High School English Courses Needed for College

High School English Courses Needed for College English is perhaps the only high school subject for which colleges almost universally require or recommend a full four years of study. The college admissions officers will expect you to have strong writing and reading skills since these are at the heart of college success whether youre an engineer or a history major. This is also why many colleges require students to take courses in writing as part of a general education requirement- strong writing and communication skills are important for nearly every major and career. In fact, many high schools require students to take four years of English classes for exactly that reason. Samples of Different English Requirements Different colleges word their English requirements differently, but as the examples below illustrate, nearly all want to see four years of high school English: Carleton College: The strongest applicants will have completed four years of English, and at a minimum the college wants to see three years of coursework with an emphasis on writing.MIT: The institute wants to see applicants who have a strong academic foundation in high school that includes four years of English.NYU:  The university notes that the best prepared students have taken four years of English with an emphasis on writing.Stanford: Stanford does not have any requirement for English preparation, but the university states that the best prepared applicants have completed four years of English with a significant emphasis on writing and literature.UCLA: The universitys admissions folks will be looking for four years of college preparatory English that include the reading of classic and modern literature along with frequent and regular writing. Like many schools on this list, UCLA doesnt want to see more than one year of ESL-type course work.  Williams College: Williams has no absolute requirements for English study, but the admissions folks tend to admit students who have a distinguished record in a four-year sequence of English coursework.   Notice that many of these colleges specifically emphasize writing-intensive English courses. There is no exact definition of what makes a high school English course writing-intensive, and your school may not have denoted their courses as such. If a large part of your high school English course was focused on developing writing techniques and style, it will probably count toward a colleges writing-intensive course requirement. English Requirement vs. Recommendation It is also important to remember that, while many schools may recommend four years of English rather than require it, colleges look more favorably upon applicants who have met or exceeded the recommended guidelines. A strong high school record is the best indicator of your potential performance in college, and it almost always the most important part of your entire college application. Admissions officers are looking for students who challenge themselves in their coursework, not those who simply meet the minimum recommendations. The table below summarizes the recommended or required English coursework for a range of colleges and universities. School English Requirement Auburn University 4 years required Carleton College 3 years required, 4 years recommended (emphasis on writing) Centre College 4 years recommended Georgia Tech 4 years required Harvard University 4 years recommended MIT 4 years required NYU 4 years required (emphasis on writing) Pomona College 4 years recommended Smith College 4 years required Stanford University 4 years recommended (emphasis on writing and literature) UCLA 4 years required University of Illinois 4 years required University of Michigan 4 years required (at least 2 rigorous writing courses are recommended) Williams College 4 years recommended Requirements for Non-Native Speakers of English If you attended all four years of high school at an institution where all of the instruction was conducted in English, you will have fulfilled the English admissions requirement for most colleges. This assumes you took an English class every year  and those classes were not remedial. Thus, even if English is not your first language, you will have successfully demonstrated your proficiency without further testing.   If your high school instruction was in a language other than English, you will most likely need to demonstrate your proficiency through standardized testing. One of the most common and popular options is the TOEFL,  the Test of English as a Foreign Language. A good score on the TOEFL will be necessary to demonstrate that you have mastered English enough to succeed in college. The TOEFL, however, is rarely the only option for proving that your English language skills are satisfactory. Many colleges and universities will also accept scores from the IELTS, International Language Testing System. Scores from AP, IB, ACT, and SAT exams are also used by some colleges to help them assess an applicants language proficiency. Sources:Carleton College: https://www.carleton.edu/admissions/apply/steps/criteria/MIT:  http://mitadmissions.org/apply/prepare/highschoolNYU:  https://www.nyu.edu/admissions/undergraduate-admissions/how-to-apply/all-freshmen-applicants/high-secondary-school-preparation.htmlStanford University:  https://admission.stanford.edu/apply/selection/prepare.html  UCLA:  admission.ucla.edu/Prospect/Adm_fr/fracadrq.htm​  Williams:  https://admission.williams.edu/apply/​

Terminating an Unplanned Pregnancy Essay Example | Topics and Well Written Essays - 3750 words

Terminating an Unplanned Pregnancy - Essay Example This will allow midwifery students to understand the significance of undertaking legal and ethical grounds as a base of the decision-making process. This paper shall present the case chosen along with in-depth analysis of the case. The analysis will be followed by the legal and ethical considerations that are applicable to health care services in England and Wales. Also, there will be the inclusion of other cases which is relevant to the laws and a chosen case of termination of pregnancy. II. Case Presentation: Sara presented at the antenatal clinic, pregnant at 22 weeks gestation with her fifth baby. Two days earlier during a scan performed to investigate irregular menstruation Sara had been informed that she was pregnant. The ultrasound scan suggested 21+ weeks, a singleton with no abnormalities detected. The midwife working in the community had provided maternity care throughout Sara’s four previous pregnancies, all of which had been straightforward births resulting in four healthy children. Sara has identified to the midwife that this pregnancy is unplanned and unwanted by both her and her husband. She feels that it would put a strain on her and her family, physically, emotionally and financially. Sara discloses that she is going to terminate this pregnancy. III. Analysis: Considering the case of Sara opting for the termination of pregnancy, there are two main areas to be taken into account by the health practitioners. These areas are rather in terms of legal and ethical grounds. With due consideration to the case of Sara, it can be said that her case has both moral and legal grounds of analysis. The distinction can also be noted in her case in terms of ethical and legal grounds mainly because of the debated issue of abortion (Beauchamp and Childress 2008). The analysis of the case of Sara is being conducted under the legal statuses of abortion and similar cases are also important to the base of analysis. Following are the two distinctive grounds tha t need to be focused by midwife responsible for the termination of pregnancy case of Sara. The case of Sara should not be considered as an overly debated case because of the adherence to Abortion Act. However, there is a significant difference between the legal and ethical grounds of the case (Harris 2002). IV. Legal Considerations: Legal Status for Abortion: The appeal of Sara for terminating the unplanned pregnancy can be taken into consideration because as per the abortion principle of England and Wales, it is as per the law. The principles as governed by the Abortion Act 1967 defenses the appeal for pregnancy termination of Sara because it states that abortion can be done if the pregnancy has not passed it's twenty-four weeks. The principles have further been amended by the Human Fertilization and Embryology Act of 1990 that if the pregnancy is probable to cause injury to the physical or mental health of the woman or any existing children of her family then medical practitioners must terminate the fetus (Pattinson 2009). It should be noted that cases like Sara being noted in other states of UK are not being consulted as in Wales and England because the abortion act in Ireland is being addressed by the Offences Against The Person Act 1861.

Value and Risk Management in Construction Case Study

Value and Risk Management in Construction - Case Study Example Resulting damage of hazards and threats, which became risks, might be to the physical condition and security of employees, to place, gear or an whole installation, to the surroundings, to products, or to monetary assets (Waring, 2001). For those belongings of risks to commerce, this account suggests you ways to avoid/transfer; reduce/control or luxury them in case they occur to your business. The report finished upon the leadership of Mr. Dennis, Master of Marketing. If we analyze then we come to know that naturally, a decision to invest 5M in a capital project involves a mainly irreversible obligation of resources that is generally subject to an important degree of risk. Such verdicts have far-reaching effect on a company's productivity and elasticity over the long term, thus necessitate that they be part of a cautiously developed strategy that is based on dependable appraisal and forecasting actions. In order to handle these risk managerial decisions, TW has to make an evaluation of the size of the outflows and inflows of funds, the life span of the speculation, the degree of risk attached as well as the price of obtaining funds. Moreover, one of the mainly significant steps in the capital budget... In order to handle these risk managerial decisions, TW has to make an evaluation of the size of the outflows and inflows of funds, the life span of the speculation, the degree of risk attached as well as the price of obtaining funds. Moreover, one of the mainly significant steps in the capital budgeting cycle is working out if the benefits of investing big capital sums overshadow the costs of these investments. The variety of methods that business TWs use can be classify in one of two ways: customary and inexpensive cash flow techniques. Traditional methods comprise the Average Rate of Return and Payback; discounted cash flow (DCF) methods using Net Present Value and Internal Rate of Return. Net Present Value (NPV) According to the expert analysis net present value is a way of comparing the value of money now by means of the value of money in the potential. A euro nowadays is value more than a euro in the future; since inflation erodes the buying power of the prospect money, as money offered nowadays can be invested and so grow. The technique is a three-stage process: "To compute the present value of each component of cash spending in a proposal and then, to add these person present values together to offer a total present worth of the expenditures; To likewise compute the present value of each component of cash income in a proposal and, then, to add these personage present values together to offer a total current value of the incomes; To subtract the total present value of expenditures from the whole current value of the incomes, in order to decide the net current value"; Tinic, S. M., and West, R. R. (1986) If this computation produces an NPV that is optimistic, the

Homeopath and Naturopath Medicine Essay Example for Free

Homeopath and Naturopath Medicine Essay Before the practice of the traditional medicine that is used today there was Homeopath and Naturopath medicine; there is evidence of a growing acceptance and use of these more historical medicine practices being used in modern times. Homeopathy and naturopathic medicine practices have a great deal in common; however, there are distinct differences. Over traditional medicine practice and treatment, homeopath and naturopath medicine tend to treat the whole person that try to address the root of the medical problem instead of just treating its symptoms. Cranberry juice helps cure urinary tract infections, garlic is a natural antibiotic and has also been shown to help heart disease as well as other health issues; these two â€Å"cures† are just a sample of using a more holistic approach to treatment rather than prescribing a medication that can be purchased at the local pharmacy. Traditional physicians now prescribe natural based treatments like the garlic and another is fish oil. Knowing the difference between the homeopath and the naturopath practices when seeking medical help is advisable. As stated by Martin Hughes, in his article â€Å"Homeopath vs. Naturopath†: ‘The terms homeopath and naturopath mean different things in different states. In states that license naturopathic doctors as primary care physicians, a practitioner of naturopathic medicine is known as a naturopathic physician. A naturopathic physician may practice homeopathy; homeopathy is one of several treatment modalities used by naturopathic physicians to address your health complaints. In these states, a person who has not obtained the degree of naturopathic doctor from an accredited four-year naturopathic medical school may practice homeopathy but is not permitted to call herself a naturopathic doctor. In states that do not have a licensing process for naturopathic doctors, anybodyincluding lay homeopathscan refer to themselves as a naturopathic doctor.’ Both types of practitioners are unique, however still complement the other. Both believe that the human body is able to heal itself from many illnesses and treatment of ailments should be in a natural form that enables the body  to work properly and heal naturally. Homeopaths and Naturopaths do not always go for the quick fix that a traditional doctor may use. An example is that a traditional doctor may prescribe a chemically based cream for a sever rash, the homeopath and naturopath might advise a cream made from gold seal. Both natural and traditional creams do work. The chemical based is more expensive and may work somewhat faster. A choice comes down to whether the patient would rather use chemicals or something natural to treat an ailment. Before the treatment even begins, there are major differences between naturopathic and homeopathic medical diagnosing that the patient should be aware of. Homeopaths use a detailed question and answering session that may take hours to go thr ough; a naturopath may use a question format along with x-rays and blood work to find the root cause to health problems. A naturopath may work alongside a formally trained medical doctor in an office or within a hospital format, homeopaths typically do not. (Hughes, 2011) Patients need to be aware of how their choice of practitioner works, have confidence in their ability and a willingness to follow any treatment plan given. The treatment that both Homeopaths and Naturopath practitioners use can have differences, both treat the whole body. Many homeopaths use herbalists for help in creating a mixture or formula that treat an ailment. The mixtures are normally made from plants, herbs and juices that are developed in a refined manner and often grown by the herbalist. A naturopath may use botanical and/or chemically based medication. An interesting fact is that women that created the concoctions that healed and treated the sick hundreds of years ago were once considered witches. The practice of burning witches at the stake began in Europe. An ironic fact is that men who practiced â€Å"modern† medicine and often used treatments such as blood-letting found the â€Å"witches† potions to be more effective treatment which then men did not like. (Ehrenreich and English, 1972) Historically effective naturopathic medicine is being brought back into many remedies used today by traditional, naturopathic and holistic practitioners. There is a weaving of practices that is being integrated in a positive way that allows patients today to look at their own health as a whole body treatment. Yoga, vitamin therapy, exercising, following a healthy eating plan is as important as taking medications prescribed by a physician. The weaving begins with the historical use of the naturopath and  homeopathic knowledge we’ve had for generations. The naturopath uses a more whole body approach which may include exercise, diet, regular medicine, herbal or natural types of medicine, hydrotherapy, acupuncture and lifestyle coach ing. (Hughes, 2011) Both homeopaths and naturopaths believe that the human spirit has a great deal to do with how well a person may do when the holistic approach is used. Cancer Treatment Centers of America advertise use of a more naturopathic and holistic approach to treating cancer patients. Caretakers that use a holistic approach and are competent to help treat homeopathic and naturopathic patients are used as a form of support and re-enforcing the treatment plans. ( http://www.cancercenter.com/integrative-treatment.cfm) In some societies spiritual blessings are given or offerings are made, what once was seen as voodoo and witchcraft is now seen in a more spiritually accepted point of healing the inner body. All treatments should be done following the guidelines that are given by the practitioners. Some of the treatments may sound farfetched and even weird, but have proof of their use and positive effect for thousands of years before today. Social media sites such as Facebook are full of people who will swear by some crazy sounding cures, which in fact actually do have medical merit. (One should always check with someone that has proper knowledge before trying anything that may sound dangerous.) It is wise any time a patient is uncomfortable with a diagnosis or treatment plan, they have the right to refuse. Once the treatment is given and completed, there is another difference in how homeopath and naturopath practitioners review the patient’s success. The naturopath will go through many of the same questions that were used in diagnosing a problem. Along the same lines is the checking of symptoms and reactions to the remedies used. If a problem still exists, a naturopath will add another nature formulated item to the treatment and there will be another follow-up a week or two later. A homeopath may use further x-rays and blood work to ensure the treatment is being effective. (Hughes, 2011) There is an ability in gaining knowledge that allows one to know that many forms of natural and homeopathic treatments are being used rather than filling the human body with chemicals that may become toxic, thus poisoning the body. Toxic medications and treatments have been known to cause death, birth defects and cancers. Drug recalls are constantly in the news, most people know at least  one person that has been impacted by a dangerous side effect of a chemical-based medication. Natural medicines or treatments are not without danger; therefore it is imperative to talk to someone who has studied homeopathy, naturopathy or are an herbalist before treating a health problem. Empowering knowledge comes from studying holistic medicine, learning there are ways that are cheaper and better for the body than dangerous, more traditional medicine. The human body is an incredible machine that needs to be treated in the best way possible, using naturopathic and homeopathic medicine is a step in the right direction. References: Hughes, M., D.C. (August 11, 2011). Homeopath-vs-naturopath. Retrieved from http://www.livestrong.com/article/100600-homeopath-vs.-naturopath/ Ross, J. (2004) The Mood Cure, published by Viking-Penguin Ehrereich, B., English, D. (1972). Witches, Midwives, and Nurses: A History of Women Healers http://www.cancercenter.com/integrative-treatment.cfm

Essay --

Draw backs of recursion: Recursion consumes more memory and stack space. Every recursive method call produces a new instance of the method, one with a new set of local variables. The total stack space used depends upon the level of nesting of the recursion process, and the number of local variables and parameters. Recursive version is usually slower. Recursion may perform redundant computations. In sum, one has to weight the simplicity of the code delivered by recursion against its drawbacks as described above. When a relatively simple iterative solution is possible, it is definitely a better alternative In recursion factorial we must ensure that factorial is never ever called with a negative N. Recursion method less efficient. Recursive version is shorter, clearer and slower. Recursion offers more elegant solutions. Use recursion for clarity and for a reduction in the time needed to write and debug code, not for space savings or speed of execution. Recursion can be savior at times- Actually will recursion whenever we deal with data structure related to linked list or xml for gener...

Cell Membrane Transport

The purposes for these experiments is to be able to understand osmosis and its relationship to tonicity of solutions, and the transportation of molecules across cell membranes. It's also used to understand, and how temperature affects diffusion. You also learn how to test for presences of starches and sugars in solutions. In the first exercise I will be testing for diffusion through an artificial membranes. This one has forty five steps to it. I will not go into it step by step but I'm going to say just the important ones. You need a cup to put 150mL of distilled water in cup number one.Then you soak the dialysis tubing in this cup for five minutes. Then you add in the graduated cylinder, 4mL of distilled water, 2 mL of starch solution, and 2 mL of the glucose solution, then pour it into cup number two. Then use the glass stirring rod to stir the solution in cup two. Then remove the dialysis tubing from cup one, set the cup aside for later, tie up one end tightly. Then test the tubin g with distilled water for any leaks, then pour out the water. Place a funnel at the end of the tubing and then pour the glucose-starch solution into the dialysis tubing from cup two.Then get all of the air out of the tubing and then tie that end securely. Rinse the outside of the tubing to remove what contents could have gotten on the outside of it. Then record the color of solution inside the dialysis tubing. Then use the IKI dropping pipet to slowly add IKI solution to the 150 mL in cup one until it looks like the color of strong tea, stirring with the glass rod while adding the drops. Then record the color of the contents in cup one in before dialysis. Put the dialysis tubing inside cup one, and you let sit for an hour. After the hour, record the color of the dialysis tubing under after dialysis.Then clean cup two and label it dialysis tubing contents. Hold the dialysis tubing over cup two and cut the tubing to release the contents, but save the contents of cup one for later. Th en prepare a hot-water bath, and marking the test tubes numbers one through three. In test tube one add 2 cm of the solution from cup one, and then add 1 cm of Benedict's reagent. In test tube number 2 add the solution from cup two and then add 1 cm of Benedict's reagent. In test tube three add 2 cm of distilled water and then add 1 cm of Benedict's reagent. Record the color of each tube in the before heating column.Place the test tubes in the test tube rack that is inside the hot-water bath, and leave them for about ten minutes. After the ten minutes, use the test tube clamp to remove one at a time and record any color change in the column after heating. This is how you test for diffusion through an artificial membrane. The second test is about diffusion at different temperature using potassium crystals. THe first step is to label three styrofoam cups hot, cold, and ambient. In the cold water cup add two pieces of ice and then fill the cup 3/4 full with tap water.The ambient cup ad d 3/4 water to this cup, and hot water cup add 3/4 full of hot tap water. You let each stand for about five minutes, and then add the temp of each cup to the table. Then label three test tubes and put into test tube rack, using tweezers add about five grains of potassium to each test tube, remember to add the same amount to each one. After this you add 7 mL of water from each cup into a seperate test tube. Remember not to stir when adding water, observe the color of the water in each test tube and record these finding under the 0 minutes in the table. Then place the test tubes inside the cups.After five minutes check the test tubes for the colors of them and then record them in the table. This experiment is to check how the temperature affects the rate of diffusion. In this third experiment we are going to check for tonicity and diffusion. The first step you will add 10mL of distilled water in the graduated cylinder and then one gram of salt to make a sodium chloride solution, then mix well. Mark two test tubes and one and two, filling the first one with distilled water two-thirds full. The second tube add the sodium chloride two-thirds full.After this you will need to cut two pieces of potato about 0.5 cm wide and 7 cm long. Measure each piece and record in the table. Place a piece of potato in each test tube, and wait for an hour. After that hour empty out the water and sodium chloride. The on a paper towel put the piece of potato from the first test tube, distilled water, on the left side of a paper towel, and on the right side place the potato from the sodium chloride solution. Check and see which one is hard and soft. The table makes it easier to keep up with the results of each experiments. In the first experiment there are two tables one for before and after dialysis and the other one is before and after heating.The first table is for recording the changes during dialysis and the second table is for Benedict's Reagent results. These tables help keep tra ck of which one is positive and which one is negative. In the second experiment the table is used for the study of diffusion at different temperatures. You write down the color of the solutions in each tube at the beginning and the second thing is you write the color after five minutes. This one gives the results of how diffusion reacts at different temperatures by color. The third experiment table is to determine the results for tonicity and diffusion.First you write down the dimensions of the slices potatoes before you begin the experiment, in the distilled water column and the sodium chloride solution. Then after the allotted time you take out the slices of potatoes and measure them, and write it down in the after column. Then you determine which is one of the following: tonicity, hypertonic, isotonic, or hypotonic. The observations that I had for the first was how a cell membrane works. The changing of the color in the dialysis tubing was pretty amazing to watch. It was interest ing how the clear solution turned into a dark purple, almost black.Then after the second part of the experiment how they all change from a light blue to either the same color to a yellowish brown. The second experiment is when we use temperature a chemicals to determine diffusion in different states. It just amazes me that so far the main thing that we use is distilled water, except in this one, I used tap water. Sometimes I can smell the chemicals and sometimes I don't. I like this experiment because I don't have to use the stove, I just use the hot water, cold water with ice, and room temperature water. The third experiment is to define tonicity and diffusion.This one was very interesting for me. Even though I had to wait for an hour for the results it was worth it. After you follow the procedure step by step, you get to see the results. After you take the potatoes out of the test tubes, you lay the on a paper towel and you get to feel them. For me this was a more hands on because you got to feel the difference between the two and determine what each one means. In the first experiment there was eight questions to answer starting out with the first one, What is the purpose of this exercise and what is being tested?The answer to this is the purpose is to demonstrate how the dialysis tubing represents the cell membrane, and the discovery of which contains starch. The second question is What color change did you observe in the dialysis tubing and what does that change indicate? It went from a clear liquid to a dark blue almost black and that indicates there is starch present. Another question is Was there a color change in the water around the tubing and if so explain? There was no color change in the surrounding water. What does the Benedict's reagant detect? This detects sugars in the solutions.What does the IKI solution detect? The IKI solution detects starches. The seventh question asks about the similarities of the dialysis tubing and a cell membrane. They both are thin and do not allow molecules to flow through areas they do not belong in. The last question is the transport mechanism in the model cell passive or active and why? I say it is active because it has to constantly not let any molecules pass through. In the second experiment there was only two questions. The first being How does temperature affect the rate of diffusion? With the cold water the potassium just settles at the bottom.The ambient water is a little darker, like a medium pink, and darker on the bottom. While the hot water is dark pink all the way, it is a even color. The third experiment has six questions with the first one being What is the condition of each potato strip after soaking in the test tubes for an hour, and which one in limp and which is crispy? The sizes changed on both, the one that soaked in just distilled water, grew a little bit and was crispy, which means it soaked up water. The sodium chloride got a little smaller, and was limp which means it i s hypertonic.The second question is How would you explain the difference in the conditions of the potato strips using the concept of tonicity? One of them soaked up some water and the other one did not. What was the tonicity of the fresh water solution with respect of the potato cells? It soaked up the water but with it having soaked up just water it didn't soak up any chemicals. What is the tonicity of the salt water solution with respect of the potato cell? In this one it soaked up salt and this made the potato limp. How does the changes in the conditions of the potato strips relate to the wilting of plants?It all depends on what the roots and the plant itself is soaking up, such as chemicals. The last question is How does keeping vegetables cool slow them from wilting? The coolness slows down the process of tonicity and it doesn't soak up moisture from the air. In the first experiment I learned how a cell membrane works and if it can contain starch without contaminating the surro unding areas. The second experiment taught me how different temperatures affect how chemicals react. The third experiment showed me how salt affects the state of the potato and that it can affect other things, too.

List of All Elements Considered to Be Metals

Most elements are metals. This group includes the alkali metals, alkaline earth metals, transition metals, basic metals, lanthanides (rare earth elements), and actinides. Although separate on the periodic table, the lanthanides and actinides are really specific types of transition metals. Heres a list of all the elements on the periodic table that are metals. Alkali Metals The alkali metals are in group IA on the far left side of the periodic table. They are highly reactive elements, distinctive because of their 1 oxidation state and generally low density compared with other metals. Because they are so reactive, these elements are found in compounds. Only hydrogen is found free in nature as a pure element, and that is as diatomic hydrogen gas. Hydrogen in its metallic state (usually considered a nonmetal)​LithiumSodiumPotassiumRubidiumCesiumFrancium Alkaline Earth Metals The alkaline earth metals are found in group IIA of the periodic table, which is the second column of elements. All of the alkaline earth metal atoms have a 2 oxidation state. Like the alkali metals, these elements are found in compounds rather than pure form. The alkaline earths are reactive but less so than the alkali metals. Group IIA metals are hard and shiny and usually malleable and ductile. BerylliumMagnesiumCalciumStrontiumBariumRadium Basic Metals The basic metals display the characteristics people generally associate with the term metal. They conduct heat and electricity, have a metallic luster, and tend to be dense, malleable, and ductile. However, these elements start to display some nonmetallic characteristics. For example, one allotrope of tin behaves more as a nonmetal. While most metals are hard, lead and gallium are examples of elements that are soft. These elements tend to have lower melting and boiling points than the transition metals (with some exceptions). AluminumGalliumIndiumTinThalliumLeadBismuthNihonium: probably a basic metalFlerovium:  probably a basic metalMoscovium: probably a basic metalLivermorium: probably a basic metalTennessine: in the halogen group but may behave more like a metalloid or metal Transition Metals The transition metals are characterized by having partially filled d or f electron subshells. Since the shell is incompletely filled, these elements display multiple oxidation states and often produce colored complexes. Some transition metals occur in pure or native form, such as gold, copper, and silver. The lanthanides and actinides are found  only in compounds in nature. ScandiumTitaniumVanadiumChromiumManganeseIronCobaltNickelCopperZincYttriumZirconiumNiobiumMolybdenumTechnetiumRutheniumRhodiumPalladiumSilverCadmiumLanthanumHafniumTantalumTungstenRheniumOsmiumIridiumPlatinumGoldMercuryActiniumRutherfordiumDubniumSeaborgiumBohriumHassiumMeitneriumDarmstadtiumRoentgeniumCoperniciumCeriumPraseodymiumNeodymiumPromethiumSamariumEuropiumGadoliniumTerbiumDysprosiumHolmiumErbiumThuliumYtterbiumLutetiumThoriumProtactiniumUraniumNeptuniumPlutoniumAmericiumCuriumBerkeliumCaliforniumEinsteiniumFermiumMendeleviumNobeliumLawrencium More About Metals In general, metals are located on the left-hand side of the periodic table, decreasing in metallic character moving up and to the right. Depending on conditions, elements belonging to the metalloid group may behave like metals. In addition, even nonmetals may be metals. For example, in certain situations, you may find metallic oxygen or metallic carbon.