Lithium :: essays research papers

In 1817, an aging Swedish chemist was pouring over his work on a late afternoon in Stockholm, Sweden. He was analyzing a strange ore named Petalite that had been procured from an island off the coast of Sweden called Utà ¶. The ore Petalite (which is now recognized to be LiAl(Si2O5)2) had been discovered by a Brazilian scientist, Josà © Bonifà ¡cio de Andrada e Silva towards the end of the 18th century on a visit to Sweden. This Swedish scientist, Johann August Arfvedson, detected traces of an unknown substance in his sample of Petalite. This was the first discovery of Lithium. From the Greek word "lithos" meaning "stone", it was so named due to the fact that it was discovered from a mineral source; whereas the other two common Group 1 elements, Sodium and Potassium, were found in plant sources. Its symbol, Li, was taken directly from its name. Soon after stumbling upon Lithium, Arfvedson also found traces of the metal in the minerals Spodumene and Lepidolite. In 1818, C.G. Gmelin discovered that Lithium salts color flames a bright red. Neither, Gmelin or Arfvedson, however, were able to isolate the element itself from the Lithium salts. They both tried to reduce the oxide by heating it with Iron or Carbon, but neither met with the success of W.T. Brande and Sir Humphrey Davy. They managed to perform the first isolation of elemental Lithium by the electrolysis of Lithium oxide. Electrolysis is a chemical reaction, which is brought about by the passage of current from an external energy source such as a battery. In 1855, the scientists Bu nsen and Mattiessen isolated larger quantities of the metal by electrolysis of Lithium chloride. Each scientist or team of scientists had so much trouble reducing the Lithium compounds because Lithium does not exist in its elemental form in nature. It combines very easily with other elements. Lithium is a soft silvery-white lustrous metal, which can be easily cut with a knife, and it is the lightest of all known metals. It is highly reactive with water and air, and tarnishes readily when exposed to the latter due to a formation of a layer of Lithium suboxide on its surface. Because of its high rate of reaction to air, it must be stored under liquid paraffin, oil, or kerosene, which contain no air, to prevent oxidation. Lithium is detected in its compounds by the characteristic red coloration that it imparts to flames when burned, as Gmelin detected, and by spectroscopic methods.

Transformational leader vs. transactional leader

In order to accept or reject the statement â€Å"Do you see your choice as transformational leader vs. transactional leader in line with the above statements by William and Susan Bridges?†, one has to study in details. Transformational leaders encourage others to perform better than they originally planned and frequently even better than they considered potential. Such leaders set more demanding expectations and classically attain higher performances. According to Bridges (2000) transformational leadership is an opening out of transactional leadership while transactional leadership highlights the transaction or exchange that takes place among leaders, colleagues, and followers. This exchange is founded on the leader conversing with others what is essential and identifying the conditions and rewards these others will obtain if they accomplish the necessities. Proper transformational leaders lift the level of moral development of those whom they lead. They convert their followers into leaders. They expand and enlarge the wellbeing of those whom they lead. They encourage their associates, colleagues, followers, customers, and even their bosses to go further than their personal self-interests for the good of the group, organization, or society. Transformational leaders concentrate on each follower's intellect of self-worth in order to engage the follower in true dedication and contribution in the endeavor at hand. This is one of the things that transformational leadership inserts to the transactional exchange. Transformational leadership is more effectual than transactional leadership in producing the additional attempt, pledge, and contentment of those led. Transformational leaders perform better with colleagues and followers than set up effortless exchanges. They act in manners to attain higher outcomes by employing one or more of the four components of transformational leadership. First, leadership is viewed through rose-tinted glasses when followers search to recognize with their leaders and imitate them. Second, the leadership motivates the followers with confront and influence that present connotation and understanding. Third, the leadership is rationally inspiring, expanding the followers’ use of their capabilities. Lastly, the leadership is independently caring, providing the followers with facilitation, mentoring, and coaching. Transactional leadership takes place when the leader rewards a follower based on the competence of the follower's recital. Transactional leadership depends on dependent underpinning, either optimistic reliant reward or the more unenthusiastic active or passive shapes of management-by-exception. (Bridges, 2000) It is concluded that transformational leadership supports to transactional leadership in its effects on follower contentment and recital. Transformational leadership does not substitute transactional leadership. That is, productive and in particular remedial connections may have only minor impact on followers unless accompanied by one or more components of transformational leadership for getting the most out of transactions. Hence the statement is accepted. References Bridges, William, and Susan Mitchell Bridges â€Å"Leading Transition: A New Model for C

The Effect on the Cargo Molecules

The paper generally talks about the effect that the mutations have on the cargo molecules. The molecules are specifically those that contain proteins and are therefore referred to as the cargo proteins. The paper therefore looks into the nature of the effect on each of the cargo proteins and gives an analysis of the effect on the proteins which are apparently of the same class. .The paper also delves into the question of cargo selection which essentially involves an ER-derived vesicle and this culminated into the picking of Sec24p which has been found to be able to recognize the v-SNARE Bet1p. The research question that is being tested in the paper is the determination of the protein carriers that are well compatible and binds well with the Sec24p subunit. The hypothesis in this case is the fact that the compatible protein carriers were less affected by the mutations. The essential and the most vital experiment is that which involves the characterization mechanisms of the molecules of cargo recruitment through the Sec24p which is a subunit of the COPII coat. This usually involves the alanine scanning which is basically a mutagenesis approach towards the identification of the mutation characteristics of the Sec24p. This was regarded as pivotal since the data collected gave the suggestion gave multiple independent sites of recognition of cargo. The weakness of the experiment is on the fact that the control experiment consisted of the Sec24p that were sensitive to temperature. This is due to the fact that many of the Sec24p are responsive towards changes in temperature and therefore this isn't a foolproof method of determination of the needed types of the Sec24 which can be compatible to the cargo protein. If I was the one conducting the research then variables like temperature and the fact that some aspects which were compatible with the cargo proteins responded well to the changes in temperature would be done away with. These types of control experiments usually in most cases give the wrong picture and result altogether. The true experiment would therefore be more than that. This might involve the aspects as the solubility of the Sec 24 which was compatible with the protein cargo. This would be more sensible as this would be entirely truth with only a very slight margin for error as opposed to the initial case in which almost all the test subjects would react in an almost similar manner to the experiment and therefore leave a large gap for mistakes.

Assess the Strengths and Weaknesses of Weimar Germany

Assess the strengths and weaknesses of Weimar Germany between 1919 and 1932 IB History HL 28. 12. 2011 Plan Intro: * Historical background of Weimar Republic * Thesis statement (Draw comparisons between strengths and weaknesses, assess their importance and conclude which was the most important) Body: * Compare/Contrast * Attempt at democracy supported internationally vs. German hatred of Treaty of Versailles * Revolution started by the people vs. Right-wing tendencies of elite and army * Strong political parties already in place vs.Weaknesses of proportional representation * Strengths of responsible use of Article 48 vs. Dangers of misuse of Article 48 Conclusion: * Give short summary of all * Which was the most important? * none, all equally important * Refer back to thesis statement ___________________________________________________________________________ Essay In late 1918, early 1919, Germany was faced with the great fate to become a democratic state stemming from a tyrannical monarchy under the Kaiser. Said monarchy had been overthrown by a revolution by the people and now the government was about to turn into a democracy.This democracy, later to be known as the Weimar Republic, was faced with perils on all sides in many situations, overcoming them by virtue of its strengths and lasting until 1932 when the exploitation of its weaknesses ended its reign as a democracy, turning it back into a tyranny under a single man. This essay will assess the strengths and weaknesses of Weimar Germany, draw comparisons between them and determine which was the most important in its rise, flourish and eventual fall. The Weimar Republic was the first attempt at true, constitutional democracy in Germany.Throughout its history, Germany had only been led by autocratic rule, from the Holy Roman Empire of the German Nation (the First Reich), through the divided monarchy (Prussia, Austria, Bavaria as independent kingdoms), till the Bismarck Era (the Second Reich). When the idea of revolution and democracy, a government for and by the people, spread through Germany and the Kaiser abdicated in the wake of the German Revolution of 1918, other democratic governments like the USA and the UK saw it as a great step in the right and wanted to support it.France, as the third internationally prominent democracy, was not so optimistic towards the idea of a strong German state even if democratic. Had the US and the UK been unrelenting in their support for the German democratic government, Weimar Germany may have lasted longer than it did. As it was, while the international support from prominent powers boosted the Weimar Republic's standing internationally and brought it some support in Germany, the allies' caution in this matter and hence their harsh treatment of Germany in the Treaty of Versailles in fact contributed more to the downfall of Germany than its first success.In fact, the Weimar Republic was seen, and still today is seen, as having been born from the Tr eaty of Versailles. This fact made the democratic system extremely unpopular in the eyes of the German people as the Treaty was seen as a diktat by the allies against Germany and the political leaders of Germany that signed the Treaty, i. e. the political forefathers of Weimar Germany, were regarded as criminals by some Germans. This inherent hatred was a severe weakness of the Weimar Republic and was one of the major factors responsible for its downfall.The German Revolution of 1918 was orchestrated, executed and accredited to the people of Germany. Its importance in the rise of the Weimar Republic clearly signalises that the new democratic government had the full backing of the working class which, at this time, made up the majority of the voting public in Germany. This fundamental backing from the majority of German voters meant that a democratic system could function and this initial support from the people was one of the major strengths of the Republic.A nation, however, does n ot exist without an elite and the elite in Weimar Germany were extremely discontent with then change in political system. The elite in Germany in 1919 were a group that had profited well under a monarchy and many of their income systems would be destroyed under a democratic government that would put the common man before them. In between the bourgeoisie, high-standing army officers saw the political leaders of Weimar Germany as criminals for signing the Treaty of Versailles which effectively destroyed German military power.This distrust and hate from the elite towards Weimar Germany was a fundamental weakness as it led to the political intrigue in later years when figures like Schleicher and von Pappen manipulated the system to their needs, leading to the downfall of Weimar Germany. Had there not been such distrust and hate, Weimar Germany may never have fallen, showing it as a grave weakness of the system. When the Revolution came and the Republic was declared in Germany, there wer e clear political parties that formed.This was a significant strength of the Weimar Republic as there was not much time needed to form political parties with clear goals as these had already been formed in the Reichstag of the Second Reich. This decisive democratic action enabled the new government to form quickly and immediately show a face of democracy with the elections soon after. These elections, however, revealed the weakness of the newly introduced system of proportional representation as the Reichstag was over-run with representatives from countless parties that all needed a seat.This system severely slowed down all decisions in the Reichstag and so frustrated the public. This was hence a major weakness as it compromised the decision-making ability of the German government and made the public lose hope in the system. This weakness also directly contributed to the downfall of the Weimar Republic as the public's displeasure at the ineffectiveness of the system made them look t owards a stronger leader like Hitler for order.In the Weimar Constitution, Article 48 enabled the President to assume dictatorial power in times of emergency to â€Å"protect† the Republic. Used responsibly, this article was an effective if morally questionable mechanism to prevent coups and keep the democratic government in power in Weimar Germany. This was done under President Ebert in the early times of the Republic as the Spartacist Uprising, the Kapp Putsch and the Socialist takeover of Bavaria threatened democracy's power. The article could, however, also be misused with grave consequences.As the only thing stopping the President from dictatorial rule under Article 48 was the Reichstag and the President could dissolve the Reichstag, there was really nothing stopping the President from dictatorship except his own self-restraint. Said self-restraint was apparently not present in President Hindenburg as he blatantly abused article 48 in his time eventually leading up to th e fall of the Weimar Republic, showing that this article was also a great weakness of the Weimar Republic.From above, we have seen the many weaknesses and strengths of the Weimar Republic and how each played their little role in the rise, prospering and the fall of Weimar Germany. The remaining question would now be, so which was the most important? To this there can be no answer. Each of these factors contributed their own little part to the Weimar Republic and its fall. Had they not all been, the Republic may have fallen directly after its conception, or might still stand today, we cannot know.There is no telling what would have happened had one weakness been completely replaced by a strength or vice versa. The facts remain that each contributed their part to the face of modern history today. Bibliography Benz, Wolgang. A Concise History of the Third Reich, translated by Thomas Dunlap. London, England: University of California Press, Ltd. , 2006. John Hite, Chris Hinton. Weimar & Nazi Germany. London, UK: Hachette Livre, 2000.

Heidrick & Struggles International, Inc

Strategic Recruitment is critical to the success of an organization in meeting its goals and mission because the organization needs people that can think out of the box and grasp concepts that are different from the normal. An organization is only as successful as it is able to keep up with change. By bring in strategic and aggressive people it allows the organization to bring in new and fresh ideas to motivate the current staff that maybe stale with confident from tenure. Summary of the Case Kelly, CEO, has been running Heidrick & Struggles making sounds, low risk, and financial investments in order to get his company to the next level; he now looks to more high risk, but yet higher dividend investment into technology. The technology investments do not have a long track record of dividend which concerns the company of its financial stability. How can Kelly convent them, that he is making an aggressive decision in order to get his company to the next level? Issues The company probably has for years been buying stocks and bonds, and these investments are low risk and low pay out investments. Kelly no longer wants to maintain the organization, but he wants to grow the organization instead. Alternate Courses of Action There are likely better investments with a proven financial track record. I am sure that the organization trust Kelly’s judgment but simply wants more proven assurance that the decision being made are wise decision. Being able to track an investment returns over a longer time period can be proof enough of it financial worth. Recommendations My recommendations are to do more research on more technology funds in the technology field, look for companies with tenure within management and strong financial security. Even thought technology may be the current investment venture I would do more research to predict future market trends so that I could stay ahead of the curve. Conclusion Kelly wants to see his organization grow, but in the future make sure homework is done and brought to the table first for consideration. Kelly must be to do his homework and is able to actually believe in his research before he will be able to convent anyone else of his idea.

Goal Setting Personal Statement Example | Topics and Well Written Essays - 500 words

Goal Setting - Personal Statement Example I have some very lofty goals that I know are challenging but I am on the right path. Currently I am working towards becoming a Clinical Physcologist. I am attending the University of Wisconsin-Madison as a freshman. I am highly ambitious as I will be completing 26 credits for my 1st semester (normally coursloads run from 15-20 credits). I have sustained a high level of achievement throughout all of my academic career, my many awards and honors include Honor roll (200-2006), Who's Who Among American High School Students, High School student achievement award (2004 and 2006), Student of the month (2004), National Honor Society(2004-2006), and Kiwanis Club certificate of Scholastic achievement (2003). I have not only excelled in academics but in sports as well as participating in community service. I was awarded the Bradford athletic award for volleyball in 2003 and have volunteered at the lions club and Shalom Centre, where I have helped serving meals as well as helping those in need. I am an excellent candidate for the scholarship awarded by the Slovak American Charitable Association. I am the third generation of my family to be a member of the "First Catholic Slovak Ladies Association". I am proud of who I am and where my family has come from.

Mathematics Curriculum in Education Assignment Example | Topics and Well Written Essays - 2250 words

Mathematics Curriculum in Education - Assignment Example Teachers did not realize the importance of relating the lesson to the real life experience of the students. Later, educators and philosophers realized that the content of math education should be close to the students’ personal experience or to realia, hence math education geared towards a more practical approach in which learning concepts were discussed and examples from real life experiences were given. Today, efforts to improve mathematics teaching have grown immeasurably, thus allowing teachers to teach math effectively. This paper discusses some of the modern approaches useful for attaining goals in the upper primary math classrooms. In particular, the approaches mentioned are relevant to the teaching of Mathematics in the upper primary level in (name of school), which is located in Brunei Darussalam. The Mathematics curriculum in (name of school) adopts a modern approach to teaching. In particular, the curriculum emphasizes the teaching of math in relation to the real life setting. This means giving particular attention to how math is used in the real world, such as government, business, home, and school. In the curriculum for upper primary (Grades 4–6) students, the syllabus includes topics that relate to real life experiences of using numbers and math concepts. Specifically, the goals of instruction include the following: †¢ Communication of math ideas in oral and written form ... This denotes the use of modern approaches that promote communication among students, especially in spoken language. Such approaches include Cooperative Learning, Cooperative Learning entails class activities that allow students to interact with each other and perform tasks in groups. Murdoch and Wilson (n.d.) define cooperative learning as an approach that requires students to work together towards a common goal. Merely working in groups without specific goals and measurements cannot be considered cooperative learning. For activities to be considered as cooperative learning activities, they should have clearly set goals and rules, for instance, each student in the group plays an important role in the performance of a particular activity. One way of applying Cooperative Learning is asking students to solve math problems. For example, students will be asked to solve for the average of annual GDP growth of the country in 10 years. In the given problem, each member of the group will be a ssigned to solve the GDP growth for (a) particular year/s. Hence, in a group of four, one can be assigned to solve for the growth from 2002-2005, another for 2005-2008, still another for 2008-2012, then finally another member averages the total GDP growth from his/her classmates. This way, each member of the group contributes effort and knowledge to come up with the final answer. The answer to the problem cannot be obtained without the output of each individual. Thus, assigning each member a role will make the student collaborate with others. Without the contribution of each member, the group will not be able to arrive at the final answer. Brown and Ciuffetelli (2009) and Siltala (2010) identify five basic and