How to Write an Article Review Essay Example for Free

How to Write an Article Review Essay Writing an article review, which is also sometimes referred to as an article critique, is a special type of writing that involves reading an article and then providing the reader with your personal take on its content. In general, article review essays should start with a heading that includes a citation of the sources that are being reviewed. The first paragraph, which is the introduction to the article review, should provide a summary of the article highlights. This summary should not provide every last detail about the article being reviewed. Rather, it should only discuss the most important details. If you find yourself carrying on or needing more than one paragraph to write your summary, you need to revisit the paragraph and find ways to trim down the length of your summary. Following the brief summary of your article, you will then need to explain why the article is significant. Questions you should ask yourself when writing these paragraphs include: Does the article fill a void within the literature that already exists on the topic? Does the article contain any information that would be considered â€Å"breakthrough† information? Will the information contained within this article cause other people in the field to change their ideas about the subject matter or does it simply revisit information that is already known in the field? In your final paragraphs, you will need to present your personal evaluation of the article. Some questions you should ask yourself in order to come up with your personal evaluation include whether or not the article is well written and clear. You should also consider whether or not any information was missing and if more research is needed on the topic. If you are writing the article review for a class, try to connect the article to organizational and industrial experience and try to connect the content of the article to information that you have been studying in your course. As you write your article review, keep in mind that you are doing more than just a book report. Rather than focus on telling what the article was about, your article review should reflect your personal opinions on the article as well as how it affects you or the field in which it was written. After you have finished writing your article review, be sure to go back and re-read it. This way, you will be able to look at it with a fresh set of eyes and you may notice errors that you had not previously noticed. Outline of the Article Review Please include the following categories in your article review. Full Bibliographic Reference Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Very Brief Summary Results Contributions Foundation Synthesis with other materials Analysis Additional Analysis General Critique) Further Critique of a Conceptual Article -or- Further Critique of an Empirical Article Issues (in your opinion). Questions Annotated Bibliography Citation Analysis Appendix 1. Full Bibliographic Reference State the full bibliographic reference for the article you are reviewing (authors, title, journal name, volume, issue, year, page numbers, etc. ) Important: this is not the bibliography listed at the end of the article, rather the citation of the article itself! 2. Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Paragraph 1: State the objectives (goals or purpose) of the article. What is the articles domain (topic area)? Paragraph 2: State whether the article is conceptual or empirical, and why you believe it is conceptual or empirical. Empirical articles and conceptual articles have a similar objective: to substantiate an argument proposed by the author. While a conceptual article supports such an argument based on logical and persuasive reasoning, an empirical article offers empirical evidence to support the argument. Empirical articles offer substantial, detailed evidence which the authors analyze using statistical methods. Empirical articles must include hypotheses (or propositions), detailed research results, and (statistical) analyses of this empirical evidence. Empirical research includes experiments, surveys, questionnaires, field studies, etc, and to limited degree, case studies. Conceptual articles may refer to such empirical evidence, but do not provide the detailed analysis of that evidence. 3. Brief Summary For an article review, do not spend much space summarizing the article. Instead focus on analysis of the article. Thus, in this section, summarize the article only very briefly. Paragraph 1: what is the problem or opportunity being addressed Paragraph 2: which solution is proposed (the solution could be a new model or a theory that explains the problem) Paragraph 3: what evidence is put forth that this solution is appropriate (If this is an empirical article, be sure to briefly describe what kind of empirical study was done as part of the evidence) 4. Results Very briefly summarize the important points (observations, conclusions, findings) in the article. Please do not repeat lists of items in the articles just summarize the essence of these if you feel they are necessary to include. 5. Contributions. An article makes a contribution by adding to the knowledge of researchers in a research field. An article can make a contribution to the research field in many ways. Does it provide a new way to look at a problem? Does it bring together or synthesize several concepts (or frameworks, models, etc. ) together in an insightful way that has not been done before? Does it provide new solutions? Does it provide new results? Does it identify new issues? Does it provide a comprehensive survey or review of a domain? Does it provide new insights? Also, is it salient (relevant and current) to a particular scientific issue or managerial problem? Are the issues addressed introduced in a way that their relevance to practice is evident? Would answers to the questions raised in the article likely to be useful to researchers and managers? Note: Do not discuss the contributions of the technologies the article describes, but rather the contributions of the article itself! The articles contributions should be original. Describe each contribution clearly in a separate paragraph or bullet point. Discuss why the contribution is important. Alternatively, if you believe the article makes no contributions, explain why clearly. 6. Foundation. Good research often is built upon theories and frameworks that other researchers have developed. Sometimes articles will be substantially based upon this prior work, and refer back to it in some detail. (Not all research articles will do this. ) Which theoretical foundations does this article and research build on, if any? In what ways? Include references/citations of the foundation work. (You can determine this in part from the works the article cites. )Note, however, that most works cited are not core foundational work, but rather just support certain aspects of the article. Similarly, do not confuse a general discussion of related topics as foundational work. If the article does not build upon key pieces of prior research, then write in your review This article does not build upon any foundation research. (If you do not state this explicitly, you will not receive credit for this section. ) 7. Synthesis with Class Materials Synthesis means analyzing a particular topic by comparing and contrasting it with, and thinking about it from the viewpoint of, the class materials from across the semester. These materials include the articles, models, frameworks, guidelines and other concepts weve covered. (Of course, only certain materials will be relevant for any given article. )Note: You have to do this synthesis! You need to relate this article to other things we have studied, so by definition you will not find this analysis in the article itself! You also could analyze the approach the author took to the articles analysis and discussion. Discuss the articles approach and results in terms of one or more of the frameworks, etc. , from the text or readings, or any you find elsewhere. As part of this analysis, reference other articles youve read, when appropriate. Compare the approach, results and contribution with all articles about similar topics or with a similar approach. For all of these, do your synthesis comparison in as much depth as you can! 8. Analysis Note: Many people assume this category is the same as General Critique. It is not. General Critique is a different category from this, and follows below. What has changed since the article was written? How do its lessons, ideas and theories still apply? To what extent has its issues been resolved? Additional Analysis Optionally, try applying the articles models, frameworks and guidelines, etc. yourself. Do you find them useful? In addition, you may optionally add your own additional analysis in a separate subsection. (Do not repeat the authors analysis in the paper you could summarize this as part of the results section. ) 9. General Critique In this section you should state your opinions of how well (or poorly) the authors did their research and presented the research results in the article. Your critique can contain both positive and negative comments. Justify and explain in detail each of your critique points in a separate paragraph of at least 4-5 sentences. The following are suggestions only: Does it build upon the appropriate foundation (i. e. , upon appropriate prior research)? Did the authors choose the correct approach, and then execute it properly? How confident are you in the articles results, and why? Are its ideas really new, or do the authors simply repackage old ideas and perhaps give them a new name? Do the authors discuss everything they promise in the articles introduction and outline? What are the articles shortcomings (faults) and limitations (boundaries)? Did it discuss all of the important aspects and issues in its domain (topic area)? In what way should the article have made a contribution, but then did not? Do the authors make appropriate comparisons to similar events, cases or occurrences? How complete and thorough a job did the authors do? Do the authors include an adequate discussion, analysis and conclusions? Did they justify everything adequately? Did they provide enough background information for the intended audience to understand it? For you to understand it? Were there adequate and appropriate examples and illustrations? Ask yourself these questions when justifying your critique points: why/why not? how? what distinguishes the differences/different approaches, and in what ways? 9. 1. Further Critique of a Conceptual Article (only for conceptual articles) A critique of a conceptual article examines the logic of the arguments made by the authors. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. Give examples whenever possible. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. LOGICAL CONSISTENCY: Do any parts of the article or research contradict or invalidate other parts? If so, have the authors acknowledged and explained this adequately? 2. COHERENCE: Does the article make sense? Did the authors approach this article (and this research) sensibly? Does the article develop an argument that follows a coherent line of reasoning? Are the boundaries of the argument reasonably well defined? Does the argument anticipate most, if not all, rival arguments? Does the article flow in a logical sequence? Do later parts build logically upon earlier parts? 3. SUBSTANCE: Does the article provide an argument or a line of reasoning that offers insight into important issues, or does it merely summarize previous studies in a shallow way that does not reflect depth of analysis? Does the article provide ways (a model, framework, guidelines, etc. ) to guide future thinking about the issue(s) the author is addressing? 4. FOCUS: Is there a clear audience that the authors address? Was the article written at the appropriate level for this audience? 9. 2. Further Critique of an Empirical Article (only for empirical articles) A critique of an empirical article examines the strength of the empirical evidence supporting the authors argument. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. CLARITY: Is the articles purpose and argument clear? Do the researchers clearly develop a major research question, proposition, or hypothesis that is to be evaluated in the empirical study and discussed in this article? If the study is exploratory (preliminary), is sufficient justification for an exploratory strategy given? 2. THEORETICAL GROUNDING: Is the researchers argument grounded in more basic theory? Is it clear whether the structure of the empirical study (i. e., what they do) was derived from theory, or just made up? In theory-building articles, is the need for new theory adequately established? 3. DESIGN OF RESEARCH INVESTIGATION: Is it clear exactly how the empirical study was carried out? Is the design of the research approach (field study, experiments, questionnaires, etc. both contents and how they will be used) adequate to address the common threats to internal and external validity? Have appropriate controls been established, and is the selection of research sites justified? Are the hypotheses and experiments, etc., significant? 4. MEASUREMENT: Empirical studies can have quantitative measurements (i. e. , numeric results) and qualitative or subjective measurements. Are the measures used adequately described (i. e. , what is measured in the study and how)? Are data on the reliability and validity of these measures reported? Does the article feel anecdotal or solidly supported with evidence? For example, in case or field studies, are the results well documented? Is it clear who the subjects were, and with whom interviews were carried out? Were important results cross-checked, i. e., determined across a range of subjects or just gotten from one or two subjects? 5. ANALYSIS: Is the analysis of empirical data conducted properly? Do the data conform to the requirements of any statistical tests used? Are qualitative data adequately described and presented? 6. DISCUSSION AND CONCLUSIONS: In discussing the results of the empirical study, do the authors remain true to the actual findings of the study? Are the claims made in the conclusion of the article actually supported by the empirical data? If the study is exploratory, do the authors offer research questions or hypotheses for future research? 7. BIASES: Do the biases of the authors affect the design of the research or the interpretation of the results? Are the authors aware of potential biases and the affect on the study? 10. Issues (listed by the author) What open questions or issues has the author stated remain unresolved? Discuss each in a separate paragraph of 5-10 sentences. Each issues paragraph should take the following format: what is the issue? why do you believe this is an important issue? in what way is it unresolved suggestions for resolving it if you give your own suggestions (instead of or in addition to the authors, then precede each with I would propose If it has been resolved since the article was written, then state how it was resolved. 11. Issues (in your opinion) List several open questions or issues which remain unresolved in your opinion? For example, what possible future research questions could arise from this article? Discuss each in a separate paragraph of 5-10 sentences. Each issues paragraph should take the following format: what is the issue? why do you believe this is an important issue? in what way is it unresolved suggestions for resolving it 12. Questions List three insightful questions of your own, arising from this article. Do not ask definitions, but rather questions that really make one think. 13. Annotated Bibliography For every item you have cited in your report, you need a full reference and an annotation explaining it. List the full bibliographic references (authors, title, journal name, volume, issue, year, page numbers, etc. ) for anything you have cited in your review. IMPORTANT: This is NOT the bibliography listed at the end of the article. It is the bibliographic references for any readings you yourself referred to inside your review. Write 2-4 sentences describing the article. Write 2-3 sentences describing why you cited it. 14. Citation Analysis Appendix If the article has no citations then write in that section I found no citations in the [Science Citation Index or the Social Sciences Citation Index or on the Internet]. Note, if your article has more than 20 citations, you only need to include a selection of them: State how many citations each index has and the Web search found List 1-2 citations for each year in which the article has been cited. Try to include citations from several different journals spread over your selection ? Include a citation analysis to see who has cited it and how.

Teacher Certification Essay Example for Free

Teacher Certification Essay The whole issue of teacher certification is one of great importance and when discussed must be done in a delicate and thoughtful manner. The reason for this increasing importance is because the education of our nations teachers is important to the creation of an ideal education system, which is one of the goals of our national government and State governments. Over the years the whole educational reform movement has become an increasingly hot topic. Reforms in the administration of school systems and in curriculum theory and practice have been asked for and a4re currently being put into effect. Recently, reform of the education of teachers is being added to the lo9ng list of reforms needed. Many reform activists feel that direct changes need to be made on the methods of training and certifying the teachers of our country. Before looking at the reform movement, however, one must first look at the so called problem of inconsistency in teacher certification. In our country today there is a general consistency among the requirements for state certification of teachers. Most states require their teacher institutions to establish a teacher education program that includes coursework and fieldwork. The coursework includes those courses that prepare a student to become a professional teacher and those classes that include major and minor fields of specialization. Fieldwork, which is probably the most important of the two forms of requirements, involves the individual interested in being a teacher going out and observing, practicing, and preparing to enter the educational world as an instructor. There is no argument that all schools in every state has these basic requirements of teacher certification. However, the inconsistency lies within how the numerous institutions go about in teaching these requirements. Each post-secondary school is given the jurisdiction to choose how they are going to go about meeting these basic teacher certification requirements. For example, many states require a different amount of field hours. An inconsistency can also be seen in the various models of teacher education that are used throughout the nation. Two education researchers, Howey and Zimpher conducted a study on this variety of models in 1989. They came up with three different attempts of teacher training. The first, known as the teachers college model, involves certification students entering a separate school within a university that is a teachers college. The second approach is called the liberal arts model by the researchers, and is a method that requires and individual to become specialized in a certain liberal arts subject in order to create capable and cultured human beings. The third and final model discussed by Howley and Zimpher is entitled the competency-based model. This method trains individuals in the arts o motivation and understanding. As one can see by this case study, there have been a variety of approaches to teacher certification. An inconsistency can similarly be detected by looking at the various new and innovative ideas in teacher education. Among these include the alternative route, a topic discussed earlier, and the five-year degree program, and issue to be discussed shortly in this section. Altogether, one could state that there is some inconsistency in teacher certification, and this inconsistency brings about a small problem in the educational spectrum of our world. In my opinion, there is no national and universal set of requirements for teacher certification. The variety of different methods and forms of teacher education programs is causing an inconsistency in how teachers are being trained nationwide. When this is realized, the whole issue of reforming teacher certification becomes very relevant to our society. As stated earlier, reforms in the training of future teachers are beginning to really be requested by the general public. Various groups have met to discuss the various issues surrounding the reform movement. Among the most notable are the Holmes Group, the Association of American Colleges of Teacher Education (AACTE), the Education Commission of the States (ECS), and Goodlads group. These various groups and many others have come up with a variety of reforms and new standards that most likely should and will be integrated into the current teacher certification requirements. One certain similarity that all of these recommendations have with each other is that they all call for higher regulations and an increase in the education of future teachers. Many of the group0s called for an increase in providing individuals knowledge on the profession of teachi8ng, and some groups also called for a more intense training in the various fields under a liberal arts education. Increases in the amount of fieldwork required seems to also be a major issue discussed by the reform groups. The issue of selection under standardized testing was also discussed, with respect to increasing the required SAT/ACT or GRE scores. Finally, the research groups came up with various new ideas involving the creation of professional teaching schools or tiered systems that would require a teacher to go through more training even after they received their bachelors degree. All in all, these reform groups have come up with some very unique and interesting ideas to change teacher certification for the better. It is the best interest of our nation to make changes in our current teacher education program, for, in this case, change would be for the better. To conclude, I would like to take a brief but in depth look at an innovative idea established by the Maine State Department of Education in conjunction with the University of Southern Maine. This program, entitled the Extended Teacher Education Program, involves future teachers continuing on for a fifth year after completing their undergraduate studies. This fifth year involves the individual taking part in internships. These internships give the future teachers a chance at more fieldwork in order to gain more experiences before they become full fledged teachers. Nonetheless, the results of the initial year of the program seem to indicate that the idea around this new program is a successful one. Those individuals who took part in the program obtained various skills and understandings that all ideal teachers should have. The excellent outcomes of this program leads one to believe that it might be a good idea to implement this structure nationwide. The idea of creating professional schools for teachers has become a popular one in recent times. After all if doctors and lawyers have to go to a professional school, then shouldnt teachers as well? In conclusion, the issue of teacher training and certification brings up many questions, especially in reference to reforming. The inconsistent and somewhat outdated education of teachers today needs change, in order to create an ideal educational system. Numerous reforms have been discussed and recommended by various research organizations and now is the time to take action and implement some of these reforms before our education systems continue to fall downwards into the depths of degradation. Change I needed and change must come now.

Periodic Table Trend Anomalies

Periodic Table Trend Anomalies Abstract: Atomic radius is the physical size of an atom while ionization energy is the energy required to completely pull one electron away from an atom. When it comes to the periodic table, there are accepted periodic trends for both atomic radius and ionization energy. However, there are some instances in which certain elements do not follow the predetermined periodic trends. These are areas in which trend anomalies occur. On the attached graph, four such anomalies are circled, but only three will be discussed: anomaly #2, anomaly #3, and anomaly #4. The purpose of this report is to explain what about these specified regions is unpredictable, and give a concise reasoning, in relation to electron configuration, as to why the anomalies occur. Ionization Energy: The general trend for ionization energy is that it increases up a group and also increases from left to right. Due to the fact that the elements involved in the anomalies appear consecutively on the periodic table, the left to right trend will be given focus. The reasoning for theis trend is dependent upon the Zeff. The Zeff increases concurrently with the number of protons in an atoms nucleus. The more protons in a nucleus, the more attraction there is between the individual electrons and the nucleus which in turn means a larger Zeff.The higher the Zeff, the closer the electrons are held to the nucleus and therefore, the more energy is required to separate those electrons from the atom. However, in some cases this trend does not apply to certain elements. The following anomalies occur with respect to the trend of ionization energy on the periodic table of elements: Anomaly #2: Elements 7 8 The second anomaly found on the graph occurs at elements 7 and 8, Nitrogen and Oxygen. On the periodic table Nitrogen is element 7, indicating that is has 7 protons in its nucleus while Oxygen is element 8, indicating that is has 8 protons in its nucleus. Due to the fact that Oxygen has a larger number of protons in its nucleus, it should also have a larger Zeff. The larger Zeff means that there should be a greater attraction between the nucleus and the electrons, giving Oxygen a higher ionization energy than Nitrogen. This, however, is not the case. In fact, Nitrogen has a higher ionization energy that Oxygen. To understand why this occurs, the electron configurations of both elements should be taken into account. Nitrogen has an electron configuration of 1s22s22p3 while Oxygen has an electron configuration of 1s22s22p4. Nitrogens p-orbital is exactly half full, with having 3 of a potential 6 electrons present. This configuration is considered to be a more stable one because there is an equal exchange of energies between the electrons of the 2p-orbital. This configuration is also considered to be more stable than the configuration of Oxygen, which has 4 electrons, more than half, in its p-orbital (Boudreaux, 2017). The increased stability of Nitrogen means that it takes more energy to pull electrons from its orbit than it does to pull electrons from the less stable Oxygen (Woodward, 2017). This kind of anomaly also occurs at elements 15 and 16, Phosphorous and Sulfur. The two elements are in the same periodic groups as Oxygen and Nitrogen. Like Nitrogen, Phosphorous has an exactly half full p-orbital, with 3 out of 6 possible electrons. Sulfur however, has a p-orbital with 4 electrons. Like Nitrogen, Phosphorous is considered to have a more stable configuration because the energy levels in the p-orbital are distributed evenly, while the energy levels in the p-orbital of Sulfur are not. Due to this increased stability in takes more energy to pull electrons from Phosphorous than it does for Sulfur, just as it does nor Nitrogen and Oxygen, despite the fact that the periodic trend for ionization energy would predict the exact opposite. Anomaly #3: Elements 45-50 The third anomaly on the graph occurs from elements 45 to 50; Rhodium, Palladium, Silver, Cadmium, Indium, and Tin.ÂÂ   Based on the periodic trend for ionization energy, the ionization energy should gradually increase as the graph goes from element 45, Rhodium, to element 50, Tin. This should occur because each consecutive element has more protons in its nucleus than the last, meaning a larger Zeff and by extension, a larger ionization energy. This does not occur though. Instead, starting at Rhodium, the elements follow and up, down, up, down pattern with Rhodium and Tin marking the ending and the re-starting of the regular pattern, respectively. To better understand why this anomaly occurs the following table should be taken into consideration: Atomic Number Element Electron Configuration 45 Rhodium 5s14d8 46 Palladium 4d10 47 Silver 5s14d10 48 Cadmium 5s24d10 49 Indium 5s25p1 50 Tin 5s25p2 As previously stated these elements form a pattern that goes up, down, up, down with Rhodium marking the end of the previously regular trend and Tin marking the re-start of that trend. The first element that shoots up in ionization energy is Palladium. Palladium has a much larger ionization energy than Rhodium. This is because Palladium has a full d-orbital while Rhodium does not. Palladiums full d-orbital makes it a more stable element, because its valence orbital is satisfied, than Rhodium therefore, it takes more energy to pull electrons from Palladiums orbit than it does to pull them from Rhodiums. Silvers ionization energy it much lower than Palladiums however, and it is the first of the elements to go down in the pattern. While Silver does have a full d-orbital, it also has a half full s-orbital. Due to the fact that there is a half full s-orbital, Silvers orbitals are no longer satisfied. Palladium, however, still has a full d-orbital, with no electrons in the s-orbital, makin g it the more stable configuration. Once again, Palladium has the larger ionization energy because it is considered to have a more stable configuration, and it takes more energy to pull electrons from its orbit than it does for Silver. After Silver comes Cadmium. Cadmium is the second up element in the pattern. While both of the elements, Silver and Cadmium, have full d-orbitals, Cadmium also has a full s-orbital. Due to the fact that Cadmium has both s and d-orbitals full it is considered to have a more stable configuration than Silver, explaining why Cadmium has a much larger ionization energy that Silver does. The next element to go down in the pattern is Indium. Cadmium is an extremely stable element because both its s and d-orbitals are full. Indium, however, has only 1 electron in its p-orbital making it a much less stable configuration than that of Cadmium (Barrens, 2007). Due to the fact that Indium is much less stable than Cadmium, it takes less energy to pull electrons from its orbit, giving reason to why Cadmium has a much larger ionization energy than Indium. The last element in the pattern, Tin, marks the re-start of the general ionization energy trend. Even though the electron configuration of Indium and Tin are very similar, Indium only has 1 electron in its p-orbital while Tin has 2. Despite the fact that the elements have similar configurations Tin is still considered to be a more stable element and therefore it has a larger ionization energy than Indium. After Tin, the accepted trend for ionization energy begins again. In relation to the huge jump in ionization energy between Cadmium and Indium, Zinc and Gallium also demonstrate the same kind of jump. Zinc and Gallium are in the same periodic groups as Cadmium and Indium. Zinc has an electron configuration of 4s23d10 while Gallium has an electron configuration of 4s24p1. Once again, Zinc`s 4s and 3d-orbitals are full, meaning it has a more stable configuration then Gallium, explaining why it has a high ionization energy. It should also be noted that the big drop in ionization energy occurs when a new subshell starts. The starting of a new subshell decreases the stability of an atoms configuration, making it easier to pull electrons from the orbit of that atom (Wiberg Wiberg, 2001). Atomic Radius: The accepted periodic trend for atomic radius is as follows: atomic radius increases down a group as well as from right to left on the periodic table. Due to the fact that the elements involved in the anomalies appear side by side on the table, focus will be given to the right to left trend. Atomic radii decrease from left to right due to the fact that effective nuclear charge, Zeff, increases from left to right. The Zeff is the overall pull an electron feels from the nucleus; the greater the attraction between the nucleus and the electrons, the greater the Zeff. This means that as the number of protons in the nucleus increases, so does the Zeff because there is a greater attraction between the nucleus and the individual electrons. The greater the pull of the electrons to the nucleus the smaller the atomic radius. This trend, however, is not always followed. The following anomaly occurs with respect to the trend for atomic radius on the periodic table of elements: Anomaly #4: Elements 58 to 72 First Row Inner-transition Metals This anomaly occurs from element 58 to 71, Cerium to Hafnium. Based on the trend explained above, the atomic radius for these elements should increase from Hafnium to Cerium due to the fact that each element, going backwards, has less protons in its nucleus than the last, therefore, having a smaller Zeff. This, however, does not occur and instead the graph shows the inner-transition metals to have almost or exactly the same atomic radii. This anomaly occurs due to what is called Lanthanoid contraction. To understand this anomaly the electron configuration of these elements must be taken into consideration. All of these elements have a 4f-orbital, which makes them unique (NCERT, 2017). Typically, atomic radius tends to decrease when moving from left to right on the periodic table because there is room for more electrons in the existing energy levels.ÂÂ   When more electrons are added to these energy levels atomic radius tends to get smaller because the additional protons attract the electrons more, and pull the outer shell of electrons closer to the nucleus. This does not happen with electrons in the f-orbitals though. Instead of electrons being added to the outer shell of the atom, electrons are added to an inner-shell where f-orbital elements are concerned (Wicks, 2015). This causes a shielding effect. The shielding effect occurs when the inner-shell electrons shield the outer-shell electrons from the full magn itude of the nuclear charge, or attraction to the nucleus (Bains, 2014). This shielding effect is Lanthanoid contraction.ÂÂ   In elements 58 to 71, Lanthanoid contraction causes the 4f electrons to shield each other from their attraction to the nucleus. Due to the fact that these elements do not feel the full attraction of the nucleus the atomic radius does not increase a large amount. This explains why the inner-transition metals have atomic radii that are very similar, and do not differ very much in magnitude (Encyclopedia, 2011). References Bains, Amrit. (2014). Lanthanide Contraction. Retrieved from Chemistry LibreTexts: https://chem.libretexts.org/Core/Inorganic_Chemistry/Descriptive_Chemistry/Elements_Organized_by_Block/4_f-Block_Elements/The_Lanthanides/aLanthanides%3A_Properties_and_Reactions/Lanthanide_Contraction Barrens, Richard. (2007). Zinc and Gallium Ionization Energy . Retrieved from Students` Technical Activities Body : https://stab-iitb.org/newton-mirror/askasci/chem07/chem07038.htm Boudreaux, Kevin. (2017). Periodic Trends Ionization Energy. Retrieved from Angelo State University: https://www.angelo.edu/faculty/kboudrea/periodic/trends_ionization_energy.htm Britannica Encyclopedia. (2011). Lanthanois Contraction . Retrieved from Britannica Encyclopedia : https://www.britannica.com/science/lanthanoid-contraction NCERT (National Council for Edication and Training). (2017). The d- and f- block Elements. Retrieved from National Council for Education and Training : http://ncert.nic.in/ncerts/l/lech108.pdf Wiberg, Egon., Wiberg, Nils. (2001). Inorganic Chemistry. In E. Wiberg, N. Wiberg, Inorganic Chemistry (p. 1306). San Diego: Academic Press. Wicks, Kurt. (2015). Exceptions to the General Trend for Atomic Radius. Retrieved from Chemistry Lecture Notes: http://www.chemistrylecturenotes.com/html/exceptions_to_the_general_tren.html Woodward, Pat. (2017). Ionization Energy . Retrieved from Ohio State University : http://cbc-wb01x.chemistry.ohio-state.edu/~woodward/ch121/ch7_ie.htm

The Cycle of Life in Walt Whitmans Song of Myself Essay -- Song of My

The Cycle of Life in Walt Whitman's Song of Myself In stanza six of the poem "Song of Myself", by Walt Whitman, he poses the question "What is the grass?" I believe that grass is a metaphor for the cycle of life. Throughout the poem Whitman points out images that grass could represent. All of these images stem from the life and death that we come to expect in our lifetime. During your life you will experience death, it at times surrounds you, but if you look past the grief and look to the beauty you will see that it is a cycle that keeps our world in balance. The images of flags, tears, children and older people that are torn from the ones they love, but only to soon return to other lost ones are all parts of Walt Whitman's poem. I believe that the flag is a symbol of death. When we look to the flag we think of our country and the people that lost their lives in the war, fighting for our freedom. In the poem line 93, reads, "I guess it must be the flag of my disposition..." meaning that the flag is a symbol of giving his life or the transferring of his being ... The Cycle of Life in Walt Whitman's Song of Myself Essay -- Song of My The Cycle of Life in Walt Whitman's Song of Myself In stanza six of the poem "Song of Myself", by Walt Whitman, he poses the question "What is the grass?" I believe that grass is a metaphor for the cycle of life. Throughout the poem Whitman points out images that grass could represent. All of these images stem from the life and death that we come to expect in our lifetime. During your life you will experience death, it at times surrounds you, but if you look past the grief and look to the beauty you will see that it is a cycle that keeps our world in balance. The images of flags, tears, children and older people that are torn from the ones they love, but only to soon return to other lost ones are all parts of Walt Whitman's poem. I believe that the flag is a symbol of death. When we look to the flag we think of our country and the people that lost their lives in the war, fighting for our freedom. In the poem line 93, reads, "I guess it must be the flag of my disposition..." meaning that the flag is a symbol of giving his life or the transferring of his being ...

The Once and Future King :: Once and Future King Essays

The Once and Future King The Once and Future King by T.H. White has a theme which consists of being true to yourself and your beliefs. Many characters and events in this book reinforce this idea and portray it as the main lesson. Readers are affected by learning important life-lessons throughout each chapter and book. Readers learn in the beginning that Arthur strongly believes in keeping his word. Even in Book I, when Arthur was a child, he refused to leave Hob's hawk, Cully, in the forest. This was because he did not want to betray Hob's trust. There are several other times in the story in which Arthur shows the personal importance keeping his word to others, and this shows that he is staying true to his beliefs over time. It's very important to me that people keep their promises, because you will never be able to trust or rely on that person if they don't. Arthur, as king, also thinks that it is important to enforce justice. Arthur learns and takes into belief that "Might is Right" . Arthur uses this belief to form and run the Round Table. This is another thing of importance in my life because fairness is imperative for a good society. Today's courtrooms use methods of fairness that were modeled is Arthur's Round Table. Although, this idea of fairness and honesty can also make for difficult or uncomfortable situations; such as Arthur and the fact that Guenever and Lancelot were in love. Arthur eventually realizes he must do what is just, as his beliefs tell him, and punish Guenever. Lancelot also has many adventures in the novel that shows that he stays true to himself and his beliefs. He has many quests and struggles to achieve and maintain holiness. It is important to Lancelot that he be kind, loyal, and respectful. These traits are portrayed by his idolization of Arthur throughout the entire book. His religion also plays a major role in his life, giving him something to work towards. This idea of being a good person also applies to my life because it is ultimately what I strive to achieve.

The Soliloquies of Shakespeares Hamlet - To be or not to be Soliloquy

The â€Å"To be or not to be† Soliloquy of Hamlet      Ã‚  Ã‚   Does the hero in Shakespeare’s Hamlet deliver a soliloquy that does not fit the dramatic context? Does the soliloquy suggest that suicide is imminent? This essay proposes to answer these and other questions relevant to the â€Å"To be or not to be† soliloquy.    Lawrence Danson in the essay â€Å"Tragic Alphabet† discusses the most famous of soliloquies as involving an â€Å"eternal dilemma†:      The problem of time’s discrediting effects upon human actions and intentions is what makes Hamlet’s â€Å"To be, or not to be† soliloquy eternal dilemma rather than fulfilled dialectic. Faced with   the uncertainty of any action, an uncertainty that extends even to the afterlife, Hamlet, too, finds the â€Å"wick or snuff† of which Claudius speaks: â€Å"Thus conscience† – by which Hamlet means, I take it, not only scruples but all thoughts concerning the future –    does make cowards of us all; And thus the native hue of resolution Is sicklied o’er with the pale cast of thought, And enterprises of great pitch and moment, With this regard, their currents turn awry And lose the name of action. – (III.i.83). (75)    Considering the context of this most notable soliloquy, the speech appears to be a reaction from the determination which ended the â€Å"rogue and peasant slave† soliloquy. In fact, in the Quarto of 1603 the â€Å"To be† speech comes BEFORE the players’ scene and the nunnery scene – and is thus more logically positioned to show its emotional connection to the previous soliloquy (Nevo 46). Marchette Chute in â€Å"The Story Told in Hamlet† describes just how close the hero is to suicide while reciting his famous soliloquy:      Hamlet enters, desperate enough b... ... Levin, Harry. â€Å"An Explication of the Player’s Speech.† Modern Critical Interpretations: Hamlet. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. Rpt. from The Question of Hamlet. Oxford: Oxford University Press, 1959.    Nevo, Ruth. â€Å"Acts III and IV: Problems of Text and Staging.† Modern Critical Interpretations: Hamlet. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. Rpt. from Tragic Form in Shakespeare. N.p.: Princeton University Press, 1972.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: Univ. of Delaware P., 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html

Air cargo pkomot

The Boeing Company is one of the best companies providing a comprehensive and resent overview of the air cargo industry. It provides the biennial World Air Forecast. The findings summarise the major air trade markets in the world, giving the major trends and projects on the future improvements and performance of the world’s cargo airplane.Forecasting and planning are two synonyms which normally create confusion yet they have different meanings. Forecasting is the task of predicting the short term or long term future events by keeping statistics. The important element in forecasting is that it’s based upon some assumptions which are general.These assumptions may or may not be true and does not necessarily reflect the company’s expectations.Planning on the other hand is the creation and maintenance of a flow of events in an organisation and the process of coming up with the procedures necessary to create the desired goal in the organisation.Forecasting is a very im portant aspect in cargo industry. Some of the purposes of forecasting include: ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To identify the alternative possible futures. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To get a justification on the plans and decisions we make. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To provide information on possible futures so that realistic planning can occur. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To raise awareness of the possible futures so that we have choice over which the future will support.These are just a few of the purposes of planning but overally its meant to give us a direction on the future happenings so that we get prepared.Forecasting can either be short term or long term. Short term forecast includes any current or recent past records that form a basis for the forecast. An example is the use of precipitation, thunderstorms and winds.Long term forecasting is the use of a wide range of facilities for forecasting especially that which covers a long period of tim e e.g. the use of cloud computing. This is the use of the software’s to compute the forecasts of a particular company.The use of forecasting in the companies involved in air cargo has increased over the years. One of the major contributions of forecasting is in planning.Air cargo companies have had to have an efficient plan making them set aside resources to tackle the future outcomes of the company. It has also aided in analysis. Several companies can compare themselves and know there stand. This has tremendously caused improvements in the air cargo industry.The accuracy of forecasting in the modern world necessitates the controlling process. The forecast error is currently estimated to be very small and is calculated by getting the difference between the actual value and the forecast value.The air cargo companies were affected by the traffic growth in 2008 and 2009 edition. World air cargo went upto 6% in 2007, following the previous 4% in 2006. This has declined in the yea rs 2008 and 2009 consecutively approximated to be about 3.4% in 2008. This analysis relates to the Boeing air cargo company.2009 will however be a grim year for the air cargo industry because of the magnitude at which the occurrence of global slump in trade growth is doing. Seabury forecasts indicate that 2009 will be a tough year for the air cargo companies getting 3.1% in air trade.It predicts however that this will improve in 2010 and rise to 5.1% forming a basis for further improvement in the subsequent years.Growth projections and highlights indicate the air cargo company picking up to 5.1% to 5.9% from the year 2011 to 2012. These projections are based on the fact that the change of the food and fuel prices will have a major change in the future. These two factors form the basis of the air cargo company market pricing.The success of aeronautical engineering requires several materials in its programming. As opposed to the past where the products were not of the standard the pre sent day aeronautical engineering requires enough materials.These include the use of digital and print equipment. The current data aeronautical companies utilize the geospatial machines which can decode the geospatial-referenced digits, and data which has been fused with other information.Reference:Kress, G. (1994) Forecasting and Market analysis techniques: a practical approach, London: Quorum books.