Radioisotopes essays

Radioisotopes essays This research paper was written to discuss the different uses of radioisotopes that have been discovered so far hopefully more uses will be found in the future. RADIOACTIVITY is a special attribute recognized more by its outward effect rather than its cause. That effect is the spontaneous and irrepressible emission of radiation. Inside an atom is made up of electrons orbiting around a central core called the nucleus. The nucleus is made up of protons and neutrons. Atomic nuclei with the same number of protons, but with differing numbers of neutrons, are called ISOTOPES. There are a few chemical elements in the Periodic Table with isotopes in which the arrangement of protons and neutrons is less than ideal. Because of this, these elements exhibit a degree of nuclear instability, which manifests itself as RADIOACTIVITY. Isotopes, which spontaneously emit radiation, are called RADIOISOTOPES. A radioisotope can lose energy by emitting three different types of radiation: 1. Made up of two protons and two neutrons (the same as the nucleus of a Helium atom). 2. Have a mass number of 4 and an atomic number of 2. 1. Electrons that are emitted from the nucleus of a radioisotope. 2. Have almost no mass (the same as an electron). 1. Is high-energy (short wavelength high frequency) electromagnetic radiation. In medicine radiation is painless and safe. It is also cost effective Patient has to be given a dose of radiation Can be man-made or natural Hard to dispose of In NUCLEAR MEDICINE a radioisotope is administered to a patient either to aid the diagnosis of disease or for the treatment of disease. The radioisotopes used in DIAGNOSTIC nuclear medicine are selected on the basis of their ability to provide useful clinical information while exposing the patient to only minimal radiation. For example the radioisotope should - Possess a short half-life (hours) which is commensurate with the duration of the i...

Free Essays on Mill’s Utilitarianism

the greatest good for the greatest amount of people. In its basic form this is Jeremy Benthams’ definition of utilitarianism. You cannot talk about utilitarianism without mentioning Bentham. He went even further to say that some good actions are better then other good actions. Realizing that this would be hard to prove he developed a formula that measures pleasure and pain. The conclusive definition of Benthams version on utilitarianism is that it focuses upon an action’s relevance depending fully on the value of its consequences. This is called act-utilitarianism. While Bentham was credited to be the father of utilitarianism, John Stuart Mill was considered the heart and soul of it. Mill’s version of utilitarianism focuses on rule-utilitarianism. In this paper I will discuss Mill’s version of utilitarianism and what kinds of objections are raised against it. John Stuart Mill was a student of Benthams and picked up where Bentham left off. He saw the flaws of act-utilitarianism and introduced his theory to overcome the weaknesses. The new theory was called rule-utilitarianism. Instead of looking at the consequences of a particular act Mill’s version of utilitarianism focused on value of the consequences of following a particular rule. The rule, which produces the best overall consequences, is the one that should be followed. To understand rule-utilitarianism, a society must accept that certain rules must be followed. For instance, if stealing is wrong then a rule-utilitarian society would avoid this problem by adopting this rule even if by doing so there is a sacrifice to pleasure. This is true for lying or torturing little animals. Human beings prefer pleasure than pain; as a result, people desire to act in order to achieve the maximum happiness. Mill also saw that there... Free Essays on Mill’s Utilitarianism Free Essays on Mill’s Utilitarianism Mill’s Utilitarianism Imagine a society where the main focus is the maximum happiness of its people on a grand scale; in other words the greatest good for the greatest amount of people. In its basic form this is Jeremy Benthams’ definition of utilitarianism. You cannot talk about utilitarianism without mentioning Bentham. He went even further to say that some good actions are better then other good actions. Realizing that this would be hard to prove he developed a formula that measures pleasure and pain. The conclusive definition of Benthams version on utilitarianism is that it focuses upon an action’s relevance depending fully on the value of its consequences. This is called act-utilitarianism. While Bentham was credited to be the father of utilitarianism, John Stuart Mill was considered the heart and soul of it. Mill’s version of utilitarianism focuses on rule-utilitarianism. In this paper I will discuss Mill’s version of utilitarianism and what kinds of objections a re raised against it. John Stuart Mill was a student of Benthams and picked up where Bentham left off. He saw the flaws of act-utilitarianism and introduced his theory to overcome the weaknesses. The new theory was called rule-utilitarianism. Instead of looking at the consequences of a particular act Mill’s version of utilitarianism focused on value of the consequences of following a particular rule. The rule, which produces the best overall consequences, is the one that should be followed. To understand rule-utilitarianism, a society must accept that certain rules must be followed. For instance, if stealing is wrong then a rule-utilitarian society would avoid this problem by adopting this rule even if by doing so there is a sacrifice to pleasure. This is true for lying or torturing little animals. Human beings prefer pleasure than pain; as a result, people desire to act in order to achieve the maximum happiness. Mill also saw that there...

Functions of article 3 ECHR; Provision or enforcement of standards Essay

Functions of article 3 ECHR; Provision or enforcement of standards - Essay Example This is a question that might get so many awkward answers if a clear interpretation of the article is not given. The first question any person would ask before answering this question is whether the convention has any jurisdiction to influence laws on crime and social support in countries outside Europe. The provisions of Article one of the ECHR have been a tough nut to crack particularly because the stipulations in the article are a little confusing and to some extent ambiguous. The bone of contention in this article is usually the extra-territorial authority of the convention. Miller set to establish the boundaries of the convention authority and found out that the extra-territorial authority of the convention was in question1. She admitted that that article one of the convention doesn’t give the clear amplitude of the convention’s jurisdiction and continued to stress that the convention’s participation in the ‘war on terror’ campaign only soured t he wound rather than disinfect it. In a bid to avoid the contentious issue of its jurisdiction, the convention has referred to its ties with other internationally recognized bodies such as the United Nations. For example in the Behrami v. France case and the Saramati v. France case, the ECHR where the issue of the convention’s jurisdiction was raised and the convention decided to counterattack these concerns play playing the card of its relations with the UN charter. Ryngaert examined the time where the scope of ECHR’s jurisdiction that was presented when looking at the Al-Skeini v the United Kingdom case2. The case was brought to the attention of ECHR by six Iraqi natives who had close family and social ties with some Iraqi citizens whose lives were ended by British soldiers in a town that is south of Iraq know as Basrah. The six brought the case to the ECHR in form of an appeal claiming that the UK had gone against the sentiments articulated in articles three and two of the convention as the soldiers inflicted pain and killed the Iraqis in one of their detention facilities. Articles two and three are against the brutal treatment of any individual and the separation of an individual with his or her life. However, the main concern when handling the case was not whether UK had indeed breached the stipulations of articles two or three but whether the location where these acts were committed fell under the legal jurisdiction of the ECHR. After presiding over that case an opinion that people outside ECHR’s reach who have been affected by a breach of the conventions acts could bring the perpetrators of the heinous acts into the ECHR’s immediate jurisdiction for prosecution. However, the ECHR did not confirm these allegations. The ECtHR& ECHR has the mandate to conduct its endeavours to the citizens of the 47 signatory states of the COE but doesn’t add the convention and its court can practise outside the states under the COE3. Jus t by looking at the jurisdiction concerns of the convention the answer to the question is already a big resounding no. But what if we turn a blind eye it the conventions issue of jurisdiction and assume the convention had the global jurisdiction. Would it have the capacity to provide the standards of criminal law and social support then? The reason for the establishment of the ECtHR under the ECHR was to ensure

Global Warming Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Global Warming - Research Paper Example Solar radiation enter the blanket due to shortwave nature but unable to escape trough the blanket due to long water nature after reflecting through the surface of earth. However, as the concentration of the green house gases in the atmosphere increased due to the immense usage of fossil fuel resources, the part of the solar radiation that makes a safe escape to the space is unable to escape to the space. Thus, the temperature of the planet is increasing continuously. The phenomenon is often termed as global warming. It is estimated that estimated that between 1906 and 2005, the average temperature of the earth’s surface rose by about 0.74 °C (Hoyt & Schatten, 1993). Global warming was a term that was first used in 1975 by an American scientist â€Å"Wallace Smith Broecker† who discovered the climate of the earth is warming consistently due to various human caused problems. He published a paper in a magazine that he named â€Å"Are we on the brink of a pronounced global warming?† where he first coined the term. In 1979, the term is used to depict the physical phenomenon that is heating up the planet. The article was published by National academy of Science and titles it as, â€Å"The Charney Report† (Yukozimo, 2014). Ozone Layer is a region of dense gases is the stratosphere of the earth that is capable of blocking most of the harmful solar Ultra violet radiations. Ozone layer has higher concentration of ozone as compared to the earth’s surface. More than 90% of ozone is present in the stratosphere of earth. Other atmospheric gases are also there in the earth’s stratosphere. Due to the increasing concentration of the refrigerants, solvents and propellants in the atmosphere, the ozone layer is under depletion with the rate of 4% per decade. Man made chemicals like halocarbons, CFCs, HCFCs, freons,  halons are influencing the ozone depletion. The depletion of the ozone layer is promoting the global

The House of Commons Essay Example for Free

The House of Commons Essay In the House of Commons on May 27, 1919, Sir Robert stated that the government has taken no sides in that dispute. But he also observed that the government occupied a position different from that of the private employer. He asserted that if the needs of the people as a whole are to be regarded we cannot have in this country a complete dislocation of public services founded upon such reasons as have been put forward by the postal employees of Winnipeg, and he announced with some satisfaction at the close of his speech that seventy of the postal employees have returned to work and no difficulty has been experienced in filling the places of those who have not returned. He made no mention of the cost of living as a cause of the strike but did recognize the necessity of arriving at a definition of collective bargaining acceptable both to capital and labour. The attitude of the central government on this subject is of great importance, as it meant that Ottawa gave wholehearted support to the employers and governments at Winnipeg. On June 6, although there had been no serious violence, Mayor Gray banned all parades and forbade the congregation of crowds. On the same day the Dominion Parliament passed, with a remarkable economy of time, an amendment to the Immigration Act, which extended to British-born subjects the Acts provisions concerning deportation by executive order. This amendment, which was the cause of considerable resentment in organized labour groups across the country, passed all three readings in both Houses and received the royal assent in less than an hour. Its significance lay in the fact that it implied that the leadership of the strike was not in the hands of European-born aliens-an implication now definitely proven correct. This was the stage reached in the development of the strike when Woodsworth arrived in Winnipeg on June 8. As he approached the city across the prairies, stopping frequently to fulfil his speaking engagements, he kept himself as well informed about the strike as was possible from outside. He was anxious to use whatever influence he might possess in the city to further a conciliation move, but discovered that there was, by that time, practically no chance of success, chiefly because of the insistence upon cessation of the strike before further negotiations, and the blunt refusal to admit the right of a general strike on principle. Almost immediately upon his arrival, Woodsworth wrote a letter which was published in the Western Labor News, stating his own position and attempting to define the situation. In this statement he returned with great emphasis to one of his earliest established concepts, the sin of indifference. Learning in more detail the preceding developments of the strike, Woodsworth concluded that the general public, or at least that part represented by the Citizens Committee and the three governments, was not prepared to concede any of the strikers claims. Thus there appeared to be no alternative save for the workers to refrain from work to the limit of their resources, and to educate as many of the people on the sidelines as possible. The governments, he considered, were pursuing a course perfectly incompatible with the traditions of British liberty and, to add to his reasons for supporting the strikers, he was fully in sympathy with the goal of industrial collective bargaining. He immediately threw himself into the fray, appearing with strike leaders and outside sympathizers, to address mass meetings in Victoria Park, and helping to raise funds for strikers families. As he observed at close quarters the evolution of the strike he became increasingly convinced that the real plot was not the revolution allegedly sponsored by the One Big Union advocates, but the concerted actions of the Citizens Committee and the three governments to suppress the whole idea of industrial unionism and the sympathetic strike. Woodsworth continued to support the strike vigorously, speaking both at the Labour Church meetings and those of the soldiers parliament. He had completely identified himself with the movement a week after his arrival. Probably Woodsworth sensed the turn that events were about to take and yet was prepared to maintain his stand, since the conduct of the strike itself was distinctly non-violent. Although startled, he was not bewildered by the sudden descent of the full force of government power upon the strike leaders. In the early hours of June 17, the Royal North-West Mounted Police raided various homes in Winnipeg and made ten arrests. The men thus apprehended were hustled away in motor cars to Stony Mountain Penitentiary, and the books, records, and seditious documents discovered in their homes or at the Labor Temple were stored away for use at the trials. Four of the men arrested were foreigners who were later dealt with summarily by the Immigration Board, and who apparently had no intimate connection with the strike leadership. The arrests constituted a very heavy blow at the strike, robbing it of its most vigorous leadership and depriving it of the directors of its chief source of news and exhortation. As soon as Woodsworth heard of the arrests he conferred with his close friend Fred J. Dixon and the two men decided to undo at least part of the threatened disaster by carrying on the labour newspaper themselves.

Free College Essays - The Character of Achilles in Homers Iliad :: Iliad essays

The Character of Achilles in  Homer's Iliad The story of Homer's Iliad actually centers around the "rage of Achilles, contrary to popular belief. At first thought or reading the epic poem seems like its main theme is utlimately the totality and gruesomness of war. In reality it is an ancient "Saving Private Ryan" in that it tells us of the raw details of war without any lack of description and information. However this ultimate devistation and emotion of the actual fighting and Trojan War is not the main focal point of this heroic tale. The real story centers on one awesome fighter, man, and hero--that man is Achilles. Achilles shows the greatest military prowess of any of the Achaean ranks and has the greatest fighting ability of all of the warriors, Trojan or Achaean. At the beginning of Homer's tale Achilles becomes disenfranchised from the rest of his fellow warriors and chooses to retreat back to his own ships of Myrmidons and refuses to fight for the Achaean cause against the Trojans. Not only is Achilles plauged and troubled by problems with his fellow soldiers, but he ultimately must face the fact that he has chosen to live a short and glorious life, as opposed to his other option of a long and blase life. Achilles knows that he must ultimately die in the heat of battle and gain great fame for doing so--if he actually existed and the story is true in this respect then he certainly has ascertained immortal fame in the pages of Homer's tale. Achilles eventually returns to fight on the side of the Achaeans, but not because of anything Agamemnon offers to him in order to get him to return to the fighting. Achilles' best friend and essential "soul-mate", Patroclus, is slain at the hands of the mighty Hector of Troy. Achilles is hence distraught at this happening and therefore goes to wreak his own havoc with the life of Hector to gain revenge. He manages to eventually kill many Trojans and then finally after chasing Hector several times around the city of Troy, slays him and desecrates his body by dragging him excessively as somewhat of an artifice to get his stored up hate, anger, and fear out.

Child and young persons development Essay

There are three main areas of child development. These are physical, communication and intellectual and social, emotional and behavioural development. The physical stage takes place naturally but children must have opportunities to develop their natural skills. Children will need support to develop their gross and fine motor skills. Gross motor skills use the large muscles in the body, arms and legs, for example crawling, walking and throwing. Fine motor skills use the smaller muscles in the fingers for example using a pencil, fastening buttons and using a knife and fork. The communication and intellectual area of development concerns a childs language skills and learning ability. The number of opportunities and experiences a child has been given from an early stage can have an affect on the intellectual development of a child. The â€Å"nature versus nurture† debate describes two different theories of a child’s intellectual development. Some psychologists believe that a childs intellectual ability is something that they are born with, nature. While other psychologists believe that a child’s intellectual development is dependent on the opportunities that they have been given, nurture. How a child feels about itself, others and the confidence they gain are all part of their social, emotional and behavioural development. During this development stage a child will learn about the kinds of behaviour that are acceptable and how to become more independent. For a child to develop to the best of their ability they will need to have a secure environment where they feel safe. Physical development From 0-3 years is a period of great physical development. In their first year a child will develop from having very little control over their body to being able to sit up, roll, crawl and hold objects. A child will start to walk, climb and play with a ball in their second year. As the ability to control their movement becomes greater they will be able to hold smaller objects, feed themselves and begin to dress themselves. In their third year a child will be able to turn pages in a book, use a cup, use crayons and pencils more effectively and walk and run more confidently. It is during this time that they will enjoy using more physical toys like tricycles and scooters. Between the ages of 3-7 a childs physical development means their movements are now more coordinated. The skills they have already developed have become more refined so they can now write, draw and use scissors. They  can also now catch a ball, pedal a bike, hop and skip. The child continues to grow and refine their skills during the ages of 7-12. It is during this stage that they often take up a hobby, for example football or dancing, and the skills that are required by that hobby are further developed. Their fine motor skills become much more controlled which now allows them to be able to sew or play an instrument. Some girls may start to show the early signs of puberty. Between the ages of 12-16 a child goes through adolescence. During this period they grow stronger, taller and their weight will increase. Most girls will have gone through puberty in this stage and boys will be starting to go through it. As all children go through puberty at different times there will be a great difference in strength and height of different children. On average by the end of this stage usually boys are taller than girls. It is during this stage in development that a young person will be more likely to m aster a skill. At the age of 16-19 a young person is now an adult. Most girls would have reached physical maturity by this stage but boys will continue to physically develop until they are in their mid 20’s. Communication and intellectual development As soon as a child is born they begin to learn the skills of communication when adults talk and sing to them. It is important that they are stimulated because they can experience difficulties with communication in later life if they are not. From the age of one a child will begin to speak, single words at first but by the age of two they may begin to form simple sentences. Their vocabulary will increase quickly, so they may have a vocabulary of around 200 words. By the age of three a child will start to use plurals and negatives in their speech. As the child becomes more social between the ages of 3-7 they begin to use familiar phrases and expressions. They will start to ask questions and use past and future tense. A childs intellectual development during this stage includes learning to read and improving their writing, drawing and number skills. During the ages of 7-12 years a childs communication and intellectual development continues to refine skills they have already developed. Most children are now fluent speakers and their reading and writing skills continue to improve. They are now able to process information more effectively and can reason with others. This stage of development allows them to use more abstract ways to develop their own  ideas. From the age of 12 to the age of 18 a young person will begin to get a clearer idea of what subjects they like and they will become more motivated in these subjects. They also begin to develop a clear preference for art or science and start to question sources of information. They may begin to try and avoid subjects they do not like or show a lack of confidence in them. It is important that during this stage of communication and intellectual development young people feels good about themselves and that they feel a sense of belonging. By the ages of 16-19 the young person is le aving school. They will be looking at their strengths and ways to continue to develop these so they can use them for their future. Social. Emotional and behavioural development The social, emotional and behavioural stage of development for a child between the ages of 0 –3 years will include the child smiling, gazing, forming strong attachments, with parents at first, and using a comforter like a dummy or a blanket. During this stage a child may become attention seeking, reluctant to share and start having temper tantrums. The tantrums are usually because of frustration and wanting to be more independent. Social, emotional and behavioural development is more prevalent from the age of three up to the age of twelve. Between the ages of 3-7 a child will begin to play with others rather than playing alongside them, parallel play. They will begin to form friendships, socialise and use imaginative play. A child will enjoy being independent and having responsibility but they will start to seek adult approval. During this stage of development it is important that a child learns about boundaries, what they are, why they are important and why they are necessary . Firm friendships are developed where the children are supportive of each other between the ages of 7- 12 years. Children will usually play in groups of children of the same sex and they will be more aware of what other people think of them. They will develop a sense of what is right and wrong and they will be uncertain of any changes in their surroundings. It is important that during this stage of development they are given activities that require them to become more independent and they continue to receive praise and encouragement. Between the ages of 12 –16 friendships become very important to a young person, they begin to spend more time with their friends and want more independence. They may experience  peer pressure, feeling pressured from their friends to do something or act in a certain way. During this stage in development a young persons self esteem can be very sensitive, this is due to the changes in their body due to puberty. They will begin to become very concerned about what other people think about them. Young people may feel under a great deal of pressure because of the increase in expectations of them as they are growing up and they may not be aware of how to behave in some situations. It is important to remember during this stage that even though they may begin to look like an adult a young person will still need guidance and advice. From the age of 16-19 the young person becomes an adult but they will still need advice as they lack experience in many areas of life. The way in which people interact and their emotional maturity will vary between different people. It is important to remember that development is a holistic process and the milestones previously described are a broad average. Every child is unique and develops at their own rate some children may hit the milestone earlier than others, some may hit them a little later than others A childs development may be split into three main areas but these areas are not independent of each other. All three areas of development are linked for example a child who is good at football has refined a physical skill which will enable him to socialise more and grow in confidence. It is also often the case that a child who is a low achiever has social, emotional or behavioural problems. A childs development can be affected by different factors including their background, health, and the environment that they grow up in. Children in schools can come from many different backgrounds and cultures. During their time at school a lot of children will experience changes in their home life this could include illness, family break up and moving house. All these can affect a childs development in different areas. I currently work with a child who is 9 years old and the second youngest in a family of four. The children were taken from the family home three years ago because their parents had alcohol problems, which were affecting the welfare of the children. This childs background has greatly affected their development in a number of ways. Their development in social and behavioural areas has been affected, as they are very confrontational and disruptive. They find  friendships quite difficult, as they tend to be controlling. They are a low achiever; their literacy and reading levels are lower than expected this may be because they have not received any support from home or had the opportunity to read to anybody. A child who suffers from a physical disability, impairment or ill health can have developmental problems. Their disability or impairment may mean that they cannot engage in certain activities which may limit what social activities they can participate in. they may have problems with their fine motor skills meaning that they would find holding a pen or pencil difficult. If a child is absent from school a lot because of illness they may find it hard to catch up on the work they have missed and they may find making firm friendships difficult. It is important that adults within a school are aware of the problems these pupils face so that they can support them in the best way possible. Children who come from a background of deprivation and poverty are more likely to have problems achieving in school. The childs parents would have difficulty managing the needs of their child, which would have an affect on their development. The child may not have access to books to help with reading and other materials that would support their studies at school. Development may be affected in a child who has been experiencing a different method of schooling, such as home schooling or a child with no previous education for instance if they have come from another country where formal education does not start until a later age. This child would need additional support until they have settled in school. If a child is in care this may affect their development. Their social, emotional and behavioural development will be affected but the school will monitor them closely and put into place any support that they feel is necessary. Every child or young person will go through a period of change, transition, while they are at school. There are school-based transitions such as changing class along with a change of teacher also changing key stage. The biggest school-based transition that a child will have to face is moving from primary school up to secondary school. During their school life they will also face personal transitions as they go through puberty. When children go through, or are coming up to a transition period they should be given lots of opportunities to talk about what is happening or going to  happen. They should be able to ask questions that will help them be as informed as possible. Being informed can help minimise any negative affects transitions may have on a childs development There are some transitions that not every child will experience. These transitions are usually unexpected and the child may not prepared for it. These transitions could include parental separation, bereavement, a parent changing their partner, moving house, new sibling, illness or injury and a change of carer. Parents should inform the school if something has happened or is going to happen that could have an affect on their child so the school can support the child where necessary. As a member of staff you have to be aware that this does not always happen, if you notice that a child begins to behave out of character then you must inform other members of staff of your concerns. If you work with a child who is experiencing parental separation this could affect the child in many ways but it is important to remember when speaking with the parents you must be sensitive. Bereavement for a child can be very traumatic. Schools usually have procedures in place that will help guide the staff i n the best ways to support the child while they go through this difficult period. A child whose parent has recently changed partner can be greatly affected by the change. How often the child sees their absent parent and how the new partner is introduced to them will affect how big the impact of this transition will be on the child. In this situation you will need to be sensitive when talking to the childs parents. Moving house can be quite exciting for some children, especially those who are not having to change schools but for children who are it can be a very daunting time. If a child has just started at school after moving into the area the child will need support until they have settled into their new school. A new sibling can have an affect on children, particularly young children. Having to vie for their parents’ attention can be difficult to cope with for some children, especially if it is for the first time. A child will need support if they or their loved one becomes ill or injured. They will need support until they become used to the change in their circumstances however long or short that may be. If a child you are working with is in care they may find it difficult to cope with if they have a change of carer. School and social services work very closely with each  other in these circumstances and would be able to support and advise any staff that work with the child. Transitions can affect children in many different ways. They may become withdrawn and quiet, attention seeking, very anxious or they could start behaving uncharacteristically. It is very important that children feel secure in other areas of their life and that they are supported during any transitions. They should be given opportunities to talk about how they are feeling and to ask any questions they may have. If the children are aware of what is going to happen and prepared it can lessen the negative affects that the transition may have. If you know that a child or a group of children are going to experience a transition, such as a change of class, teacher, school or even sitting exams, then you can plan ahead on how best to support them during this period. Transitions can be very traumatic for children so it is vital that they receive support or there social and emotional development can be affected.