Average ACT Scores by State (Most Recent)

Average ACT Scores by State (Most Recent) SAT / ACT Prep Online Guides and Tips Did you recently get your ACT scores back and are now wondering how your score compares with those of other test takers in your state? Or perhaps you're curious as to how your state’s average ACT score stacks up against other state averages. For this article, we compiled the average ACT scores by state, as well as the average in each subject area, using the latest data from ACT, Inc. Read on to learn how your state's SAT data- and your ACT score- compares with the averages in the rest of the country. What's the National Average ACT Score? Nearly two million students nationwide took the ACT in 2017/18- 1.91 million, to be precise. Out of all of those tests, the national average scores came out as follows: ACT Section Average Score English 20.2 Math 20.5 Reading 21.3 Science 20.7 Composite 20.8 Source: ACT National Profile Report 2018 Remember that each ACT section, and the overall composite score, are scored between 1 and 36. This means that if you get a composite score of 21 or higher, you will beat half the other high school students in the country.If you get significantly higher than 21, you will have beaten out a majority of test takers. Likewise, if you get lower than 21, a majority of test takers will have beaten out you. But what about the ACT averages in your state specifically? Read on to learn how well you have to do on the exam to be considered above average in your home state. All Average ACT Scores by State (2017) The following table containsall ACT state averages for the class of2017(the most recent data available). We've also included state participation rates to give you an idea of the reach of the ACT in each state and the size of the population being tested. State Participation English Math Reading Science Composite Alabama 100% 18.9 18.4 19.7 19.4 19.2 Alaska 65% 18.7 19.8 20.4 19.9 19.8 Arizona 62% 18.6 19.8 20.1 19.8 19.7 Arkansas 100% 18.9 19.0 19.7 19.5 19.4 California 31% 22.5 22.7 23.1 22.2 22.8 Colorado 100% 20.1 20.3 21.2 20.9 20.8 Connecticut 31% 25.5 24.6 25.6 24.6 25.2 Delaware 18% 24.1 23.4 24.8 23.6 24.1 District of Columbia 32% 24.4 23.5 24.9 23.5 24.2 Florida 73% 19.0 19.4 21.0 19.4 19.8 Georgia 55% 21.0 20.9 22.0 21.3 21.4 Hawaii 90% 17.8 19.2 19.2 19.3 19.0 Idaho 38% 21.9 21.8 23.0 22.1 22.3 Illinois 93% 21.0 21.2 21.6 21.3 21.4 Indiana 35% 22.0 22.4 23.2 22.3 22.6 Iowa 67% 21.2 21.3 22.6 22.1 21.9 Kansas 73% 21.1 21.3 22.3 21.7 21.7 Kentucky 100% 19.6 19.4 20.5 20.1 20.0 Louisiana 100% 19.4 18.8 19.8 19.6 19.5 Maine 8% 24.2 24.0 24.8 23.7 24.3 Maryland 28% 23.3 23.1 24.2 23.2 23.6 Massachusetts 29% 25.4 25.3 25.9 24.7 25.4 Michigan 29% 24.1 23.7 24.5 23.8 24.1 Minnesota 100% 20.4 21.5 21.8 21.6 21.5 Mississippi 100% 18.2 18.1 18.8 18.8 18.6 Missouri 100% 19.8 19.9 20.8 20.5 20.4 Montana 100% 19.0 20.2 21.0 20.5 20.3 Nebraska 84% 20.9 20.9 21.9 21.5 21.4 Nevada 100% 16.3 18.0 18.1 18.2 17.8 New Hampshire 18% 25.4 25.1 26.0 24.9 25.5 New Jersey 34% 23.8 23.8 24.1 23.2 23.9 New Mexico 66% 18.6 19.4 20.4 20.0 19.7 New York 31% 23.8 24.0 24.6 23.9 24.2 North Carolina 100% 17.8 19.3 19.6 19.3 19.1 North Dakota 98% 19.0 20.4 20.5 20.6 20.3 Ohio 75% 21.2 21.6 22.5 22.0 22.0 Oklahoma 100% 18.5 18.8 20.1 19.6 19.4 Oregon 40% 21.2 21.5 22.4 21.7 21.8 Pennsylvania 23% 23.4 23.4 24.2 23.3 23.7 Rhode Island 21% 24.0 23.3 24.7 23.4 24.0 South Carolina 100% 17.5 18.6 19.1 18.9 18.7 South Dakota 80% 20.7 21.5 22.3 22.0 21.8 Tennessee 100% 19.5 19.2 20.1 19.9 19.8 Texas 45% 19.5 20.7 21.1 20.9 20.7 Utah 100% 19.5 19.9 20.8 20.6 20.3 Vermont 29% 23.3 23.1 24.4 23.2 23.6 Virginia 29% 23.5 23.3 24.6 23.5 23.8 Washington 29% 20.9 21.9 22.1 22.0 21.9 West Virginia 69% 20.0 19.4 21.2 20.5 20.4 Wisconsin 100% 19.7 20.4 20.6 20.9 20.5 Wyoming 100% 19.4 19.8 20.8 20.6 20.2 National 60% 20.3 20.7 21.4 21.0 21.0 Source:ACT College Career Readiness 2017 ACT Averages by State: Hall of Fame Now that you've had a chance to skim the list of state ACT averages, we thought it would be fun to highlight the highs and lows of the United States' ACT performance. See if your state made the cut below! Highest ACT State Score: New Hampshire New Hampshire narrowly achieved the highest score in the country, with an average composite of 25.5, just above Massachusetts (25.4) and Connecticut (25.2). †¦ and your high ACT score! However, it should be noted thatthese three states have relatively low ACT participation: 18% for New Hampshire, 29% for Massachusetts, and 31% for Connecticut. This is because the SAT is more popular in these states. So what does this data mean? Ultimately, it suggests that those taking the ACT in these states are ambitious, college-bound students looking to improve their applications, which would make for a higher average ACT score. Team Players: 100% ACT Participation There are 17 states with 100% ACT participation- that's 34% of the country! These states have made the ACT a mandatory part of their statewide testing regimens, helping high school students be better prepared for their college applications. Alabama Arkansas Colorado Kentucky Louisiana Minnesota Mississippi Missouri Montana Nevada North Carolina Oklahoma South Carolina Tennessee Utah Wisconsin Wyoming Highest ACT State Score With 100% Participation: Minnesota As you know, 17 states currently have 100% ACT participation. The state with the highest average score out of this group has a lot to be proud of because that average represents the entire high school population of that state. So who wins? Minnesota, with a 21.5 average composite score. The runner-up is Colorado with a 20.8 average composite, and Wisconsin is inthird with a 20.5 composite average. Lowest Participation: Maine Maine wins this one by a landslide, with just 8% of its students taking the ACT. This is likely because the SAT is still the test of choice in that northeastern state. However, the SAT, which was once required in Maine, is now optional as well. ACT-free, it would appear. Lowest ACT State Score: Nevada Nevada earns the dubious honor of getting the lowest average ACT score, with an average composite of 17.8. This low average is likely due to the fact that Nevada only recently began to mandate statewide ACT testing starting in 2016. In general, big jumps in test takers often result in lower averages. As such, this new average is noticeably lower thanNevada's 2015 average of 21, back when just some students took the ACT. As the ACT becomes a staple of Nevada's state testing regimen, averages will likely increase. Key Takeaways: Average ACT Scores by State As you can see, the average ACT score can change pretty dramatically depending on which state you're looking at. Nationally, the average composite ACT score is21- but many states' averages are higher or lower than this. In general, states with 100% participation rates (i.e., states that require the ACT) tend to havelower averages,whereas states with low participation rates tend to havehigher averages. In terms of notable states, here's a quick wrap-up of the ACT "awards" we gave above: Highest ACT State Score: New Hampshire (25.5 average) Team Players: 100% ACT Participation Alabama Arkansas Colorado Kentucky Louisiana Minnesota Mississippi Missouri Montana Nevada North Carolina Oklahoma South Carolina Tennessee Utah Wisconsin Wyoming Highest ACT State Score With 100% Participation: Minnesota (21.5 average) Lowest ACT State Score: Nevada (17.8 average) If you're ever curious what ACT score you need to aim for to be considered above average for your state, simply come back to this page, check the chart, and see whether your state made our Hall of Fame! What’s Next? Want more context for your ACT score? Learn more about the national ACT average score and ACT score percentiles. What ACT scores are considered good by various colleges?Check out our guide to developing a target ACT score based on the schools you want to apply to. Wondering about what your composite ACT score represents in terms of right and wrong answers?Learn the ins and outs of ACT scoringand get tips to help you use this info to your advantage. Trying to maximize your ACT score? Avoid this common ACT mistake to improve your composite. Also,check out our top strategies to raise your ACT essay score. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Entrepreneurship Assignment Example | Topics and Well Written Essays - 3000 words

Entrepreneurship - Assignment Example No matter whether the business is manufacturing or supplying technology products or not, it has become extremely important that businesses in today’s rigorously competitive market landscape have to take in to account the technology especially when it decides on location. For manufacturing and retailing of fashionable household goods, communication, fashion designing and other technological factors seem to have greater significant roles in the business. The firm needs latest and advanced technology for manufacturing, designing, architecture, furnishing, layouts, developing electrical appliances, marketing etc and therefore accessibility and availability of technology seem to be critically important determinant while choosing the right location for the business. Mareno, Castillo and Masere emphasized that the location decision for a retail business largely depends on technology factors such as communication and network facilities too. The contemporary business environment is gre atly influenced by competition for which technology is the leading factor and therefore technology is the most important factor that determines the competitiveness of a business (Dosi, Teece and Chytry, 1998, p. 3) 2- Retail Compatibility While choosing the location, it is important for a fashionable household retailer to foresee which out of the two options- being single-free standing and being one among a cluster of businesses in all the projected cities namely Bristol, Plymouth, Exeter and Bournemouth- will be profitable and successful. Shopping malls and shopping centers attract large numbers of customers but a single-standing shop attracts relatively less customers. Retail compatibility refers to the maximum advantages that a retailer is able to enjoy by locating its business near to other shoppers (Zimmerer, Scarborough and Wilson, 2008, p. 528). Two compatible retailers within a close proximity area will certainly show increased sale with a direct proportionate customer inter change between them (Akehurst and Alexander, 1996, p. 109). For a start up business, retail compatibility is an important factor to be considered while thinking about the location. Shopping malls or centers attract huge numbers of customers and have to spend less on advertising. 3- Competition and customer traffic A particular business location will be saturated by many competitors and the business

Teaching-learning critical incident checklist Essay

Teaching-learning critical incident checklist - Essay Example The learners should be able to learn various theories about certain concepts via observation. This is because observation enables a student to think critically about difficult concept manifested in form of a diagram or image Evaluation and analysis requires own intellectual exploration, which explains to readers what they may not see in a subject at first or second glance. A working thesis on the analysis is very imperative. The thesis will help in choosing at least three supporting points aiding the audience in understanding the text. I understand that there are different kinds of analyses that can be made on a document or text (Loui, 2005) Frequent reading can help one understand instructors in their professional teaching and assessments. Knowing how to summarize and analyze text is a good beginning to academic reading. The student aims at knowledge acquisition, comprehension, new vocabulary acquisition, argument development, information evaluation, and synthesis (DiRanna, 2008). The teacher should perform both formative and summative assessment of learners to gauge their level of understanding. Formative assessment occurs throughout the process of learning. It ensures that problems experienced by students are not piled up until the end of the learning period but are solved throughout the lessons. Summative assessment summarizes the progress and development of students over a particular period (Brookhart & Nikto, 2008). Through constant evaluation, students are able to be encouraged to perform better in future tests, despite poor current performance. However, not all will be motivated, most of them will be driven by the fact that they learn new things in the tests, and are challenged to remember the things taught previously by their teachers. Most of the students will also take summative assessments as a goal towards which they work to achieve (Pearson, 2002) The teacher needs to supervise learners so that they conform to the

Olds’ Effective Use of Linking Devices in The Elder Sister :: essays research papers

When writing poetry, there are many descriptive methods an author may employ to communicate an idea or concept to their audience. One of the more effective methods that authors often use is linking devices, such as metaphors and similes. Throughout â€Å"The Elder Sister,† Olds uses linking devices effectively in many ways. An effective image Olds uses is that of â€Å"the pressure of Mother’s muscles on her brain,† (5) providing a link to the mother’s expectations for her children. She also uses images of water and fluidity to demonstrate the natural progression of a child into womanhood. Another image is that of the speaker’s elder sister as a metaphorical shield, the one who protected her from the mental strain inflicted by their mother. Old’s metaphor of â€Å"the pressure of Mother’s muscles on her brain,† (5) compares the literal pressure of the mother’s muscles during childbirth to the mental strain that a child can endure from their parent’s expectations for their children. This is an effective metaphor in that both meanings can cause some form of strain, either physical of mental, on the daughter. Also, in both cases, this pain is caused by the speaker’s mother and inflicted on the eldest daughter. The third similarity between the two is that both are in some way lessening the effect on the younger sister. In the case of childbirth, the first birth is usually more difficult than each successive birth. In the sense of the Mother’s expectations for her daughters, the eldest child often receives the brunt of the parent’s vicarious aspirations, thus making it easier for the younger children to please them. Because these linked meanings share these characteri stics, Olds’ metaphor is effective. Another linking device that is used effectively is the simile linking a young woman coming of age and developing breasts to a swan rising out of a pond. These two entities are linked in that both rise slowly over time. When a swan awakens, it slowly raises its head from its body, in the same fashion that the breasts of a woman raise from her chest when she comes of age. The two are also similar in color, as a swan’s down is white or pale cream colored and skin that has not been darkened by the sun is often very pale. The third similarity in the two entities is the texture. Both the down feathers of a swan and the skin of a woman’s breast are soft and smooth to the touch.

Experimental Psychology Stroop Effect Essay

The research assessed in this article discusses the Stroop effect. The Stroop effect occurs when our selective attention fails and we are unable to attend to some information and ignore the rest. This study tests the Stroop effect by presenting the participant with a congruent or incongruent word and the participant is asked to type the color of the word or the actual word in a series of trials. In this research, it has been found that participants had faster reaction times for congruent items and slower reaction times for incongruent items. In addition, participants had faster reaction times when asked to type the word and slower reaction times when asked to type the color. Racing Horses and the Stroop Effect We have the ability to attend to the things we’re looking for; however, sometimes this ability of selective attention becomes compromised. Where’s Waldo is a game that tests one’s ability to selectively attend to a stimuli; you must find Waldo in an overly crowded picture that attempts to hide him. If one’s selective attention becomes compromised, one would either not be able to locate Waldo or would take a long amount of time to locate Waldo. We can study this phenomenon of selective attention via the Stroop effect. According to J. R Stroop, â€Å"it takes more time to name colors than to read color names (1935). † In addition, it is faster to name the color for congruent items than incongruent items. Congruent items include items such the word â€Å"red† in the color red; incongruent items include items such as the word â€Å"blue† in red ink. In a basic Stroop experiment, participants are provided with a list of congruent words and a list of incongruent words and are asked to name the color of the word or the actual word itself. Having a big Stroop effect indicates that one’s selective attention has failed. In Stroop’s original version of the experiment, results demonstrated that when participants were asked to name the color of the ink of an incongruent item, there was an increase in ink naming time. However, when the participants were asked to name the word, incongruence of the ink to the word did not have an effect on the amount of time it took to read it (Dunbar & MacLeod, 1984). In Kevin Dunbar & Colin M. MacLeod’s paper, they refer to what is known as the horse race model (1984). This horse race model attempts to explain the Stroop phenomenon as a race between two responses. The first response, which always seems to win the race, is the response to the word; the second response is the one to the color of the ink. The horse race model states that color naming is slower than word naming because words and colors have different processing times; when the faster process finishes, it’s result can interfere with the slower process. â€Å"The simplest hypothesis, consistent with all the evidence, is that the interference occurs after naming (Morton & Chambers, 1973). Words interfere strongly with color naming; in an incongruent trial, one identifies the word first, the identification of color of the word only comes later and there is a need to overcome the incorrect response, which causes a slight delay in response time. The purpose of this experiment is to further test the horse race model of the Stroop effect. In this experiment, the two independent variables are congruency, whether the items are congruent or incongruent, and task, participants will be asked to name the color of the item or the word. Results will be measured by how long it takes participants to respond in each condition. There are several predictions made about this replication of the Stroop experiment: firstly, we predict that there will be a main effect of congruency; we expect an overall Stroop effect. Secondly, we predict that there will be a main effect of task; we expect that participants should be faster to type words than colors. Finally, we predict an interaction between congruency and task; we expect that the Stroop effect will be larger for typing colors than for typing words. Method Participants Twenty-one undergraduate, male and female students were recruited from an experimental lab class at the City University of New York Brooklyn College. Materials and Design In this within subjects design, we used a 2 (Congruency: Congruent vs. Incongruent) x 2 (Task Type: Naming color vs. Naming word) factorial; the dependent variable measured was reaction time. The stimuli were presented on a seventeen inch computer monitor and participants were given a standard keyboard for their responses. The stimuli used were four words: red, green, blue, yellow; and four colors: red, green, blue, yellow. For the independent variable of congruency, there were four possible congruent items and twelve possible incongruent items. For the independent variable of task, there was one block of forty-eight trials asking the participant to type the word and one block of forty-eight trials asking the participant to type the color. The order of each block was randomly determined by the computer for each participant. Half of the participants did the word naming then color naming; the other half did color naming then word naming. Each trial begins with the presentation of a fixation cross in the center of the screen, visible for 500 milliseconds. The fixation cross is removed and immediately followed by the word and color stimulus; this stimulus remained on the screen until a response was typed and the participant pressed the spacebar key. There are four possible responses: red, green, blue, and yellow. Responses are given by having the participants type the word into the keyboard. Immediately after the response, the stimuli were removed from the screen and the next trial appeared 500 milliseconds after the participant pressed the spacebar. Procedure Participants were given instructions by the experimenter, separated into groups, and sent randomly to different rooms which held the computers they would be using for this experiment. Each participant was given a total of ninety-six trials; there was one block of forty-eight trials asking the participant to type the word and one block of forty-eight trials asking the participant to type the color. The order of each block was randomly determined by the computer for each participant. Half of the participants did the word naming then color naming; the other half did color naming then word naming. The participants were prompted to read the instructions on the screen and enter their initials prior to starting the experiment. Once the experiment begins, there is a fixation cross displayed for 500 milliseconds. Following the fixation cross, the task cue and stimuli were displayed at the same time until the participant responded. After the participant responded and pressed the spacebar key, they were prompted with another trial. After each participant completed the experiment they were instructed to return to the classroom where they were debriefed by the experimenter and allowed to leave. Results The results of this experiment are presented in Figure 1. The mean for the naming color/congruent condition is 1044. 57ms; the mean for the naming color/incongruent condition is 1210. 62 ms; the mean for the naming word/congruent condition is 838. 05 ms; and the mean for the naming word/incongruent condition is 862. 24 ms. The mean reaction times (RTs) from each condition were submitted to a 2 (Task type: name word vs. name color) x 2 (Congruency: congruent vs. incongruent) within-subjects ANOVA. The main effect for task was significant, F(1,20) = 62. 48, MSE = 1616576. 0, p < 0. 05; this shows that participants had a faster RT when asked to name the word (M = 850. 14 ms) as opposed to when asked to name the color (M = 1127. 60 ms). Mean RTs were faster for word than color naming. In addition to a main effect of task, there is a significant main effect of congruency, F(1,20) = 22. 65, MSE = 190000. 30, p < 0. 05; this illustrates that participants had a faster RT when the items were congruent (M = 941. 31 ms) than when the items were incongruent (M = 1036. 43 ms) Mean RTs were faster for congruent items than incongruent items. Finally, we found a ignificant interaction between congruency and task type, F(1,20) = 42. 43, MSE = 105648. 11, p < 0. 05; this interaction demonstrates that there is a greater difference between the means of congruent and incongruent items when asked to name color than there is between the means of congruent and incongruent items when asked to name the word. Discussion We predicted a main effect of congruency which is, in fact, what we see from our results. We see this main effect due to the Stroop effect, which states that it is faster to name the color for congruent items than incongruent items. In addition, we expected to see a main effect of task type and that the word task will produce faster RTs than the color task; which is precisely what we have found. We can explain this finding with the theories of the horse race model. It has been found, through earlier research, that reading words is a faster process than color naming because reading is an automatic process (Dunbar & MacLeod, 1984). We predicted to see that naming the color will intensify the Stroop effect whereas naming the word will minimize the Stroop effect; we have found exactly this in our results. These outcomes can be explained with the horse race model as well. The horse race model assumes two things: first, words and colors have different processing times; color naming is slower than word naming. Second, the Stroop effect is asymmetrical: when the faster process is finished, the result of that process can interfere with the slower process. Words interfere strongly with color naming; however, colors interfere weakly with word naming. MacLeod’s (1991) study explained: This speed difference is seen as particularly critical when two potential responses (e. g. , one from a word and one from an ink color) compete to be the response actually produced. The time cost of this competition is â€Å"interference. This general interpretation is referred to as response competition occurring at the end of a horse race, because the two codes are seen as racing to control final output. (p. 187) One of the flaws of this experiment is that it is possible that not all participants are proficient in the placement of keys on a computer keyboard; this would affect the reaction time for theses participants as they would need extra time to find the keys. Another flaw is that we didn’t take into account typing errors and the program used did not record error rate. This could mean that we have not successfully measured one of the items we attempted to measure. We attempted to see if there was a difference in processing time between the task of naming the word and the task of naming the color. Since we did not take into account typing errors and error rate, it is possible that a participant could have responded quickly with an incorrect response and therefore caused the RT time to be quicker. The greatest defect of this experiment is the sample size, 21 participants. In future studies it is recommended that this experiment be run with at least 30 participants who can comfortably recognize the keys on a standard computer keyboard. In addition to a larger sample size, perhaps changing the colors and the names of colors (from red, green, blue, and yellow to, for example, pink, purple, orange, grey) would yield a smaller or larger Stroop effect. Another change that can be experimented with is age. MacLeod (1991) references a study done by Lund (1927) which finds that â€Å"children younger than reading age were faster on color naming than word reading. † Perhaps there may be difference between children that are younger than reading age, children who have just recently learned the alphabet, and/or children who just recently learned to read. Also, could there be a difference between children, adolescents, middle-age, and/or old-age? MacLeod (1991) also references a study conducted by Ligon (1932) that tested the â€Å"differential-practice concept† in children between the ages of about 5-14. Ligon found that practice and training did improve RTs for both color naming and word naming tasks, however, â€Å"the difference between the skills remained unchanged. † A final suggestion for future research would pose this question: would we find similar results if ran such a study with adults?

Rare Earth Elements (Metals) - List

This is a list of rare earth elements (REEs), which are a special group of metals. Key Takeaways: List of Rare Earth Elements The rare earth elements (REEs) or rare earth metals (REMs) are a group of metals found within the same ores and possessing similar chemical properties.Scientists and engineers disagree on exactly which element should be included in a list of the rare earths, but they generally include the fifteen lanthanide elements, plus scandium and yttrium.Despite their name, the rare earths arent actually rare with respect to abundance in the Earths crust. The exception is promethium, a radioactive metal. The CRC Handbook of Chemistry and Physics and IUPAC list the rare earths as consisting of the lanthanides, plus scandium and yttrium. This includes atomic number 57 through 71, as well as 39 (yttrium) and 21 (scandium): Lanthanum (sometimes considered a transition metal)CeriumPraseodymiumNeodymiumPromethiumSamariumEuropiumGadoliniumTerbiumDysprosiumHolmiumErbiumThuliumYtterbiumLutetiumScandiumYttrium Other sources consider the rare earths to be the lanthanides and actinides: Lanthanum (sometimes considered a transition metal)CeriumPraseodymiumNeodymiumPromethiumSamariumEuropiumGadoliniumTerbiumDysprosiumHolmiumErbiumThuliumYtterbiumLutetiumActinium (sometimes considered a transition metal)ThoriumProtactiniumUraniumNeptuniumPlutoniumAmericiumCuriumBerkeliumCaliforniumEinsteiniumFermiumMendeleviumNobeliumLawrencium Classification of Rare Earths The classification of the rare earth elements is as hotly disputed as the list of included metals. One common method of classification is by atomic weight. Low atomic weight elements are the light rare earth elements (LREEs). Elements with high atomic weight are the heavy rare earth elements (HREEs). Elements that fall between the two extremes are the middle rare earth elements (MREEs). One popular system categorizes atomic numbers up to 61 as LREEs and those higher than 62 as HREEs (with the middle range absent or up to interpretation). Summary of Abbreviations Several abbreviations are used in connection with the rare earth elements: RE: rare earthREE: rare earth elementREM: rare earth metalREO: rare earth oxideREY: rare earth element and yttriumLREE: light rare earth elementsMREE: middle rare earth elementsHREE: heavy rare earth elements Rare Earth Uses In general, the rare earths are used in alloys, for their special optical properties, and in electronics. Some specific uses of elements include: Scandium: Use to make light alloys for the aerospace industry, as a radioactive tracer, and in lampsYttrium: Used in yttrium aluminum garnet (YAG) lasers, as a red phosphor, in superconductors, in fluorescent tubes, in LEDs, and as a cancer treatmentLanthanum: Use to make high refractive index glass, camera lenses, and catalystsCerium: Use to impart a yellow color to glass, as a catalyst, as a polishing powder, and to make flintsPraseodymium: Used in lasers, arc lighting, magnets, flint steel, and as a glass colorantNeodymium: Used to impart violet color to glass and ceramics, in lasers, magnets, capacitors, and electric motorsPromethium: Used in luminous paint and nuclear batteriesSamarium: Used in lasers, rare earth magnets, masers, nuclear reactor control rodsEuropium: Used to prepare red and blue phosphors, in lasers, in fluorescent lamps, and as an NMR relaxantGadolinium: Used in lasers, x-ray tubes, computer memory, high refractive index glass, NMR relaxation, neutron capture, MRI contrastTerbium: Use in green phosphors, magnets, lasers, fluorescent lamps, magnetostrictive alloys, and sonar systemsDysprosium: Used in hard drive disks, magnetostrictive alloys, lasers, and magnetsHolmium: Use in lasers, magnets, and calibration of spectrophotometersErbium: Used in vanadium steel, infrared lasers, and fiber opticsThulium: Used in lasers, metal halide lamps, and portable x-ray machinesYtterbium: Used in infrared lasers, stainless steel, and nuclear medicineLutetium: Used in positron emission tomography (PET) scans, high refractive index glass, catalysts, and LEDs Sources Brownlow, Arthur H. (1996). Geochemistry. Upper Saddle River, N.J.: Prentice Hall. ISBN 978-0133982725.Connelly, N. G. and T. Damhus, ed. (2005). Nomenclature of Inorganic Chemistry: IUPAC Recommendations 2005. With R. M. Hartshorn and A. T. Hutton. Cambridge: RSC Publishing. ISBN 978-0-85404-438-2.Hammond, C. R. (2009). Section 4; The Elements. In David R. Lide (ed.). CRC Handbook of Chemistry and Physics, 89th ed. Boca Raton, FL: CRC Press/Taylor and Francis.JÃ ©brak, Michel; Marcoux, Eric; Laithier, Michelle; Skipwith, Patrick (2014). Geology of mineral resources (2nd ed.). St. Johns, NL: Geological Association of Canada. ISBN 9781897095737.Ullmann, Fritz, ed. (2003). Ullmanns Encyclopedia of Industrial Chemistry. 31. Contributor: Matthias Bohnet (6th ed.). Wiley-VCH. p. 24. ISBN 978-3-527-30385-4.

Essay about Analysis of Max Webers Theory of Capitalism

Analysis of Max Webers Theory of Capitalism Max Weber’s original theory on the rise of Capitalism in Western Europe has been an often studied theory. In its relationship to Protestantism, specifically Calvinism, Weber’s theory has been in scholarly debate since it’s release in 1904. â€Å"The Protestant Ethic and the Spirit of Capitalism† puts forth not capitalism as an institute, but as the precursor to the historical origins of capitalism. Weber’s attempts to use statistical data, as well as church doctrine to prove his theory, has been the foundation for the main arena of debate amongst his peers. Weber, although touching on other religions and countries, specifically focuses on the Reformation and its correlation to the dominance†¦show more content†¦Fanfani believes this discredits the influential aspects of religion on capitalism, and instead credits â€Å"that general revolution of thought that characterizes the period of the Renaissance and the Reformation, by which in art, philosophy, morals, and economy, the individual emancipates†¦himself from the bonds imposed on him during the Middle Ages(2).† Arguments could be made on Weber’s behalf that it was the Reformation that ‘emancipated’ Protestants from the bonds of Catholic ritual. The removal of the Catholic priest necessitated Protestants to acquire a higher degree of learning for their own salvation. An education combined with divine sanction towards profit and a sinful attitude towards idleness would only lead towards a diligent work ethic. It can be inferred, in this rebutt al, that the Reformation may have been a guiding factor in the Renaissance and therefore Fanfani’s argument would be inclusive of Weber’s theory. The argument that capitalism existed before the Reformation is valid, but Fanfani is discussing it as a definition where as Weber discusses it as driving force. Weber’s thoughts, that rationality being a basis for capitalism, inspired him to use several quotes from Ben Franklin early in his work. In where, even before there was a strong capitalistic foundation formed in the colonies, Weber foundShow MoreRelatedMarx s Theory Of Historical Materialism1495 Words   |  6 PagesCapitalism is an economic system in a society in which private owners control industry and trade within a country, rather than the state. Both Karl Marx and Max Weber, have written theories on how this system develops in countries and creates a nation state that is characterised by production and wealth. 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