacher Essay The Relationship between Students and Teachers If students have a better relationship with their teachers, then they will have a better time in class. There are many reasons why I choose to do this observation. One reason is because many students feel as if their teacher does not understand them. However, in the observation that I am about to describe, students who connect better with their teacher have a better time in class. In my class I observed how my classmates interact with their teacher and how it ffect them in class. Most students who had a very chilled teacher had a very loud class. The teacher would teach their lesson and the students would pay attention. After, the teaching was over the students would interact with each other and the teacher. I realized that most teachers who were honest and didnt really act like a teacher students felt more comfortable. For example, the girl with the curly hair asked the pale pink cheeked teacher what he does when he gets home. His responds was playing Grand Theft Auto. Knowing this, many of the guy students come in every day and asked about what level he has accomplished. Many of the girls would Joke with him and ask about his love life. He responds as if he doesnt mind talking about his personal life. Students that I observed and interviewed said that he was very honest and thats what they expect from their teachers. The teacher with the blue eyes and very soothing voice helped my light and skinny friend with her relationship. As she sat at his desk sobbing her story to him, he soothed her with his voice and ave her the wisdom to confront the problem and be the strong one in her relationship. With other students seeing this, gave them the ability to trust their teacher with not only school work but also with personal life situations. Many students come his class and talk about everything, from what they ate for dinner to who twerk the best in videos. Whenever you go in his class students are learning but also laughing and having real life conversations. On the other hand students who dont have a relationship with their teacher eemed to hate their class. Many students that I observed were very bored. They come to class without work done. They stay on their phones and tend to not pay attention to the lesson. Some even go to sleep and wake up in time for the pack up and leave. The tall linky teacher told the big girl to put her phone up but she didnt. The big girl disrespected the tall linky teacher which caused confusion in the class. Students who saw this said that they saw how angry the teacher can get. An nterracial group of students I observed tend to act up causing the very mean teacher to write them up. These students feel as if she treated them better with respect and understand that they are people too, and then she would have a good class. In conclusion, students who have a better relationship with their teacher they tend to have a better time in class. Students who dont have a good relationship with their teacher tend to have a bad time in class. This is my observational essay. The Relationship Between Student and Teacher By Covergurll 31

Simple Tactics on How to Make Friends in High School

Simple Tactics on How to Make Friends in High School Building friendship isnt always as easy as we would like it to be, especially in high school. New people and new environment make it even more difficult. However, finding a friend at the new school will be much easier if you take a look at some tips on how to make friends in high school we’ve gathered for you. Join a Club or Sports Team Being a part of a team is one of the best ways to build new relationships. With its friendly atmosphere, a club is a place where you can learn how to be more social. You can meet people who have the same interests and hobbies as you, so dont be afraid to check what opportunities for self-expression your school offers. It may be: 1. Musical clubs bands, choir, orchestra. 2. Drama performing arts or pantomime. 3. Dance classes tap dance, hip-hop. 3. Fine arts and architecture clubs. 4. Literary and language clubs speaking and travel clubs, book clubs, writers clubs. 5. Game clubs chess, video games. 5. Sports and social activities football, basketball, swimming, Ã' heerleading. 6. Science and math clubs. 7. Historical reenactment. If a kind of club you would like to attend doesnt exist at your school, you can start your own club. Don’t be afraid that no one will join you! Youll definitely find people who share your interests. If you establish your own club, you will get to know students with whom you already have something in common. Attend Social Events Social events will certainly help you feel more comfortable with new people and teach you how to be better at socializing. Attending events like sports, parties and dancing evenings is a great way to make people know you better as they see you more often. Use this chance to make new friends even if you are a shy and not really an outgoing person. You may find it challenging at first, but you can bring someone with you to make it less stressful. Participating in events is also a great way to prove yourself and stand out in a crowd. If you have a talent for something - show it! Be Yourself Its very common advice, but being yourself is a key to find people who will like your personality. Some people pretend to be someone who they are not. Its better not to follow their example. Try to find people you feel comfortable with instead of searching for friendship with people who don’t understand and actually know you. Dont Be a Chatter-box Too much talking or joking will not make the best first impression of you. Telling your whole life story to a person you see the first time in your life is not the best idea. People tend to see a too chatty person as the one who is self-obsessed and narcissistic. Stay Positive and Approachable Be open to new people and start conversations with friendly vibes. Dont let your shyness hold you back. Give a pleasant smile and let people get to know you better. Connect Online Social media is your best assistant. Find people from your school online and get information about what your schoolmates like or what hobbies they have. Add them to your friend list and chat about classes or events they are going to attend. Put the information about your hobbies and interests on your page so that your classmates know how to start a conversation with you. Online vs. Face-to-Face Social media will help you to cope with the stress of talking to schoolmates as its much easier to reach a person via the internet and start a conversation online rather than doing it in person. You can also do vice versa if you are getting along with someone in your school, ask them to add you to their friend list on Facebook or follow you on Instagram. Ask and Listen Speaking to another person - especially a stranger - may be intimidating. If youre trying to make a good impression, being a good speaker is not enough - you must be a good listener, too. Memorize small details. Be attentive when people are talking to you and dont interrupt them. Listen carefully and hold eye contact. Its important to remember what people are telling about themselves - their interests and hobbies, about their friends, family or school life. Talk up. Giving a compliment is also a good way to make the first move and often the way to show that youre a nice and friendly person. You can compliment a persons good look or their performance in class. You shouldn’t flatter, but a good compliment wont hurt anybody. Take the initiative. Ask someone out to a movie or lunch - this will give you an opportunity to meet outside the school and get to know each other better. Show your interest. Asking questions is a great way to become closer with someone. People like to talk about themselves, so you should ask questions about their hobbies, pets, families, and clubs they attend. Ask open questions instead of the simple yes/no questions. Closed questions often tend to make an awkward pause in the conversation. Dont be too intrusive. Try not to insist on answering if a person doesnt want to so that he or she doesnt think that you interfere with their personal business. Also, when someone asks you a question, try not to respond in brief sentences - people may think youre not willing to communicate. Making new friends is not easy and takes some time. Be patient and dont be depressed if it doesnt go smoothly. We are sure youll manage to find good friends in school!

An Affluent Society and the Sixties Essay Example | Topics and Well Written Essays - 250 words

An Affluent Society and the Sixties - Essay Example Due to increase in the population in the suburbs there was increase in the demand of cars and gasoline which led to the decline of city business. In the year 1954 the phrase â€Å"under God† was made part of Pledge of Allegiance and â€Å"In God we trust† was included on all currency of the US in 1955.There was religious revival during the 1960’s as the percentage of people going to church and synagogue increased to 60%.Rock n roll music was introduced and Elvis Presley became the idol of the youth. There was also a change in the concept of racism as new black artist were encouraged and were given a platform to show their talent. A major change which took place was that family togetherness became the top priority. During the 1960’s most of the people joined politics and they took active part in the civil rights and anti-war movements. In the 1960’s most of the emphasis was laid on women’s rights and in 1966 the National Organization for Women (NOW) was established. In my opinion the most significant change that took place in the 1960’s was economical because social security was expanded from self-employed persons to farmers and military personnel tge and the federal minimum wage was also increased. Steps were also taken to minimize Federal budget was and keep inflation under control.

What are the main roles that the United Nations plays in international Essay

What are the main roles that the United Nations plays in international politics To what extent is it successful, and how should that success be gauged - Essay Example Economic instability and imperialistic tendencies led to WWI and WWII, a fact not lost on the founding nations of the UN. The Security Council, the most influential component of the UN is responsible for preserving international security. Comprised of 15 member nations, five of which, the UK, US, Russia, China and France are permanent members, the Security Council convenes whenever it considers a threat to world peace exists. The UN General Assembly, all member nations, gathers at regular intervals to deliberate international problems (â€Å"The United Nations†, 2007). Recent and continuing issues addressed by the UN include alleviating world hunger and disease, reducing child deaths, protecting the civil rights, language and culture of indigenous peoples of the world and confronting global warming, AIDS, the genocide in Sudan, victims of natural disasters and war crimes among many other topics (UN News Service, 2007). No one can debate that the formation of the UN has provided relief and stabilisation for millions of the world’s population over the past 60 years. However, many rightfully question the ability of this international organisation to successfully manage present and future adverse scenarios. The power of the UN to stop imperialist actions was put in serious doubt when it could not stop the US from invading a sovereign country that did not initiate military conflict. The genocide in Darfur, Sudan was ignored until just recently and many thousands of children worldwide die from starvation every day. In addition, globalization has gone far beyond the scope of what could have been imagined in 1945. â€Å"Globalization has also created new vulnerabilities to old threats. Criminal networks take advantage of the most advanced technologies to traffic around the world in drugs, arms, precious metals and stones even people† (â€Å"We the

Comparing two war poems written by Wilfred Owen: Dulce et decorum Est E

Comparing two war poems written by Wilfred Owen: Dulce et decorum Est and Anthem for Doomed Youth. In this essay I will be comparing two war poems written by Wilfred Owen: ‘Dulce et decorum Est’ and ‘Anthem for Doomed Youth’. By comparing the two I will be able to distinguish the fact that Wilfred Owen is very anti-propaganda and why he feels so strongly about this. The two poems have many similarities but also a fair amount of differences, which I will be discussing in this essay. The two poems have a strongly anti war message and in both the victims of war are the young men who’s lives are wasted. ‘Dulce et decorum Est’ uses the description of a gas attack to show how horrific the reality of war is. Owen describes the victim with, ‘The white eyes writhing in his face†¦the blood†¦gargling from the froth-corrupted lungs.’ The physical horror of this helps to shape his message. It is addressed to the propaganda poet Jessie Pope and tells her that it is a lie to say that it is sweet and honorable to die for one’s country. A similar message in ‘Anthem for Doomed Youth’ describes the slaughtered young men who ‘die as cattle’. Owen expresses his anger in a set of contrasts between a real funeral and the lack of a funeral for these young men. For example, instead of a service with a choir, they only have ‘the shrill demented choirs of wailing shells’. As you would expect, the tone and mood of both poems is deeply serious as Owen has a strong message in both of them. However, they are different. ‘Dulce et decorum Est’ expresses a great deal of horror and anger. The horror is set aside for the terrible pain and terror of the gas attack, not only for the victim but also for the poet. He writes, ‘In a... ...ack, making a strong message to contradict the vague, Latin phrase about how sweet it is to die for your country. In ‘Anthem for Doomed Youth’ Owen develops a singe image, the idea of the funeral ceremony for the dead. The first line asks about the ‘passing bells’ and the rest of the octave describes the various sounds of war, which are substituted for the funeral bells. This includes the ‘monstrous anger of guns’, the rattling of the riffles and the wailing of the shells. The sestet begins by asking where are the candles for the funeral service but goes on to tell us that ‘holy glimmers of goodbyes’ in the eyes of the boy soldiers will have to instead. The funeral cloth placed over the coffin is replaced by ‘the pallor of girls brows’. Instead of flowers, they have ‘the tenderness of patient minds’. All the images are based on the original comparison.

The Pre Combustion Capture Environmental Sciences Essay

Climate alteration is straight associated with increased atmospheric concentration of gases, and particularly of CO2 produced chiefly by fossil fuel burning. Therefore, accomplishing important decrease of CO2 emanations is pressing. Many different schemes need to be applied for this intent including the increased usage of renewable energy beginnings and atomic power, the betterment of energy transition efficiency and the usage of C gaining control and storage systems ( CCS ) . In planetary graduated table, energy production is extremely dependent of fossil fuels. Furthermore, the continuously increasing energy demand in combination with abundant and loosely distributed geographically coal, are factors that prohibit the decrease of conventional energy production ways. Therefore, CCS is the lone option to accomplish important CO2 emanations decreases. The C gaining control engineerings can be separated into three chief methods: pre-combustion gaining control, post-combustion gaining control and oxy-fuel burning. In this assignment, pre-combustion gaining control procedure will be examined. Basic Operation 2.1 Definition By definition, pre-combustion C gaining control refers to the remotion of C from fuel before its burning. Therefore, the burning generates zero CO2 emanations. This engineering can be applied in power workss which use hydrocarbon fuels in order to bring forth electricity. These fuels are coal, natural gas, oil but can besides be used in power workss which use non-hydrocarbon fuels such as biomass or waste. However, pre-combustion C gaining control engineering is more efficient and most developed for usage in Integrated Gasification Combined Cycle ( IGCC ) power workss utilizing coal fuel and in Natural Gas Combined Cycle power workss. Procedure The chief procedure can be divided into three stairss. Initially, the hydrocarbon fuel which is typically natural gas or coal ( oil or biomass ) is reformed or gasified severally into synthesis gas, known as syngas, incorporating H and CO. Then, the syngas is reacted with steam in a Water-Gas Shift reactor ( WGS ) and the C oxide is converted to carbon dioxide and produces more H2O. The resulted syngas after the transition of the C oxide is consisted of C dioxide and H2O and is known as shifted syngas. During the 3rd measure, CO2 is separated from H2 and the rich H gas is produced which can be combusted clearly in combined rhythm power workss. Separated CO2 is so compressed, stored and transported. Between the three basic stairss, described above, there is a figure of extra units for the optimal operation of the system. These units are gas cleaners and heat money changers. Depending on the fuel used, the place and the sort of these units may differ. Figure 1 depicts the basic units of a combined rhythm power works irrespective of the fuel used as input. The water-gas displacement reactor and the CO2 gaining control unit are the extra units used in an IGCC or a NGCC power works for C gaining control. Figure 1: CC power works with pre-combustion gaining control. Figure 2 depicts an IGCC power works with pre-combustion C gaining control. From this figure the extra units can be observed. These units are the Air separation Unit ( ASU ) , the atom and the S remover. All these units will be described exhaustively in the following subdivisions of this assignment. Pre-combustion Capture Process_Vattenfall.jpg Figure 2: IGCC power works with pre-combustion gaining control. The chief difference between the IGCC power works and the NGCC power works is that the IGCC uses a gasifier for the production of the syngas and the NGCC uses a gas reformist. 5 Reformer 5.1 Natural gas constituents In combined rhythm power workss which use natural gas as fuel, a gas reformist is used for the syngas production. At this point it is of import to be mentioned that natural gas is consisted chiefly of methane in a proportion about 94 % . Table 1 cites all the constituents that natural gas is consisted of and their proportion. Table 1: Natural gas constituents 5.2 Natural gas reformation Three different commercially available engineerings for natural gas reforming have been developed. Steam reforming ( SR ) , Non-catalytic partial oxidization reforming ( POX ) and Autothermal reforming. For the hereafter, reforming in a membrane reactor could be an option. 5.2.1 Steam Reforming In steam reforming, methane reacts with H2O ( steam ) ( 700 & A ; deg ; C-1000 & A ; deg ; C ) under 3-25 saloon force per unit area in a presence of a nickel-based accelerator to bring forth H and C monoxide. It is an endothermal reaction which frequently using a nickel-based accelerator. In order to avoid the taint of the accelerator, sulfur compounds from the natural gas demand to be removed before the reformation. The basic steam reforming chemical reactions are: Methane: CH4 + H2O ( +heat ) > CO + 3H2 -?=-206kJ/mol Propane: C3H8+ 3 H2O ( +heat ) > 3CO + 7H2 Ethyl alcohol: C2H5OH + H2O ( +heat ) > 2CO + 4H2 The chief drawback of this reformist is that demand a secondary steam supply. 5.2.2 Non catalytic Power Oxidation ( POX ) Partial oxidization procedure relies on an exothermal reaction between natural gas and a limited sum of O. The merchandises of the reaction are chiefly carbon monoxide and H. The O can be supplied as pure O either signifier air or via a conveyance membrane. The basic chemical reactions are: Methane: CH4 + ?O2 > CO + 2H2 ( +heat ) Propane: C3H8 + ?O2 > 3CO + 4H2 ( +heat ) Ethyl alcohol: C2H5OH + ?O2 > 2CO + 3H2 ( +heat ) Temperature of the reaction is about 1250-1400EsC. This engineering is much faster than steam reforming but increases the entire cost of the works significantly. However, it is a really simple system with small care required. 5.2.3 Autothermal Reforming ( ATR ) The reactor in the autothermal reactor is divided into two different zones, a burning and a thermic and catalytic zone. Oxygen reacts with methane and signifiers syngas. It is an exothermal reaction and the operating temperature is in about 850-110 EsC. CH4 + O2 – CO + 2H2O ( g ) -=519KJ/mol These reformer are more widespread and common used than the other two because of its flexible operation, its compact design, its low investing cost and its broad operating conditions. Furthermore, the fact that there is no demand of secondary fuel supply makes the reformer even more efficient than the others. 5.3 Water Gas displacement reaction in NGCC power workss with pre-combustion milliliter. The Water gas displacement reactor is one of the most of import units of the pre-combustion C gaining control procedure and will be examined exhaustively in subdivision 5555. However it is really of import to be mentioned at this point that in NGCC power workss with pre-combustion C gaining control, the H2O gas displacement reactor take topographic point into the reformist. 7 Water Gas Shift reactor The H2O gas displacement reactor ( WGS ) is one of the most of import parts of the CO2 gaining control system in IGCC and NGCC power workss. It converts about all the CO in Syngas, into CO2 and H with an exothermal chemical reaction. The input of the WGS reactor is syngas and steam ( H2O ) . CO + H20 – CO2 + H2 ?H= -41.1kj/mol In general, the H2O gas displacement reaction occurs in an adiabatic system with the presence of a accelerator which accelerates the reaction rate. Several types of accelerators are commercially available but three of them are the most of import. These three accelerators can be divided into two classs: the clean displacement accelerators and the rancid displacement accelerators.Clean displacement accelerators:High temperature displacement accelerators Active constituent: Fe3O4 with Cr2O3 as stabilizer Operating temperature: 350 – 500 & A ; deg ; C Sulphur content syngas lower than 100 ppm. Low-temperature displacement accelerators Active constituent: Cu supported by ZnO and Al2O3 Operating temperature: 185 – 275 & A ; deg ; C Sulphur content syngas lower than 0.1 ppm.Sour displacement acceleratorsActive constituent: Sulphided Co and Mo Operating temperature: 250 – 500 & A ; deg ; C Sulphur content syngas lower than 300ppm. In NGCC power workss with pre-combustion gaining control, clean displacement accelerators are used and the chief WGS operation takes topographic point into the reformist. IGCC power workss with pre-combustion gaining control usage either clean or rancid displacement accelerators but rancid accelerators are more widespread. In these workss, the WGS reactor is an independent unit. During shift reaction, the temperature rises and restricts the farther procedure. Therefore, the transition in a individual reactor is limited. This job can be solved by utilizing a two phase H2O displacement reaction. This reaction can be achieved with the combination of a high temperature and a low temperature displacement reactor operated in sequence. Consequently, in order to acquire a higher grade of transition of the CO to CO2, two reactors are favourable compared to a one-reactor apparatus. Between these two reactors, an inter-bed chilling is used in order to keep the temperature low in the 2nd reactor. The majority of C monoxide is converted to CO2 by the high-temperature accelerators and the procedure is fulfilled by the low temperature accelerators. Figure 2 depicts a High and Low temperature displacement reactor every bit good as the different temperatures for the different phases. Figure 2: High ( left ) and Low ( right ) temperature displacement reactors. Figure ten: WGS composed by two reactors. The WGS unit influences the entire efficiency of the power works. For standard design it is observed an efficiency loss about 3-4 % . The loss of efficiency caused by the WGS ‘ steam demands necessary for sufficiently high CO transition ratios. Sulfur Removal Unit Sulfur remotion is a critical portion in the pre-combustion C gaining control processes and it is used in both IGCC and NGCC power workss. Its chief operation is to take S from the input gas. Figure†¦ . Application in IGCC power workss with pre-combustion milliliter. Syngas produced by the gasification contains assorted drosss. Among these drosss, Ss have a large proportion. During gasification, S is chiefly converted to hydrogen sulphide ( H2S ) and to carbonyl sulphide ( COS ) in a proportion about 3-10 % . In IGCC power workss with pre-combustion C gaining control, in order to clean the gas from sulfur constituents, a Sulfur Removal unit is used which utilizes acid gas recovery processes ( AGR ) . These procedures can be either physical or chemical based and retrieve S either as sulphuric acid or as elemental S. However, AGR procedures are efficient merely when S is in H2S signifier, COS is highly hard to be removed in this manner. Therefore the sulfur remotion unit must be equipped with a COS hydrolysis unit ( before the AGR ) which catalytically converts COS to H2S. This units converts over 99 % of the of the COS to H2S with the chemical reaction presented below: COS + H2O – H2S + CO2 With the combination of these two units i.e. COS hydrolysis and AGR process the Sulfur remotion unit achieve about 99 % of sulfur recovery. In unit 7 it underlined that in IGCC power workss with pre-combustion milliliter the WGS reactor can be composed either of clean or rancid displacement accelerator. In instance of clean displacement accelerators, sulfur constituents must be removed from the syngas before the WGS reactor in order to avoid accelerator taint. Therefore, in this instance the S remotion demand to be placed before the WGS reactor as Figure 66 shows. Figure 66: WGS reactor with clean displacement accelerators In instance of rancid displacement accelerators, S is required in the provender gas. Therefore the sulfur remotion unit is placed after the WGS reactor. It is really of import to advert here, that in this instance the WGS reactor except from change overing CO to CO2, besides hydrolyses COS to H2S. Consequently, there is no demand of a separate COS hydrolysis system. Figure 67: WGS reactor with rancid displacement accelerators. In every instance, a gas ice chest is necessary to be used before the Sulfur remotion unit. Application in NGCC power workss with pre-combustion milliliter. In this instance, both the accelerators of the reformist and of the WGS reactor are clean displacement. Therefore, sulfur remotion is necessary to be placed before the gas reformist. Hence, in NGCC power workss, the input gas of the sulfur remotion unit is natural gas alternatively of syngas ( or shifted syngas ) which was in IGCC power workss. The first measure of the remotion procedure is the transition of sulfur compounds, such as COS and mercaptans, in the natural gas to gaseous H2S. This can be achieved by utilizing a catalytic hydrogenation. After the transition, the S is removed by fluxing of the natural gas through a bed of Zn oxide granules to organize solid Zn sulphide harmonizing to reaction H2S + ZnO ( s ) > H2O ( g ) + ZnS ( s )