General Albert Sidney Johnston in the Civil War

General Albert Sidney Johnston in the Civil War A Kentucky native, General Albert Sidney Johnston was a notable Confederate commander during the early months of the Civil War. After graduating from West Point in 1826, he later moved to Texas and joined the Texas Army where he acted as aide-de-camp to General Sam Houston. Following service in the Mexican-American War, Johnston returned to the US Army and was commanding the Department of California when the Civil War began. He soon accepted a commission as a general in the Confederate Army and was tasked with defending the region between the Appalachian Mountains and the Mississippi River. Considered one of the finest officers available at the start of the war, Johnston was mortally wounded at the Battle of Shiloh in April 1862. Early Life Born in Washington, KY on February 2, 1803, Albert Sidney Johnston was the youngest son of John and Abigail Harris Johnston. Educated locally through his younger years, Johnston enrolled at Transylvania University in the 1820s. While there he befriended the future president of the Confederacy, Jefferson Davis. Like his friend, Johnston soon transferred from Transylvania to US Military Academy at West Point. Two years Davis junior, he graduated in 1826, ranked eighth in a class of forty-one. Accepting a commission as a brevet second lieutenant, Johnston was posted to the 2nd US Infantry. Moving through posts in New York and Missouri, Johnston married Henrietta Preston in 1829. The couple would produce a son, William Preston Johnston, two years later. With the beginning of the Black Hawk War in 1832, he was appointed as chief of staff to Brigadier General Henry Atkinson, the commander of US forces in the conflict. Though a well-respected and gifted officer, Johnston was forced to resign his commission in 1834, to care for Henrietta who was dying of tuberculosis. Returning to Kentucky, Johnston tried his hand at farming until her death in 1836. Texas Revolution Seeking a fresh start, Johnston traveled to Texas that year and quickly became embroiled in the Texas Revolution. Enlisting as a private in the Texas Army shortly after the Battle of San Jacinto, his prior military experience allowed him to swiftly advance through the ranks. Shortly thereafter, he was named aide-de-camp to General Sam Houston. On August 5, 1836, he was promoted to colonel and made adjutant general of the Texas Army. Recognized as a superior officer, he was named commander of the army, with the rank of brigadier general, on January 31, 1837. In the wake of his promotion, Johnston was prevented from actually taking command after being wounded in a duel with Brigadier General Felix Huston. Recovering from his injuries, Johnston was appointed Secretary of War by Republic of Texas President Mirabeau B. Lamar on December 22, 1838. He served in this role for a little over a year and led an expedition against Indians in northern Texas. Resigning in 1840, he briefly returned to Kentucky where he married Eliza Griffin in 1843. Traveling back to Texas, the couple settled on a large plantation named China Grove in Brazoria County. Fast Facts: General Albert Sidney Johnston Rank: GeneralService: US Army, Confederate ArmyBorn: February 2, 1803 in Washington, KYDied: April 6, 1862 in Hardin County, TNParents: John and Abigail Harris JohnstonSpouse: Henrietta PrestonConflicts: Mexican-American War, Civil WarKnown For: Battle of Shiloh Mexican-American War With the outbreak of the Mexican-American War in 1846, Johnston assisted in raising the 1st Texas Rifle Volunteers. Serving as the regiments colonel, the 1st Texas took part in Major General Zachary Taylors campaign in northeastern Mexico. That September, when the regiments enlistments expired on the eve of the Battle of Monterrey, Johnston convinced several of his men to stay and fight. For the remainder of the campaign, including the Battle of Buena Vista, Johnston held the title of inspector general of volunteers. Returning home at the wars end, he tended to his plantation. Battle of Buena Vista, 1847. Photograph Source: Public Domain The Antebellum Years Impressed with Johnstons service during the conflict, now-President Zachary Taylor appointed him a paymaster and major in the US Army in December 1849. One of the few Texas military men to be taken into regular service, Johnston held the position for five years and on average traveled 4,000 miles a year discharging his duties. In 1855, he was promoted to colonel and assigned to organize and lead the new 2nd US Cavalry. Two years later he successfully led an expedition into Utah to confront the Mormons. During this campaign, he successfully installed a pro-US government in Utah without any bloodshed. In reward for conducting this delicate operation, he was brevetted to brigadier general. After spending much of 1860, in Kentucky, Johnston accepted command of the Department of the Pacific and sailed for California on December 21. As the secession crisis worsened through the winter, Johnston was pressured by Californians to take his command east to fight the Confederates. Unswayed, he finally resigned his commission on April 9, 1861, after hearing that Texas had left the Union. Remaining in his post until June when his successor arrived, he traveled across the desert and reached Richmond, VA in early September. The Civil War Begins Warmly received by his friend President Jefferson Davis, Johnston was appointed a full general in the Confederate Army with a date of rank of May 31, 1861. The second-most senior officer in the army, he was placed in command of the Western Department with orders to defend between the Appalachian Mountains and the Mississippi River. Raising the Army of Mississippi, Johnstons command was soon spread thin over this wide frontier. General Albert S. Johnston. Library of Congress Though recognized as one of the prewar armys elite officers, Johnston was criticized in early 1862, when Union campaigns in the West met with success. Following the loss of Forts Henry Donelson and the Union capture of Nashville, Johnston began concentrating his forces, along with those of General P.G.T. Beauregard at Corinth, MS, with the goal of striking at Major General Ulysses S. Grants army at Pittsburg Landing, TN. Shiloh Attacking on April 6, 1862, Johnston opened the Battle of Shiloh by catching Grants army by surprise and quickly overrunning its camps. Leading from the front, Johnston was seemingly everywhere on the field directing his men. During one charge around 2:30 PM, he was wounded behind the right knee, mostly likely from friendly fire. Not thinking the injury serious he released his personal surgeon to aid several wounded soldiers. A short time later, Johnston realized that his boot was filling with blood as the bullet had nicked his popliteal artery. Feeling faint, he was taken from his horse and placed in a small ravine where he bled to death a short time later. With his loss, Beauregard ascended to command and was driven from the field by Union counterattacks the next day. Believed to be their best general General Robert E. Lee would not emerge until that summer), Johnstons death was mourned across the Confederacy. First buried in New Orleans, Johnston was the highest-ranking casualty on either side during the war. In 1867, his body was moved to the Texas State Cemetery in Austin.

Parallel Structure for ACT English Grammar Rule

Parallel Structure for ACT English Grammar Rule SAT / ACT Prep Online Guides and Tips Parallel structure is a grammar rule that is often referenced yet often misunderstood. After reading this article, you’ll comprehend parallel structure and be able to correctly answer ACT English questions that test your knowledge of parallel structure. Because you will most likely see parallel structure questions on the ACT, let’s learn this rule and raise your ACT English score. In this post, I'll do the following: Explain parallel structure. Detail the types of parallel structure questions on the ACT English section. Offer strategies to correctly answer parallel structure questions. Provide additional practice questions to test you on what you've learned. What Is Parallel Structure? Parallel structure means using the same pattern of words for two or more words or ideas in a sentence. Using parallel structure shows that the words or ideas have the same level of importance and makes the sentence easier to understand. The basic parallel structure rule is that the things in a list should be in the same grammatical form. If you're listing three things, the construction of that list should benoun, noun, noun,orverb, verb, verb,orgerund, gerund, gerund,etc. Any inconsistency within the list is an error in parallel structure. Here's an example of a sentence with an error in parallel structure: LeBron James often dunks, steals, and blocking the basketball. The sentence is listing three things that LeBron James does with the basketball. The first two things are verbs. The last thing, "blocking," is in the gerund form. A gerund is a verb that acts like a noun and ends in "ing." All three things should be in the same grammatical form. To correct the error in parallel structure, the last item in the list should be in the verb form, too. Here's what the sentence looks life after it's corrected: LeBron James often dunks, steals, and blocks the basketball. Now all the items on the list match. Excellent! So how does the ACT English section test your knowledge of parallel structure? Parallel Structure on the ACT There are two primary types of parallel structure questions that appear in ACT English. Parallelism Type #1: Lists The example from above was a parallel structure list sentence. Generally, in list questions, three things are listed and you have to verify that all the items in the list are in the same grammatical form. This is another "list" sentence that contains a parallel structure error: Martin Luther King is admired for his courage, his dedication, and being intelligent. Can you recognize the parallel structure error? The first two items are nouns, traits that people admire in MLK. In the last item, "being intelligent," the word "being" is a gerund and "intelligent" is an adjective that describes MLK. We want all three items in the list to have the same construction. After fixing the parallel structure error, this is our sentence: Martin Luther King is admired for his courage, his dedication, and his intelligence. All of the list items are in the same form. The sentence reads better and the structure is parallel. Let's go over some tips for how to figure out parallel structure list questions on the ACT. ACT English Strategy To correctly answer parallel structure list questions, first identify that there is a list of items. Usually the list will look like this: x, y, and z. Make sure that the commas are separating items in a list and are not just separating clauses. Once you have identified the list, determine whether the items in the list are as consistent with the other items in the list as possible. How do we do that? Break down each item in the list by identifying the parts of speech of the words and make sure that all the items match. We want each item to be in the same grammatical form. After breaking down the list items, there should be no inconsistencies. Once we fixed our previous example sentence, the items in the list included "courage" (noun), "dedication" (noun), and "intelligence" (noun). While the list questions are relatively basic, there's a second type of parallel structure question that can be a bit more challenging. ParallelismType #2: Phrases Parallel structure phrase questions are slightly more complicated than list questions, but they follow the same principle. The parallel structure rule regarding phrases is that the construction of a phrase on one side of a conjunction must match the construction of the phrase on the other side of the conjunction as closely as possible. Definition of a Conjunction Conjunctions are words that connect phrases or clauses. Examples of common conjunctions includeand, or, but,andso.Some of you may be familiar with the acronym FANBOYS. It stands for For, And, Nor, But, Or, Yet, So. Those are all conjunctions. Additionally, there are correlative conjunctions, also known as word pairs. Literally, these words come in pairs. The items correlative conjunctions compare follow each half of the word pair. Examples of word pairs include either...or, not only...but also, as...as, and both...and. Conjunctions!! Example Sentences Now that we know the rule and the definition of a conjunction, we can learn how this rule should be applied. This is a sentence with a parallel structure error: The ACT English section challenges students and frustration is found in them. There are two items in the sentence: the two things that the ACT English section does. The two items are connected by the conjunction "and." Let's break down each item by the parts of speech of the words in each item. The first item, "challenges students," is VERB+ NOUN. The second item that follows the conjunction is "frustration is found in them." That phrase's construction is NOUN + VERB + ADJECTIVE + PREPOSITION + PRONOUN. Even if you struggle identifying the parts of speech of certain words, you should be able to immediately recognize that the phrases are not consistent and the sentence has a parallel structure error. So how do we correct the sentence? We change the wording in the phrase following "and" to match the VERB + NOUN construction of the first phrase. This is the corrected version of the sentence: The ACT English section challenges students and frustrates them. The corrected sentence should appear more consistent and read better to you. Now the phrases have the same construction and there's no longer a parallel structure error. Also, it's perfectly acceptable to use a pronoun in the place of a noun as long as the pronoun has a clear antecedent. In case there's any lingering confusion, let's go over another example: Kanye West displays both reprehensible behavior at awards showsandon late night talk shows behaving bizarrely. The two items in the sentence are two things that Kanye West displays. Those things are connected by the word pair "both..and." Again, let's break down the parts of speech of the words in those things. Phrase #1 is "reprehensible behavior at awards shows," and "reprehensible"=ADJECTIVE, "behavior"=NOUN, and "at awards shows"=PREPOSITIONAL PHRASE. The basic construction of phrase #1 is ADJECTIVE + NOUN + PREPOSITIONAL PHRASE. Phrase #2 is "on late night talk shows behaving bizarrely." What is the construction of phrase #2? Well, "on late night talk shows"=PREPOSITIONAL PHRASE, "behaving"=GERUND, and "bizarrely"=ADVERB. The construction of phrase #2 is PREPOSITIONAL PHRASE + GERUND + ADVERB. We want the constructions of the phrases to match as closely as possible. Think about how you could change the sentence to fix the parallel structure error. Here's the corrected version of the sentence: Kanye West displays both reprehensible behavior at awards shows and bizarre behavior on late night talk shows. I changed phrase #2 to match the construction of phrase #1. Both phrases are now in the form of ADJECTIVE + NOUN + PREPOSITIONAL PHRASE. Check it out: "bizarre"=ADJECTIVE, "behavior"=NOUN, and "on late night talk shows"=PREPOSITIONAL PHRASE.Success! The constructions of the phrases match and the sentence is easier to understand. ACT EnglishStrategy If you see a conjunction connecting or comparing two items, identify the items. Then, break down the words in each item by their parts of speech and determine each phrase's construction. Make sure that the phrases are parallel. The construction of the phrases should match as closely as possible. Also, a preposition used on one side of a conjunction or word pair must appear on the other side. Look at this example with a parallel structure error: The mixed martial artist was complimented not only for his tenacity but also in his technique. In the above sentences, the prepositions "for" and "in" correspond with "complimented." The sentence is saying that the mixed martial artist was "complimented for" this and "complimented in" that. Hopefully, your knowledge of idioms would tell you that it's incorrect to use the expression "complimented in." Even if you weren't aware of the idiom error, to keep the sentence consistent and follow parallel structure rules, use the same preposition before and after "but also." This is how the sentence should look: The mixed martial artist was complimented not only for his tenacity but also for his technique. Let's apply these strategies and our knowledge of parallel structure to actual examples from the ACT English section. Actual ACT Examples Look at the following question from a real ACT and determine if there is an error in parallel structure. As a young woman, she wrote of pining for a valentine and of visiting the Chinese museum in Boston. F. NO CHANGE G. visiting to H. of her visiting to J. of her visiting at Explanation: There is nothing grammatically incorrect within the phrase "of visiting." Let's look at the phrase's function within the sentence. It follows the conjunction "and," and it's one of two things that she wrote about. For the sentence to be parallel in structure, the phrases before and after the conjunction should have as close to the same construction as possible. Phrase #1 is "of pining." After breaking down the words in the phrase, we can determine that the construction of that phrase is "OF" + GERUND. Phrase #2, "of visiting," also has the construction "OF" + GERUND. The phrases are parallel. The answer is F. If you're wondering why I didn't include "for a valentine" and "the Chinese museum in Boston," those phrases just provide descriptive information about what she pined for and where she visited; they do not alter the basic construction of the sentence. Here's another parallel structure phrase question from an ACT. Others, salt-encrusted, "sleep" in ancient caverns, waking after centuries to feed and to be bred. A. NO CHANGE B. for breeding C. to breed D. breeding Explanation: There's nothing wrong within the phrase "to be bred," but what's the phrase's function within the sentence? It's one of two listed reasons why the others wake after centuries. The reasons are connected by the conjunction "and." Reason #1 is "to feed." The construction of that phrase is simply an INFINITIVE ("to" + verb). Reason #2's construction is INFINITIVE + PAST PARTICIPLE. Even if you were unsure of the part of speech of "bred," you should notice that the construction of reason #2 is inconsistent with that of reason #1. To make the phrases parallel, reason #2 should be in the infinitive form. The answer is C. Here are some general tips to help you correctly answer parallel structure questions on the ACT. General Strategies for Parallel Structure SAT Writing Questions #1: Any Word or Phrase Underlined Within a List Indicates a Possible Error in Parallel Structure When you see a list of items, make sure that all those items are in the same grammatical form. #2: Make Sure Phrases that Appear Before and After Conjunctions are Parallel The "phrase" parallel structure questions tend to be more difficult. Common conjunctions and correlative conjunctions (word pairs) include and, but, not only...but also, so...that, at once...and, both...and, either...or, as...as #3: Break Down the Construction of Items Within a List or Phrase Identify the parts of speech of words within a list or phrases that precede and succeed a conjunction. Make sure the construction of the items matches as closely as possible. I've created some realistic practice problems to test you on your knowledge of parallel structure. Additional Practice Apply what you've learned in this article to help answer the following realistic ACT parallel structure questions. 1. More than twice as many people inhabit Nigeria as Ethiopia. A. NO CHANGE B. as in Ethiopia C. than Ethiopia D. as inhabit Ethiopia 2. Unsurprisingly, the diligent student completed his homework punctually, studied the material thoroughly, and his presentations were delivered well. A. NO CHANGE B. his presentations were well delivered C. delivered his presentations well. D. his delivery was good on his presentations. 3. Greg reached his dream not only of having a family but also of becoming a successful entrepreneur. A. NO CHANGE B. to become C. becoming D. became 4. Before leaving your house on the morning of the ACT, make sure you have pencils, a snack, and remembering a calculator. A. NO CHANGE B. a calculator C. to remember a calculator D. have had remembered a calculator 5. Because Matt does not get enough sleep, he has difficulty focusing and to stay alert. A. NO CHANGE B. stays C. staying D. OMIT the underlined portion Answers: 1. D, 2. C, 3. A, 4. B, 5. C What's Next? I commend you for putting in the effort to improve your ACT scores. Your investment should pay off. As you continue to study for the ACT English section, make sure you check out this post on 5 critical concepts to ace ACT English. Also, I highly recommend that you read this article about commas on the ACT. For those of you wondering whether the SAT or ACT is better for you, review this thorough breakdown of SAT Writing vs. ACT English. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Arguments of Cause and Effect Assignment Example | Topics and Well Written Essays - 500 words - 1

Arguments of Cause and Effect - Assignment Example When an argument of such magnitude is coming from an individual that has worked in NASA and who made the predictions that are happening today in terms of climate changes years before it happened, it tends to reinforce the prior ideas and theories on global warming making it much more compelling than other arguments (Hansen, 2012). According to Hansen, it is the increase in the greenhouse gases being emitted in the planet that increases the levels of CO2 in the atmosphere. This CO2 in turns blankets the earth creating an imbalance of heat and hence increasing the heat levels in the earth. It is as a result of the increased heat that rains have increased as well as glaciers started to melt. These arguments have been made purely from arguments of facts as the information is drawn from the research Hansen carried out with his team of the greenhouse gas emission and on the effects of these to the climate of the earth. Balog similar to Hansen is arguing that people are not taking the issue of global warming seriously. It is high time the matter is explained not only in plain language but using photography to bring the point home of the high rate at which glaciers are melting and the effect on the environment. The argument is presented in a series of photographs taken in different locations all over the world but presenting the same results in all of them. This method is effective as it is vivid and it helps show the real picture of what the earth is undergoing (Balog, 2009). This argument by Balog using photography reinforces the earlier arguments made through pure talk by other scientists and climate activists. With the information being illustrated and in different places all over the world as well, it becomes compelling and drives home the point about global warming and its effects to us. According to the speaker, the emission of CO2 in the atmospheres increases the temperature on earth which in turn starts melting the glaciers.

ARGUMENTITIVE PAPER Essay Example | Topics and Well Written Essays - 2000 words

ARGUMENTITIVE PAPER - Essay Example The continued cloning of animals is essential because this method will provide a more substantial and beneficial food source for a growing world population as does the cloning of plants. However, the cloning of humans is not in societies or an individual’s best interest, at least not yet. On February 23, 1997 Ian Wilmut, a Scottish scientist, with his colleagues at the Roslin Institute announced the successful cloning of a sheep by a new method. The technique concerned transplanting the genetic material of an adult sheep into an egg from which the nucleus had been removed. The resulting birth of the sheep, Dolly, was another landmark in mankind’s ability to rule over nature. The birth of Dolly and â€Å"the fact that humans might someday be cloned, created from a single somatic cell without sexual reproduction, moved further away from science fiction and closer to a genuine scientific possibility† (Wilmut, 1997). The sheep experiment was different from prior endeavors in that it produced an animal that was a genetic twin of one adult sheep instead of being the identical offspring from a pair of adults. Dolly was the first successful clone of a mammal as the sheep contained the genetic material of just one parent. For more than 40 years, the practice of transferring a nucleus from a somatic cell into an egg using nuclei derivative from non-human embryonic and fetal cells continued. Evidence suggested genetic material contained in differentiated somatic cells may retain the potential to direct the development of healthy fertile adult animals. Biologists had examined whether, once cellular differentiation transpires, this process is reversible. However, until Dolly was born, the capacity to do so remained unproved. â€Å"The demonstration that nuclei from cells derived from an adult animal could be reprogrammed, or that the full genetic complement of such a cell could be

Huckleberry Finn Essay Example for Free

Huckleberry Finn Essay The Adventures of Huckleberry Finn, written by Mark Twain, takes place during the antebellum era, and revolves around a young boy, named Huck. The antebellum era was the years right before the Civil War, so Huck was living in a dark and murky time in American History. Huck starts off by living with The Widow Douglas and her sister, Miss Watson, who is trying to civilize him or make him to be what the perfect child should look like and make him act how a perfect child should act. Huck does not want that. He just wants to live how he wants, just like most youth want. In the novel, Huckleberry Finn befriends a runaway slave, Jim, and his adventures begin. According to Dennis Puopard, Mark Twain exposed many of the dark problems of antebellum United States. Some say Mark Twain wrote this episodic novel as a boys adventure story and that Huck is a character that children should look up to. (422) Modern readers do not see Huckleberry Finn as a childrens book because the book is racist, there a themes of lying, and characters object and criticize authority. Because, modern readers see the book as improper for children The Adventures of Huckleberry Finn is on the banned books list on many school in the United States. In The Adventures of Huckleberry Finn there are racial slurs, lies, and profanity. The Adventures of Huckleberry Finn is not a childrens book in todays society because of the prominent theme of race. The topic of race and racism is strong in todays society. If a modern American citizen uses racial slurs against another race in a hurtful way that citizen would be convicted with a criminal offense. A racial slur such as the word nigger is not tolerable todays society. The word nigger was used to belittle and dehumanize African American slaves, such as Jim, in antebellum United States. Through out the book, The Adventures of Huckleberry Finn, author Mark Twain includes racial slurs such as the word, nigger toward African American characters, such as Jim and other slaves. Good gracious! anybody hurt? Nom. Killed a nigger. Well, its lucky; because sometimes people do get hurt. ( Twain 109). This quote shows how the white society views Jim different then themselves. They view Jim as property rather than a human with a living breathing heart. This dialoged between two white characters just shows how hurtful and cruelly someone can sound just by taking. Barbra L. Jackson professor at Fordham University in New York City says, It is hard to teach The Adventures of Huckleberry Finn in a diverse class because of its racial views. (63). If a college professor has a hard time teaching the book, The Adventures of Huckleberry Finn, to her class, how can it be easy for high school students who are studding the novel, or even young boys whom pick up the book and start reading it? Also, Barbra L. Jackson says, I always see a lack in participation, when studying the book, the students do not want to read out loud, (64). The students do not feel right saying nigger out loud because they do not want to offend any of their classmates. The students know that the word, nigger is a taboo in modern society. The Adventures of Huckleberry Finn should not be taught or read to children because of the racial slurs. The type of racial language that Mark Twain uses in the book is offensive and crude. The exposure of the racial slurs to young children would be harmful. The young children will think it is okay to say the new words they discover from reading The Adventures of Huckleberry Finn, which would get them into trouble in the future.

Vimy Ridge :: essays research papers

Shock and Awe, 1917 Gary Graves, CBC News Online | April 9, 2003 We may marvel at the firepower of the hundreds of missiles and smart bombs used in U.S. attacks on Iraq, but an overwhelming battlefield fusillade creating shock and awe is not a new idea. In fact, Canadian soldiers fighting in the First World War were pioneers of the tactic. Click for map Source: National Archives It was at Vimy Ridge, a strategic 14-kilometre long escarpment that overlooks the Douai plain of France. German occupying troops controlled the ridge using a network of trenches that snaked along the crest and down into the valley, connecting with another network of natural caves. 150,000 French and British soldiers had died trying to take it back. Allied commanders believed the ridge to be impregnable. But the Canadians had a plan, the first battle strategy for this new nation's commanders to conceive and execute on their own. Even military "experts" of the time admitted dubiously that the Canadians' plan couldn't be any worse than the British tactics at the Somme, which cost 24,000 Canadian casualties. So the Canadian army – all four divisions, totalling 100,000 men – got the go-ahead. The ground assault had been planned meticulously for months. Full-scale replicas of the Vimy terrain were built to rehearse unit commanders on what to expect both from the enemy and from Canadian units on either side. Canadian spotters had identified and mapped about 80 per cent of the German gun positions. Five kilometres of tunnels were dug in order to move Canadian troops and ammunition up to the front without their being seen by German observers. And for a couple of weeks leading up to the battle, Canadian and British artillery pounded the Germans with 2,500 tons of ammunition per day. At 5:30 in the morning on Easter Monday, April 9, 1917, the assault began. It was raining. It was freezing cold. And it began with a huge artillery barrage†¦ shock and awe 1917-style. Canadians under fire at Vimy Source: National Archives Over 1,100 cannons of various descriptions, from British heavy naval guns mounted on railway cars miles behind the battlefield, to portable field artillery pieces dragged into place by horses, mules or soldiers just behind the Canadian lines, fired continuously – in some cases until they exhausted their ammunition. The Canadian battle plan was simple: the withering barrage provided a screen for the Canadian troops to hide behind.

Genetically Modified Food Essay

Did you know that 62 countries have strict laws against genetically modified foods? 30 of those 62 have eliminated or almost completely banned genetically modified foods from their market (Partovi). All of Europe has almost completely done away with these altered forms of comestibles and requires labeling for anything with even a trace of modified content. GMOs (genetically modified organisms) are in nearly 80 percent of the United States processed foods (Lowery). These genetically modified foods have been linked to several serious health conditions. Among these threats are: obesity, ADHD, and cancer. These foods should be restricted from our American markets. Obesity now kills more people than starvation and malnutrition (Barrow). In America, 63 percent of Americans are overweight (Fox). In places such as Europe, where GMO foods are highly restricted, there are lower rates. America has the highest number of obese people in the world (Fox). Places where GMOs are not present or are harder to find and labeled, there is a lower percentage of overweight people. Monsanto, the world’s largest GMO producer, conducted 3 separate studies of GMO foods affect on animals (Tencer). These findings were published in the International Journal of Biological Sciences. Their test concluded overall increases in the animal’s body weight as compared to the animals starting weight, and the control group. It also showed that â€Å"GM maize varieties induce a state of hepatorenal [i. e. kidney and liver] toxicity. † († Does Genetically Modified (GM) Food Increase the Incidence of Obesity, 2012). Another link to GMO foods has been ADD, and ADHD. I myself have ADD and have done very extensive research on it. I do my best to eat natural foods and do not touch fast foods or soda and a majority of most sweets and junk foods. In animals fed GMO foods, studies have shown that there are similar patterns of behavior and similar physiological issues that plague people with ADD and ADHD. These problems are signs that exhibit quick irritation, aggressiveness and hyperactivity (Daniels). One scientist commented on this study and said, â€Å"They have all of the severe allergy responses, the inflammation and the reddening†¦ the intestinal lining is deteriorating. † (Daniels). This is reflected in people with autism, a mental disability that many psychologists believe umbrellas the ADD and ADHD disability. Another factor driving more children to develop ADD and ADHD are the pesticides used on GMO foods. A study discovered that pesticide by-products were found in the urine of the 1,140 children sampled. â€Å"Children with substantially higher levels of a breakdown product of neurotoxic organophosphate pesticides were twice as likely to be diagnosed with ADHD. † (Zerbe). These pesticides are designed to attack the neurological system of pest, but have been linked to harming humans as well. One of GMO foods worst problems is its link to cancer. In a 2 year study done with rats (yes, done with more animals), the results of GMO foods were shocking. The control group was fed only clean foods, while the test group was fed only GMOs. The test showed that 50 percent more of the test rats died prematurely and 50 percent more of the females developed large tumors and cancer. The tumors in the test group were two to three times larger than the control group and developed in half the time it took the control group (Poulter). Quite of few GMO foods have been linked to cancer through carcinogens. These foods contain small trace amounts of carcinogens. Milk containing rBGH (recombinant bovine growth hormone) is the more notable of these foods; containing higher amounts of carcinogens than most other GMO foods (Collier). Very few studies of the long term effects of GMO foods have been done in America. Short term studies show GMO foods don’t harm us in anyway because they only contain slight amounts of pesticide, poisons, toxins, or carcinogens. 62 countries have strictly regulated or banned these foods because of the possible effects and long term studies of GMO foods. The problems and medical conditions these foods have been linked to are very serious and affect our entire nation. Most of our food has some sort of genetically modified content. Monsanto itself has concluded that GMO foods are harmful to animals, yet they continue to produce and distribute the genetically modified foods anyway. In fact, the Monsanto Protection Act (officially named Section 735) actually â€Å"effectively bars federal courts from being able to halt the sale or planting of controversial genetically modified (aka GMO) or genetically engineered (GE) seeds, no matter what health issues may arise concerning†¦. † (Connor). This basically means we can be fed poison and our own government could not stop them. We should stop the process of all GMO foods until we have researched enough about them to develop safe, poison free foods. Partovi, Ali. â€Å"Are Un-Labeled Genetically Modified Foods Already in Circulation? † The Huffington Post. TheHuffingtonPost. com, 08 Jan. 2013. Web. 28 Apr. 2013. Lowery, Kate. â€Å"Studies Show GMOs in Majority of U. S. Processed Foods, 58 Percent of Americans Unaware of Issue. † Studies Show GMOs in Majority of U. S. Processed Foods, 58 Percent of Americans†¦ Whole Foods Market, 07 Oct. 2012. Web. 26 Apr. 2013. Barrow, Martin. â€Å"Obesity Kills More than Hunger in March of ‘progress'† The Times. The Times, 14 Dec. 2012. Web. 26 Apr. 2013. Fox, Elizabeth. â€Å"Obesity in America Compared to Europe. † LIVESTRONG. COM. Live Strong, 21 Dec. 2010. Web. 26 Apr. 2013. Tencer, Daniel. â€Å"Monsanto, World’s Largest Genetically Modified Food Producer, To Be Charged With Biopiracy In India (VIDEO). † The Huffington Post. The Huffington Post, 10 Mar. 2011. Web. 26 Apr. 2013. â€Å"Global Research. † Does Genetically Modified (GM) Food Increase the Incidence of Obesity? Washingtons Blog, 20 Mar. 2012. Web. 26 Apr. 2013. Daniels, Diane. â€Å"Are Genetically Modified Foods Contributing to the Rise in Autism? † Brain Works. Brain Worls, 14 May 2012. Web. 26 Apr. 2013. Zerbe, Leah. â€Å"Pesticides in food linked to ADHD in kids† Msnbc. com. Rodale, 09 Nov. 2011. Web. 27 Apr. 2013. Poulter, Sean. â€Å"Cancer Row over GM Foods as Study Says It Did THIS to Rats†¦and Can Cause Organ Damage and Early Death in Humans. † Mail Online. Daily Mail UK, 19 Sept. 2012. Web. 27 Apr. 2013. Collier, Richard. â€Å"Bovine Growth Hormone (rBGH)/Recombinant Bovine Somatotropin (rBST). † Bovine Growth Hormone (rBGH)/Recombinant Bovine Somatotropin (rBST). Breast Cancer Fund, n. d. Web. 28 Apr. 2013. Sheets, Connor. â€Å"‘Monsanto Protection Act’: 5 Terrifying Things To Know About The HR 933 Provision. † International Business Times. International Business Times, 27 Mar. 2013. Web. 28 Apr. 2013.

Chemical Bond and Crystal Field Theory

TextBooks Sr No T-1 T-2 Title Engineering Chemistry Chemistry Reference Books Sr No R-1 Other Reading Sr No OR-1 OR-2 OR-3 OR-4 OR-5 OR-6 OR-7 Journals articles as Compulsary reading (specific articles, complete reference) http://onlinelibrary. wiley. com/journal/10. 1002/(ISSN)1097-4601 , http://www. springer. com/chemistry/electrochemistry/journal/10800 , http://www. sciencedirect. com/science/journal/13882481 , http://www. springerlink. com/content/100224/ , http://www. sciencedirect. com/science/journal/00108545 , http://pubs. acs. org/journal/joceah , http://www. ciencedirect. com/science/journal/00323861 , Title Author Edition 1st Year 2011 Publisher Name Cengage Learning Chemistry-Concepts and Applications Steven S. Zumdahl Author Suba Ramesh,S. Vairam , P. Kalyani Raymond Chang Edition 1st 9th Year 2011 2008 Publisher Name Wiley Tata McGraw Hill Relevant Websites Sr No RW-1 RW-2 RW-3 RW-4 RW-5 RW-6 (Web address) (only if relevant to the course) http://www. klte. hu/~lenteg/an imate. html http://dwb4. unl. edu/chemAnime/atomic_orbits. htm http://www. mhhe. com/physsci/chemistry/essentialchemistry/flash/hybrv18. wf Salient Features Chemistry animation and videos Atomic orbital animations Hybridization animation http://jchemed. chem. wisc. edu/JCEDLib/WebWare/collection/open/JCEWWOR019/mo Molecular orbital theory animations movies. html http://www. mhhe. com/physsci/chemistry/essentialchemistry/flash/activa2. swf http://dwb4. unl. edu/chemAnime/Electro. htm Activation energy animation Electrochemistry animations RW-7 RW-8 RW-9 http://www. mhhe. com/physsci/chemistry/essentialchemistry/flash/galvan5. swf http://dwb4. unl. edu/chemAnime/acid_base. htm http://wwwchem. uwimona. edu. jm:1104/courses/CFT. tml Galvanic Cell animation Acid base animations Crystal field theory Audio Visual Aids Sr No AV-1 AV-2 (AV aids) (only if relevant to the course) http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-2/ Sali ent Features video on Introduction-Atom and molecule http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fallVideo lecture-wave particle duality 2008/video-lectures/lecture-3/ http://ocw. mit. edu/courses/chemistry/5-111-principlesof-chemical-science-fall-2008/video-lectures/lecture-4/ http://ocw. it. edu/courses/chemistry/5-111-principles-of-chemical-science-fallAV on wavefunction and orbitals Mulitelectron atoms and electron 2008/video-lectures/lecture-5/ , http://ocw. mit. edu/courses/chemistry/5-111-principles- configurations of-chemical-science-fall-2008/video-lectures/lecture-6/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-7/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-8/ http://ocw. mit. du/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-10/ http://ocw. mit. edu/courses/chemistry/5-111-pri nciples-of-chemical-science-fall2008/video-lectures/lecture-12/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-9/, http://ocw. mit. edu/courses/chemistry/5-111-principlesof-chemical-science-fall-2008/video-lectures/lecture-13/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-15/ http://ocw. mit. du/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-14/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-14/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-31/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-34/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-35/ http://ocw. mit. du/courses/chemistry/ 5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-26/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-24 http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-25/ AV on wavefunction and orbitals Mulitelectron atoms and electron configurations AV on wavefunction and orbitals Mulitelectron atoms and electron configurations Covalent and Ionic bond Covalent and ionic bond Electronegativity concept AV AV-3 AV-4 AV-5 AV-6 AV-7 AV-8AV-9 AV-10 AV-11 AV-12 AV-13 AV-14 AV-15 AV-16 AV-17 Hybridization and Shapes of molecules MO theory AV on MO of homonuclear diatomic molecules Av on rate law Av on transition state theory AV on catalysis AV on concept of redox reaction Balancing redox reaction Electrochemical cell AV-18 AV-19 AV-20 AV-21 AV-22 AV-23 AV-24 http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-21 / http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-22/ http://ocw. it. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-23/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-27/ http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-28/ http://wwwchem. uwimona. edu. jm:1104/courses/CFT. html http://ocw. mit. edu/courses/chemistry/5-111-principles-of-chemical-science-fall2008/video-lectures/lecture-30/Classification of acid -base Autoionization of Water, pH Function, Strength of Acids and Bases,Equilibrium Involving Weak Acids and bases pH of salt solutions,buffers, Common ion effect, Acid-base titration. Introduction of coordination compounds, Nomenclature, Crystal Field Theory in octahedral complexes CFT Application of crystal field theory in magnetic properties and colour of the complex LTP week distribution: (LTP Weeks) Weeks before MTE Weeks After MTE Spill Over 7 6 2 Detailed Plan For LecturesWeek Number Lecture Number Broad Topic(Sub Topic) Chapters/Sections of Text/reference books Other Readings, Lecture Description Relevant Websites, Audio Visual Aids, software and Virtual Labs Introduction to syllabus and general discussion on chemical principles Discovery of electron and nucleus Introduction to syllabus and general discussion on chemical principles Discovery of electron and nucleus Learning Outcomes Pedagogical Tool Demonstration/ Case Study / Images / animation / ppt etc. Planned AV17 Week 1 Lecture 1 Atoms and Molecules(Importance T-1:Ch 1 Page 14-15 of chemical principles,Discovery and 25 section 1. of electron and nucleus,Waveand 1. 9 particle duality of light and matter) R-1:Ch 1 Page 25-27 Section 1. 5 Atoms and Molecules(Importance T-1:Ch 1 Page 14-15 of chemical principles,Discovery and 25 section 1. 6 of electron and nucleus,Waveand 1. 9 particle duality of light and matter) R-1:Ch 1 Page 25-27 Section 1. 5 Making them aware about the syllabus and its importance Lecture 2 Making them aware about the syllabus and its importance AV17 Week 1 Lecture 2 Atoms and Molecules(Schrodinger T-1:Ch 1 Page 14-15 equation,Quantum and 25 section 1. 6 numbers,Concept of wavefunction 1. and Ch 1 Page 32 and orbitals) -35 Section 1. 11 T-2:Ch 7 Page 279283 Section 7. 4and Ch 7 Page 286-287 Section 7. 6 Atoms and Molecules(Schrodinger T-1:Ch 1 Page 14-15 equation,Quantum and 25 section 1. 6 numbers,Concept of wavefunction 1. 9 and Ch 1 Page 32 and orbitals) -35 Section 1. 11 T-2:Ch 7 Page 279283 Section 7. 4and Ch 7 Page 286-287 Section 7. 6 Atoms and Molecules(Schrodinger T-1:Ch 1 Page 14-15 equation,Quantum and 25 section 1. 6 numbers,Concept of wavefunction 1. 9 and Ch 1 Page 32 and orbitals) -35 Section 1. 11 T-2:Ch 7 Page 279283 Section 7. 4and Ch 7 Page 286-287 Section 7. Atoms and Molecules (Mulitelectron atoms and electro n configurations) T-1:Ch 1 Page 27-31 35-40 Section 1. 10 1. 12-1. 13 De Broglie Equation, Limitation and numerical Schrodinger equation only and its Importance To explain particle and AV18 wave nature of matter and concept of wavefunctions ,orbitals Lecture 3 De Broglie Equation, Limitation and numerical Schrodinger equation only and its Importance To explain particle and AV18 wave nature of matter and concept of wavefunctions ,orbitals Week 2 Lecture 4 De Broglie Equation, Limitation and numerical Schrodinger equation only and its ImportanceTo explain particle and AV18 wave nature of matter and concept of wavefunctions ,orbitals spd orbitals shapes orientations including s p and d orbitals shapes orientations including nodes Electronic configuration of elements up to 30 atomic number using three building up principles Aufbaus rule Pauli Exclusion principle Hunds rule of maximum multiplicity Only electronegativity Pauling Concepts of Electronegativity To introduce the AV19 20 21 co ncept of orbital to define the arrangement of electrons at different energy level within an atomLecture 5 Atoms and Molecules(Electronegativity concepts,periodic properties) T-1:Ch A Page 87-91 Section A. 1 A. 2 T-2:Ch 7 Page 358375 To provide how does a AV24 covalent bond develop HW1 allotment ionic character Week 2 Lecture 5 Chemical Bonding(Covalent bonds, ionic bonds (Fajan's rule)) T-1:Ch A Page 87-88 Section A. 1 A. 2 and Ch 2 Page 49-54 Section 2. 1-2. 2 T-2:Ch 9 Page 366369 Section 9. 4 T-1:Ch A Page 87-88 Section A. 1 A. 2 and Ch 2 Page 49-54 Section 2. 1-2. 2 T-2:Ch 9 Page 366369 Section 9. 4 T-1:Ch A Page 87-91 Section A. 1 A. T-2:Ch 7 Page 358375 T-1:Ch 2 Page 58-64 T-2:Ch 10 Page 417429 T-1:Ch 2 Page 64-67 Section 2. 6 T-2:Ch 10 Page 429 -432 Section 10. 6 T-1:Ch 2 Page 67-70 Section 2. 6 T-2:Ch 10 Page 432437 Section 10. 7 RW-3 Lewis dot symbols Ionic bond Polar Non polar Covalent bonds and Comparision of the properties of covalent and ionic compounds, Fajans Rule Lewi s dot symbols Ionic bond Polar Non polar Covalent bonds and Comparision of the properties of covalent and ionic compounds, Fajans Rule Only electronegativity Pauling Concepts of ElectronegativityTo provide what type of AV22 23 bonding exist between various atoms to form a molecule Lecture 6 Chemical Bonding(Covalent bonds, ionic bonds (Fajan's rule)) To provide what type of AV22 23 bonding exist between various atoms to form a molecule Atoms and Molecules(Electronegativity concepts,periodic properties) To provide how does a AV24 covalent bond develop HW1 allotment ionic character Week 3 Lecture 7 Chemical Bonding(hybridization and shapes of molecules) sp sp2 and sp3 hybridization and their examples Concept BMO ABMO Bond Order Magnetic characterTo determine how do AV25 various atoms combine to form a molecule To define the existence AV26 stability and property magnetic character of molecule To define the existence AV27 stability and property magnetic character of molecule Lecture 8 C hemical Bonding(Molecular orbital theory) RW-4 Lecture 9 Chemical Bonding(molecular orbital diagram for homonuclear diatomic molecules) MO diagram Bond order and magnetic character of Homonuclear diatomic molecule only Week 4 Lecture 10Solid state(Idea of spatial T-1:Ch 3 Page 95-97 periodicity of lattices,band theory) Section 3. 1-3. 2 Amorphous and To define the nature of crystalline substance unit the substance formed cell Space Lattice due to arrangement of atoms or molecules Band theory Conduction To explain the electrical valence band Energy property of different Gap Application in substances Conductors Band theory Conduction To explain the electrical HW 1 submission valence band Energy property of different Gap Application in substances Semiconductor Types n nd p , Insulators Lecture 11 Solid state(Electrical properties of material like conductor) T-1:Ch B Page 142144 Section B. 3-B. 4 T-2:Ch 20 Page 876878 Section 20. 3 T-1:Ch B Page 145 Section B. 4 T-2:Ch 20 Page 876878 Se ction 20. 3 Lecture 12 Solid state(semiconductor and insulator) Week 5 Lecture 13 Chemical dynamics and Catalysis (Rate laws,nuclear chemistry and elementary reactions) T-1:Ch 6 Page 261268 Section 6. 1-6. 3 T-2:Ch 13 Page 546 – 564 567 Section 13. -13. 3 T-1:Ch 6 Page 287289 Section 6. 6 T-2:Ch 13 Page 568571 Section 13. 4 RW-5 Rate Order of reactions Units of Rate constant Rate law Integrated rate Law derivation amp numerical based on zero amp first Order reactions To have the understanding of reaction the stochiometry of reactants to form products AV28 Lecture 14 Chemical dynamics and Catalysis (Collision theory, Arrhenius concept,application of transition state theory (Energy profile diagram))Collision theory and To explain how do factors affecting it,No various reactions takes Derivation Arhenius place equation terms Activation energy Energy profile diagrams including intermediate and transition state reaction mechanism and To explain the sequence AV29 its evidence of st eps in a reaction and verification of proposed mechanism Lecture 15 Chemical dynamics and Catalysis (Reaction mechanism) T-1:Ch 6 Page 281286 289 Section 6. 56. 6 T-2:Ch 13 Page 571581 Section 13. 4 and13. 5 T-1:Ch 13 Page 581 and 586-588. Section 13. 6 T-2:Ch 14 Page737738 Week 6 Lecture 16 Chemical dynamics and Catalysis (Enzyme catalysis) nzyme catalysis, Protein To explain the increase AV30 chain peptidase in rate of reaction due Test 1 Allotment to substance without being consumed itself during the course of reaction taking enzyme catalysis Homework,Test 1 RW-6 Reduction amp oxidation To provide basics of Oxidizing and reducing electrochemistry To agents Oxidation number provide basics of electron transfer Balancing redox reaction reactions by ion electron method Galvanic cell Anode cathode Salt bridge and its significance Standard reduction potential and SHE Application of series Analytical numerical To explain how a chemical reaction is used to generate electricity and to pro vide possible combination of reactants in order to generate electricity AV31 32 Lecture 17 Lecture 18 Electrochemistry(Concept of Redox reaction,Balancing redox reaction) T-1:Ch 8 Page 330332 Section 8. 2-8. 3 T-2:Ch 19 Page 820 822 Section 19. 1 Week 7 Lecture 19 Electrochemistry(Electrochemical T-1:Ch 8 Page 332cell,Application of electrochemical 335 Section 8. 4 Ch 8 series) Page 335-342 345 347-352 Section 8. 58. 6 8. 8 T-2:Ch 19 Page 823 825 Section 19. Ch 19 Page 827 – 830 Section 19. 3 RW-7 Av33 Week 7 Lecture 20 Electrochemistry(Electrochemical T-1:Ch 8 Page 332cell,Application of electrochemical 335 Section 8. 4 Ch 8 series) Page 335-342 345 347-352 Section 8. 58. 6 8. 8 T-2:Ch 19 Page 823 825 Section 19. 2 Ch 19 Page 827 – 830 Section 19. 3 Electrochemistry(Nernst equation, corrosion) T-1:Ch 8 Page 335342 345 347-352 Section 8. 5-8. 6 8. 8 Ch 19 Page 853-854 868 Section 19. 119. 7 T-2:Ch 19 Page 827 830 Section 19. 3 Page 844 – 848 Section 19. 7 T-1:Ch 8 Page 335342 345 347-352 Section 8. 5-8. 6 8. 8 Ch 19 Page 853-854 868 Section 19. 119. 7 T-2:Ch 19 Page 827 830 Section 19. 3 Page 844 – 848 Section 19. 7 RW-7Galvanic cell Anode cathode Salt bridge and its significance Standard reduction potential and SHE Application of series Analytical numerical To explain how a chemical reaction is used to generate electricity and to provide possible combination of reactants in order to generate electricity Av33 Nernst equation numerical General Type Dry and wet Rusting of iron Corrosion prevention including cathodic protection Nernst equation and To explain deterioration of metals and its prevention Lecture 21 Electrochemistry(Nernst equation, corrosion) Nernst equation numerical General Type Dry and wet Rusting of iron Corrosion prevention including cathodic protection Nernst equation and To explain deterioration of metals and its prevention MID-TERMWeek 8 Lecture 22 Acid and bases(Classification of acid-bases, auto ionization of wat er, pH function, strength of acids and bases) T-2:Ch 15 Page 646 – 652 Section 15. 1 15. 2 15. 3 15. 4 RW-8 Different Concepts Arrhenius Bronsted Lowry and Lewis Autoionization of Water pH and Its measurement Strength of Acids and Bases Different Concepts Arrhenius Bronsted Lowry and Lewis Autoionization of Water pH and Its measurement Strength of Acids and Bases Equilibrium Involving Weak Acids and base To explain Different Concepts of Acid and bases pH AV 34 35 Lecture 23 Acid and bases(Classification of acid-bases, auto ionization of water, pH function, strength of acids and bases)T-2:Ch 15 Page 646 – 652 Section 15. 1 15. 2 15. 3 15. 4 RW-8 To explain Different Concepts of Acid and bases pH AV 34 35 Lecture 24 Acid and bases(Equilibrium T-2:Ch 15 Page 647– involving weak acids. equilibrium 663 Section15. 5 15. 6 involving weak bases) Acid base equilibria understanding AV 35 Week 9 Lecture 25 Acid and bases(Equilibrium T-2:Ch 15 Page 647– involving wea k acids. equilibrium 663 Section15. 5 15. 6 involving weak bases) Acid and bases(pH of salt solutions,buffers) T-2:Ch 15 Page 674 – 679 Section 15. 10 Ch 16 Page 698 – 716 Section 16. 216. 4 R-1:Ch 6Page259266 T-2:Ch 15 Page 674 – 679 Section 15. 10 Ch 16 Page 698 – 716 Section 16. 216. R-1:Ch 6Page259266 T-2:Ch 16 Page 698 – 716 Section 16. 216. 4 R-1:Ch 7 Page286314 T-1:Ch 4 Page 165170 Section 4. 5-4. 6 Equilibrium Involving Weak Acids and base pH of salt solutions and buffers Acid base equilibria understanding buffer and salt pH determination AV 35 Lecture 26 AV36 Lecture 27 Acid and bases(pH of salt solutions,buffers) pH of salt solutions and buffers buffer and salt pH determination AV36 Acid and bases(Common ion effect,acid-base titration) Common ion effect and Understanding pH acid base titration curves metric titration ex strong base vs weak acid AV36 Week 10 Lecture 28 Transition Metal Chemistry (Introduction and nomenclature of coordinati on compounds)Coordination compounds To explain the basics of AV 37 Ligands Donor atoms metalcomplexes coordination sphere Chelates oxidation state of central metal coordination number Nomenclature examples RW-9 Concept Splitting Energy Factors effecting Splitting Nature of ligands including Spectrochemical series oxidation state of metal and size of d orbitals CFSE in Tetrahedral complexes Splitting in square planar Comparision between Splitting energy of Octahedral and Tetrahedral complexes Effect of geometry on crystal field splitting To define the existence AV 38 39 and stability of different octahedral tetrahedral and square planar complexes of metals Lecture 29 Transition Metal Chemistry (Crystal Field Theory) T-1:Ch 4 Page 155160 Section 4. 2 Week 10 Lecture 30 Transition Metal Chemistry (Crystal Field Theory) T-1:Ch 4 Page 155160 Section 4. 2 RW-9Concept Splitting Energy Factors effecting Splitting Nature of ligands including Spectrochemical series oxidation state of metal an d size of d orbitals CFSE in Tetrahedral complexes Splitting in square planar Comparision between Splitting energy of Octahedral and Tetrahedral complexes Effect of geometry on crystal field splitting Application of crystal field theory in magnetic properties and colour of the complex Application of crystal field theory in magnetic properties and colour of the complex To define the existence AV 38 39 and stability of different octahedral tetrahedral and square planar complexes of metals Week 11 Lecture 31 Transition Metal Chemistry T-1:Ch 4 Page 163(Application of crystal field theory 164 Section 4. 4 in magnetic properties) T-2:Ch 22 Page 950955 Section 22. Transition Metal Chemistry(Colour T-1:Ch 4 Page 163of the complexes) 164 Section 4. 4 T-2:Ch 22 Page 950955 Section 22. 5 To explain the Av 40 properties magnetic character and colour of metal complexes To explain the AV 40 properties magnetic character and colour of metal complexes Lecture 32 Organometallics(Introductory theory of organometallics and its application) T-1:Ch C Page 187192 Section C. 1 Introduction Example of To explain the basics of Grignard reagent metalcarbon complexes ZeiglerNatta catalyst Application In polymerization with reaction hemoglobin and chlorophyll molecule use of metal in biological system Organometallics(Metals in biology) Lecture 33 Polymerization(Classification of polymers)R-1:Ch 18 page 941945 T-1:Ch 14 Page 601605 Section 14. 114. 2 Terms Monomer To explain different Oligomers Polymers types of polymers polymerization Degree of polymerization Functionality Clasification on the basis of structure types of monomer units Including Types of Copolymers occurance method of synthesis stereochemistry and thermal behavior Uses Addition Condensation and Copolymerisation with examples To provide various Test 2 allotment methods of synthesis of polymers Week 12 Lecture 34 Polymerization(Type of polymerisation) T-1:Ch 14 Page 606607 Section 14. 3 Week 12 Lecture 35 Polymerization(Ap plication of polymers) T-1:Ch 14 Page 601605 634-638 648-649 653-655 Section 14. 1-14. 14. 5-14. 6 Application of polymers To provide uses of polymers Lecture 36 Week 13 Lecture 37 Photochemistry(Jablonskii diagram) Photochemistry(Concept of fluorescence) T-1:Ch 22 Page 984986 Section 22. 3 T-1:Ch 22 Page 983989 Section 22. Homework,Test 2 Jablonskii diagram Singlet triplet To explain different possibilities on absorption of radiation Lecture 38 Concept of fluorescence To provide influence of rdiation on behavior of matter phosphorescence Quantum Yield Application of photochemistry in Photovoltaic solar cell To provide influence of rdiation on behavior of matter To use the principle of photochemistry in Photovoltaic solar cellPhotochemistry(Phosphorescence) T-1:Ch 22 Page 987989 Section 22. 5 Lecture 39 Photochemistry(Application of photochemistry in photo voltaic cell /solar cell) T-1:Ch 22 Page 989991 Section 22. 6 SPILL OVER Week 14 Lecture 40 Lecture 41 Revision Revision revisio n of syllabi upto MTE revision of syllabi after MTE Scheme for CA: Component Homework,Test Frequency 2 Total :Out Of 3 Each Marks Total Marks 10 10 20 20 Details of Academic Task(s) AT No. Objective Topic of the Academic Task Nature of Academic Task (group/individuals/field work Evaluation Mode Allottment / submission Week 2/4 Homework 1 To analyze comprehensive and analytical skills of studentsWave-particle duality of light and matter, Schrodinger equation, Individual Quantum numbers, Concept of wavefunction and orbitals, Mulitelectron atoms and electron configurations, covalent bonds, ionic bonds (Fajan’s rule) and electro-negativity concepts, hybridization and shapes of molecules, Molecular orbital theory, molecular orbital diagram for homonuclear diatomic molecule. performance based Homework,Test 1 To analyze the conceptual and analytical skills of students Wave-particle duality of light and matter, SchrA? AÂ ¶dinger Individual equation, Quantum numbers, Concept of wavef unction and orbitals, Mulitelectron atoms and electron configurations, covalent bonds, ionic bonds (Fajan's rule) and electro-negativity concepts, hybridization and shapes of molecules, Molecular orbital theory, molecular orbital diagram for homonuclear diatomic molecule.Concept of crystalinity and type of lattices, Band theory and its application in electrical properties of material like conductor, semiconductor and insulator Rate laws,Nuclear chemistry and elementary reaction, Collision theory, Arhenius concept, Application of Transition state theory (Energy profile diagram), Reaction mechanism . Concept of Redox reaction, Balancing redox reaction Individual Electrochemical cell, Nernst equation, Application of electrochemical series, Corrosion, Classification of Acid-Bases, Autoionization of Water, pH Function, Strength of Acids and Bases, Equilibrium Involving Weak Acids. Equilibrium involving weak bases, pH of salt solutions, and buffers,Common ion effect,Acid-base titration, I ntroduction of coordination compounds, Nomenclature, Crystal Field Theory and its application. Classification of polymers. Performance based 6/6 Homework,Test 2To analyze the knowledge of students which they gained from this course. Performance based 11 / 11 Plan for Tutorial: (Please do not use these time slots for syllabus coverage) Tutorial No. Lecture Topic Type of pedagogical tool(s) planned (case analysis,problem solving test,role play,business game etc) Tutorial 1 Importance of chemical principles,Discovery of electron Problem solving and nucleus,Wave-particle duality of light and matter, Schrodinger equation, Quantum numbers Concept of wavefunction and orbitals, Mulitelectron atoms and electron configurations,electro-negativity concepts,Periodic properties Problem solving Tutorial 2 Tutorial 3

Honeywell Case Summary Essays

Honeywell Case Summary Essays Honeywell Case Summary Essay Honeywell Case Summary Essay Honeywell, Inc. and Integrated Risk ManagementThe finance committe of Honeywell, Inc. must decide whether to approve a new type of risk management contract or not. This new risk management program is to provide combined protection against Honeywell’s currency translation risk along with all traditionally-insured global risks, in a multiyear, insurance-based, integrated risk management program. The committees vote would depend upon whether the anticipated cost savings of the program could be realized, and whether the coverage it offered was adequate. According to the Exhibits, Honeywell had suffered some risks and volatility. New risk management seemed to be on demand for stabilization. The case study suggests the comparison of the traditional and newly suggested risk management method and the changing points. Also it explains how those things may be valuable.Honeywell’s new risk management basically suggested ‘integration’. Specifically, new risk management suggested 2.5-year insurance-based contract that covered all traditionally insured global risks and currency translation risk (in other words, treasury-based integrated program with trigger option). While traditional risk management tools are a mixture of separate insurances and options, the proposed contract is an insurance with an annual aggregate retention of $30 million with the option. The old policy is repeated annually while the proposed contract is in a 2.5-year period. Additionally, the premium is cheaper than the traditional risk management as through ‘portfolio effect’.According to the simulating results exhibit 9, we can find that the standard deviation of total cost of risk for the proposed program is $3,819,568 while the one for the existing program is 15,793,879. The proposed program can reduce the total risk of the firm if the simulating results are real. To add, the simulated results also show that the estimates annual premium savings is about 20%.Thus , it is real challenge

Editorial Essay Topics

Editorial Essay Topics Editorial Essay Topics Editorial Essay Topics: Creating One As they say, one of the most difficult assignments, while you are editorial essay writing, is to choose a topic for it, as it is really rather complicated to create effective editorial essay topics. As a rule, editorial essay puzzles students a lot, as it greatly differs from all the other kinds of academic writing. When it comes to the creation of this topic, students find it too difficult, however, nothing is impossible. If you have received such a task you are the only one to cope with it or, at least, to find a way to cope with it. In this article, we are going to offer you this way out if you feel that you can not complete editorial essay writing on your own. Editorial Essay Topic Can Be Easy If you want to cope with creating editorial essay topics in a simple and fast way, we recommend you to make friends with our custom writing site, which is going to help you to get rid of all the problems concerning essay writing including inventing editorial essay topics: It is much simpler to choose editorial essay topics from the ready-made list offered to you at our site than to create these editorial essay topics on your own, is not it? Therefore, we offer you this very list of editorial essay topics at our site. Visit it and get your editorial essay topics. In addition to it, if you are going to have some other problems with your essay writing except inventing editorial essay topics, you can also appeal to our custom writing site and get a professional and immediate help from our experts. We Offer Help With Topics and Writings We offer you a great number of articles devoted to the different problems of academic writing where we give you practical pieces of advice and tips in order you could cope with any task you have been assigned. If you can not find the answer to any of the questions you have, you can get a consultation from our academic writers who will gladly give you detailed answer. Our Custom Writing Service Is Accessible 24x7! Our custom writing service is aimed at simplifying studying process of students that is why we offer premium quality service for the moderate price. Therefore, if you are going to face some difficulties with editorial essay topics inventing or with some other aspect of essay writing we are waiting for you to give you help, which will bring you to success in writing. Read also: Favorite Season Essays Essay Writer Essay Papers Essay Help Essay Assignment

Narrative Structure Essay Example | Topics and Well Written Essays - 2000 words

Narrative Structure - Essay Example From this paper it is clear that  the City of God film was produced by Fernando Meirelles and Katia Lund in 2002. Its storyline was adopted from the 1997 novel City of God by Braulio Mantovani. The storyline is based in Rio de Janeiro’s Cidade de Deus suburb in which organized crime in the 1960’s is on the rise. The crimes involve drug dealing cartels and a small boy (Rocket) who dreams of being a photographer as he strives to keep the city’s rot away. Rocket narrates the unfolding events in Cidade de Deus from his point of view which is that of a poor black youth. He is seeking for means of surviving in the harsh and violent life of Cidade de Deus. Although rocket seeks to be on the right side if the law, he does not agree to live a low, sulky and insatiable life.As the study highlights the setting of Rio de Janeiro is typical of the settings applied in most crime films in which the atmosphere is usually dark, clustered, and shows signs of madness associated w ith crime. Gangs run the city at night while gun fights and murder are nothing new in the Brazilian city. The causes of crime are usually economic inability, and that too is shown in Cidade de Deus; the typical houses are set in an urban setting in long rows. The houses are poorly constructed and the streets are dotted with youth who look desperate and idle. Generally, the introduction of the film hints poverty and crime, and these two elements work perfectly in creating a setting for thriving crime and violence.

Teaching and Learning Algebra Essay Example | Topics and Well Written Essays - 1000 words

Teaching and Learning Algebra - Essay Example According to the report findings if an instructor uses a version of some of these examples, students may be denied a useful frame of reference from the very start of their algebra studies. The last example does relate algebra to arithmetic, a subject which most students will have studied, may know reasonably well and may actually use in their daily lives. But even though algebra and arithmetic both involve signs, equations, numbers and computation, approaching algebra with an arithmetic mindset can cause students major problems. As the paper declares when introduced to algebra, students must reorient their thinking and recognize that â€Å"the expressions on both sides of the equals sign are of the same nature (or structure), and that there are actions which give meaning to the equality of the expressions (for instance, the action of substituting a numerical value for the unknown)†. The process to handle the minus sign before parentheses results in simplifying the expression. Thus, in the above example, 5x – (3 – x) becomes 6x – 3, a more concise and clearer way of restating the original expression without changing its value. In algebra, there is another rule for simplifying expressions, known as combining like terms, which is the third major issue confounding algebra students. Unlike the issues of the equals sign and the minus sign, solving the issue of combining like terms is a matter of following concrete rules rather than grasping concepts.