Evaluate human resource issues in Hong Kong Food and Environmental Hygiene Department

Internet Regulations essays

Internet Regulations essays Internet is the most used tools for research nowadays, it is the haighway of informations which connects and communicates the world in seconds, it is a place in which you can fin every kind of information of almost any topic that you are interested in, even tough I realize that internet is an invaluable tool, i believe that some regulations should be made in order to make it a safer place for every people who surfs on the web. A big issue that has been on the news lately is the children pornography, children pornography is a reality on the web and some acti9on must be taken in order to protect our kids from the inherent danger that a place without laws can be. Every internet user has seen the so called "pop-up" windows; these windows are, most of the time, not requested, for example, in 10 websites I found 6 "pop-up" windows. While many of those windows are just marketing or adds, there are also some pornographic adds, which are opened without your consent, the webpages wich i visited are aimed to the general public, and not to a particular audience, these pages can be viewed by anyone with access to the net, and these users includes children. Is for this reason that i believe that there should be some regulations on the internet, I am not saying that every webpage should be blocked, but that the web pages that are displayed should not contain morally wrond content, I believe that some regulations cound en with this problem and our society, particularly our kids, would be safer while surfing the net. ...

The Theme of Dedication in the Movie Chariots of Fire Essay

The Theme of Dedication in the Movie Chariots of Fire - Essay Example This is because it involves the making of significant sacrifices, crucial decisions and options. It additionally involves the taking of several bold, courageous and unusual steps. At times, the choices may be tough if two vital options are involved. It is such choices that may lead to criticisms and discouragements from others. In this case, dedication plays an essential role in giving an individual the will to continue while bearing in mind the benefits of his or her activities. Ultimately the fruits of the action of dedicated people are shown from the impact they create in the society as well as the reputation they present to the society. Dedication and Perseverance in â€Å"Chariot of Fire† The main theme brought out in this movie is that of dedication and commitment. This is shown in the events and results of the races in which Abraham and Liddell participated. It is revealed that for an individual to have this strong drive of dedication there is an underlying reason. This is considered the main element that makes him strong in the implementation of his actions. Abraham notices a high level of anti Semitism among the staff and students at the University of Cambridge. He is convinced that he can take part in an activity that will prove the ability of Jews to succeed and thus eliminate prejudice (Bradshaw par. 1). It is one of the actions that he uses to cover their prejudice and superior feeling by ignoring their criticisms. Liddell, on the other hand, gains enjoyment from serving God as a son of missionary parents. In spite of his sister; Jennie’s disapproval, he is convinced that, through his participation in competitive running, he will get a chance to glorify God (Ben, Charleson and Havers). This is before he goes for missionary work in China. As such, his main dedication is in the overall service of God in different fields. In addition, the action in which someone is to be dedicated should elicit the feeling of enjoyment. Despite the preju dice Abraham enjoys taking part in the Gilbert and Sullivan club. As such, dedication id brought about by various motivational factors. They include the numerous wins and victories that Abrahams gets within the college and in other national competition (Bradley, 576). These include the first time historical win at the Great Court run. It is these activities that give him the confidence of a greater win. It is from this that he attains the dedication to run in the effort to fight prejudice. In â€Å"Chariots of Fire† dedication is detected to be made stronger by the faced obstacles. During the 400 meter race, Liddell is tripped by a Frenchman. He is like Abraham, equally motivated by his performance, and recovers the distance to his win (Ben, Charleson and Havers). This opinion is especially influenced by their convictions to take part in the race. Nonetheless, the main difference between the intended purposes of the Jew and Christian in running activities also reveals this. W hile the Scottish Eric Liddell does it in order to glorify God, the Jewish Harold Abraham runs to escape from prejudice. The desire to achieve these purposes in the race prevents them from being discouraged and instead provides them with the strength to pursue their goals towards success. They thus possess a powerful will despite their different religious and racial affiliations. Ben, Charleson, and Havers use it to show that dedication in the same field surpasses the differences in different aspects.

Alex Ovechkin Research Paper Example | Topics and Well Written Essays - 1250 words

Alex Ovechkin - Research Paper Example Like most hockey players, Ovechkin found his love for the game at a very young age.   He was two years old when he first picked up a hockey stick  in Moscow department store. Whenever he saw a game on television he would drop what he was doing and not allow his parents to change the channel. He soon became obsessed with hockey and rarely missed a televised game. He was yearning to soak up every ounce of knowledge he could. His parents say they knew he would be an athlete when Alexander chose to run up the steps to their apartment rather than take the elevator. He began playing hockey at the age of 7, having been introduced to it formally by his older brother Sergei. In 1992, he started playing for Dynamo youth team. Unfortunately, most of the other players on his team had already been playing hockey for some time. Alex was especially concerned when the coach asked the team members to skate backward figure eights. He was not familiar with how to skate backward at all. But, his coa ch still noticed his enormous talent. During this time, Alex’s favorite team was Moscow Dynamo. His hero was Alexander Maltsev, the club ’s greatest star. Maltsev retired a year before Alex was born, but through stories and TV highlights, the boy decided that Matsev was his man. At one point, his parents were no longer able to get Alex to hockey so Sergei stepped in and made sure that he could get his little brother wherever he needed to go.   He was one of the first to notice the talent in Alex, and he wanted to be sure he was able to use it. Unfortunately, years later an event would happen that would change Ovechkin’s life forever.   His older brother Sergei, in his early 20?s at the time,  was tragically killed in a car accident.   To this day Ovechkin still credits his brother for introducing him to and pushing him to continue playing hockey.   Many say his passion for the game comes from this tragic event and to this day, when he scores, Alex will often kiss his glove and point to the sky in a salute to his brother. As Alex moved up the ranks of Moscow Dynamo’s competitive youth hockey program, he began to draw attention with his powerful skating and quick, accurate wrist shot. He was a hard worker and though very offensive-minded, he was a devoted team player. Alex could raise spirits with a goal, a pep talk or a good back-check. He had that extra dimension as a person and was a player who was clearly the product of a terrific sports family. Before becoming a professional, Ovechkin was already making a name for himself in the Dynamo Moscow  system when at 11 years old he broke Pavel Bure’s record of 53 goals by scoring 56 of his own. He began his professional hockey career at the age of 16 for Russian hockey power Dynamo Moscow  during the 2001-02 season.   By the time he was 18, he won the  Russian Superleague award for the best left-wing  in the league for the 2003-04 season and was the youngest pl ayer ever to lead Dynamo Moscow in scoring. This was his breakthrough. He netted 23 points in 53 games and was voted the Superleague’s top left wing. At first glance, his stats did not seem to warrant superstar talk, but this perspective soon changed. Comparisons to Ilya Kovalchuk, the Russian star drafted first overall by the Atlanta Thrashers in 2001, were inevitable. The two were indeed similar players, although Alex was a bit more of an end-to-end performer. Kovalchuk, by contrast, was never known for his

Assessment Three Case Study Example | Topics and Well Written Essays - 1500 words

Assessment Three - Case Study Example On Mar 19, Del was also able to enter a large contract to install tracking for a building society. On March 29, Del found out through phone inquiry that Boyse was not able to finish the van modification. Boyse promised to deliver by March 30, although reluctant. After the van was delivered and Boyse have left, Del found out that the front seat would not tip forward to allow access to the passenger seat. Likewise, the name printed on the side of the band read "Trickers" and not "Trackers." In the process of delivering the van without the modifications specified, Boyse already committed a grave mistake towards his customer. And the fact that Del, the customer was compromised to loss or acquire damages due to the negligence of Boyse all the more added weight to Boyse's failure to deliver as promised or agreed upon. In common law jurisdictions under contract law, misrepresentation are the false statement of fact made by one party that effect to induce another party into the contract. This is with the premise that three elements are necessarily established under the contract. Contract in this context is a legally binding exchange or agreement between parties that the law will enforce based on the Latin phrase pacta sunt servanda1. These elements are: offer and acceptance, consideration and intention to create legal relations. In the Offer and Acceptance In the case of Boyse and Del, Boyse made an offer to modify the van he was selling and the offer was accepted that is why there was a sale. The offer of modification include adjustment or removal of the passenger seat in its original location, adjustment of the passenger seat behind the driver's seat, and modification of the driver's seat which is to make it tip forward to allow access to the passenger seat. Another offer was to print the sides of the van with a specified name which was "Tracker". The last offer of course, was the delivery of the van on March 30. Nevertheless, basing on the case of Gordon v Selico (1986) 18 HLR 219 it is possible to make a misrepresentation either by words or by conduct, yet not everything said or done constitute a misrepresentation. In many cases, statements of opinion or intention are not statements of fact in the context of misrepresentation2. In the case of Boyse and Del, Boyse seem to have committed negligent misrepresentation, the following applies from the Misrepresentation Act 1967 under damages for misrepresentation: "(1) Where a person has entered into a contract after a misrepresentation has been made to him by another party thereto and as a result thereof he has suffered loss, then, if the person making the misrepresentation would be liable to damages in respect thereof had the misrepresentation been made fraudulently, that person shall be so liable notwithstanding that the misrepresentation was not made fraudulently, unless he proves that he had reasonable ground to believe and did believe up to the time the contract was made that the facts represented were true. (2) Where a person has entered into a contract after a misrepresentation has been made to him otherwise than fraudulently, and he would be entitled, by reason of the misrepresentation, to rescind the contract, then, if it is claimed, in any proceedings arising out of the contract, that the contract ought to be or has

Critical Reflection Of Communication Personal Development Essay

Critical Reflection Of Communication Personal Development Essay In 2006, a patient named Robin became pregnant. In the 5th month of pregnancy, the patient began having trouble with diarrhoea and then developed a severe infection in her upper respiratory system. Robins obstetrician immediately hospitalized her and within 24, hours, Robin had a temperature of 105 degrees and was in preterm labour. Just before Christmas, Robin was diagnosed with Acute Viral Pneumonia. After getting permission from the doctor to go home for Christmas, Robin was back at the hospital 15 days later because she was in preterm labour yet again. It was then that Robin was introduced to a gastroenterologist who diagnosed her with Crohns Disease. Robin was immediately put on medications to try to save her and her unborn childs lives. On 3rd February, Robins contractions were five minutes apart but her due date was the 17th of March. Robin came to the hospital and within one hour, I performed an ultrasound on Robin, only to let her know that her unborn baby boy was no longer alive. After the funeral of her son, Robin was diagnosed with Deep Vein Thrombosis (DVT) in her inner thigh. Reflection: Interpersonal communication skills Listening is an active and basic process that involves not only taking the content of the person speaking by looking at their body language and listening to their words, but also being perceptive. Good listening skills are shown by attending behaviour that is practiced by establishing eye contact, maintain a relaxed posture and sending appropriate messages to the patient through gestures. Attending behaviour works well in that it encourages the patient to verbalise their feelings and ideas freely. During listening, the nurse paraphrases the words of the patient in fewer words so as to make sure that the nurse understood what the patient wants. Paraphrasing is an important part of listening because it exposes and clarifies any mixed or double messages sent when the patient fails to make a direct statement. The third part of listening is clarifying. Clarifying goes beyond paraphrasing with an intention of bringing vague material into sharper focus. Perception checking is an effective p art of ensuring accuracy of a communication because it is a method of giving and receiving feedback from the patient. When helping Robin, I can say that I had effective listening skills. I made a point of listening to what Robin told me and I made sure that when she was talking, I made her feel comfortable and showed that I was interested in what she was saying. Leading is a communication skill that encourages the patient to respond in an open communication so as to invite verbal expression. The helper slightly anticipates what the patient is thinking and where those thoughts are headed. In anticipating these thoughts, the nurse leads the patient so as to stimulate the communication. Leading encourages the patient to retain primary responsibility for the direction of the communication and helps them to be active in the process. Leading also encourages the patient to explore and elaborate on their feelings. One of the tools used in leading is using open questions that can be answered by more than just a yes or a no. Choosing appropriate questions lead to clarification for the patient. Another tool used in leading is by being indirect when leading the patient. Indirect leading keeps the responsibility of keeping the communication going on the patient. Indirect leading allows the patient to control the direction of the communication and protect their ideas. Direct leading on the other hand specifies a topic and the nurse uses suggestions to direct the patient. Direct leading is important in elaborating, clarifying and illustrating what the patient has been saying. In the case of a patient who has multiple problems or is vague, focussing is an important aspect that should be used in leading the communication. Focussing is a way that emphasizes on a certain idea or feeling and helps the patient get in touch with their feelings. I did not use leading skills when communicating with Robin and this is a skill I should in the future. I will enhance my abilities in leading skills by using open questions that will encourage the patients to share their ideas and feelings freely. Reflecting feelings, experience and content of the patient expresses that the nurse understands and wants to perceive the world as the patient does. Reflecting the patients feelings brings those feelings into clear awareness from the vague expressions that they were. Helping the patients to own their feelings is done by identifying both the obvious and subtle feelings that are hidden behind words. In reflecting experience, the nurse broadly observes the patients verbalised feelings and their nonverbal feelings. Like paraphrasing, reflecting content involved repeating the essential ideas of the patient in fewer and fresher words. When the patient is having difficulty in expressing an idea, reflecting content helps the nurse to clarify those ideas. During communication, reflecting helps the patient to recognise and express their feelings effectively. In communicating with Robin, I sounded monotonous and insincere when I began my reflection with saying, It seems you were very upset even after yelling for everyone to get out. In saying this I also said words that that Robin was unprepared for because they had too much depth of feeling. In future communication with patients, I should not read more interpretations into the statement than was intended, and I should use less monotonous words that sound sincere. Confronting the patients is intended to help them recognize what is going on or what the nurse infers is going on. A patient may feel threatened and anxious at first when they are confronted. However, the patient is also grateful for the honesty albeit direct expression that shows that the nurse cares. Confronting the patient presents feedback that is difficult to hear, and as such, the nurse should poses good timing to ensure that the patient is ready for honest feedback. Sometimes I find it hard to confront patients. In Robins case, I was finding it hard to understand and deal with her. I know that confronting the patient is one of the crucial skills that I must poses. I must recognize my feelings as the nurse and share those feelings with the patient. I must be able to involve myself in self-reflection as a form of confrontation. I believe that by practicing, training and observing others, I can develop my confronting skills. Using interpretation helps the patient to see their problems in new ways. Unlike paraphrasing where the patients frame of reference is maintained, in interpreting, the nurse offers the patient a new frame of reference. The nurse adds his or her own meaning to the patients basic meaning. When the nurse adds on to the basic message from the patient, and the patient understands the new idea, then communication is accelerated. Interpreting is useful in helping the patient get a broader perception their feelings. Interpretation is a communication skill that I used with Robin. While talking to Robin, she mentioned that she felt that the nurses around her were angels who lit her fire up in a time when she needed much encouragement. I told Robin that the way I saw it, she could join also become a nurse. Due to the Crohns disease, Robin could only live a stress-free life. However, after living the hospital, the first thing that Robin did was to go to Upper Valley Joint Vocational School where she applied for pre-requisite classes in the Licensed Practical Nurses (LPNs) program. Robin graduated in November 2009 and has been working in the nursing profession since then. The most important thing that a nurse can do for the patient is sharing simple facts. Informing is a communication skill that is integrated with giving advice. Under some circumstances, where advice giving does not foster dependency and is not arrogant, giving advice can be helpful to the patient. Communication through informing gives the patient a recommended course of action that the nurse has experience with. Through giving suggestions, the patient can decide the course of action that he or she will take. Crisis situations where the patient has to adjust to a readjustment in life are an appropriate situation for giving the patient advice. In Robins case, after she had a stillbirth, I advised her to take her time with her son, Benjamin. I encouraged Robin to spend as much time as she wanted holding the five pound fifteen ounce baby boy. As much as Robin did not want to, I took pictures of robin and Benjamin for the memory album. I knew that that was the best albeit hardest thing ro bin had ever done. Summarising skills involve paying attention to what, how, why, when and the effect of what the patient said. After communicating with a patient, the nurse should try to gather all the ideas and feeling expressed in one statement. Summarising is important in that it gives the patient awareness of progress in exploring ides and feelings, problem solving and learning. In summarising, the communication ends in a natural note that clears a way for new ideas and clarifies scattered ideas. Patients also gain confidence in that the nurse was attentive to them throughout the conversation. The nurse can use summarising as a means to check the accuracy of the ideas and feelings that were communicated by the patient. When communicating with Robin, I did not use summarising skills. In future communications, I should use the ideas from the patients to make a summary of the statements made. Instead of making the summary myself, I could ask the patient to summarize the themes, agreements and plans m ade during the communication. Enablers and impediments to interpersonal communication While communicating with Robin, the physical environment did not pose as an obstacle. However, my discomfort as a nurse was an obstacle when communicating with Robin. This discomfort originated from death and dying in general. I dealt with this discomfort by thinking that it was not my responsibility to communicate with Robin about hospice care and prognosis. My desire to maintain positive thoughts in Robin and her parents was also an obstacle. I would put off discussions about Robins possibility of a stillbirth until I felt that Robin and her parents could handle that conversation. In the future, I will initiate communication on prognosis and hospice care without thinking it is too much trouble. I will also control fear that emerges after telling the patient bad news. The patient can also be an obstacle to effective communication when he or she is unwilling to accept prognosis or hospice care. This unwillingness that was evident in Robins case is ascribed to her non-acceptance of he r sons death and her diagnosis with Crohns disease. In helping with Robins acceptance, I encouraged her by letting her know that I would be there to help her and listened to her. Because this worked well, I will continue being an encouraging factor for future patients. Cultural and social issues did not act as an obstacle while I was communicating with Robin. During Christmas, Robin when home to celebrate the holiday with her family, and when she was admitted back a few days later, I gave Robin a Christmas present that facilitated communication. Conclusion and recommendation Nurses play an important role in communicating with patients because they are always in close contact. A nurse-patient relationship is improved by communication and as such, having effective communication skills is an important factor and a priority for every nurse. I must develop my skills further in leading, confronting and summarising by participating in training activities. By participating in learning activities, I can develop strategies and acquire new skills as well as effectively employ those skills. Another strategy I will use is practicing key skills with actors and simulated patients because I will be able to control the nature and complexity of the task. Lastly, I must use the communication skills acquired in practice.

The University of Dayton Men’s Basketball Program :: Essays Papers

The University of Dayton Men’s Basketball Program There have been many historical moments with the University of Dayton Flyers Men’s Basketball team, but Mark Weaver recalls of the one that meant most to him. It took place on March 24, 1967, in Louisville’s Freedom Hall for the Final Four of the NCAA (National College Athletic Association) tournament against the highly favored North Carolina Tar Heels (Collett 228). This was the third straight NCAA tournament appearance for the Flyers, but their first ever Final Four (Collett 228). It turned out that the Flyers smashed North Carolina, seventy-six to sixty-two. Don May hit a record thirteen straight field goals and scored thirty-four points (Collett 228). Mark Weaver, a lifetime fan said, â€Å"I remember that game like it was yesterday, it almost brings tears to my eyes. I have never seen UD party like we did the night of that game. I have been following Dayton basketball since the mid-1960s and I have yet to witness the team getting a greater win than the one over the Tar Heels.† The basketball program, at UD, started back in 1903, when the school was called St. Mary’s Institute (Collett 17). The boys only played six games, and won five of the six (Collett 17). In 1920, the school changed its name to the University of Dayton; it had an unsuccessful season with only five wins and eight losses (Collett 13). The turning point of the program took place in 1950 when the team began to bring in more fans and more wins. Coach Tom Blackburn was in control of his Flyers better than anyone could have ever imagined. In 1950, he led the team to a twenty-four and eight season (Flyers). He demanded that it was time for the University to build a new field house that could seat many more fans (Collett 13). Fundraisers began to take place led by alumni and current students. Finally in November of 1950, a brand new five thousand seven hundred seated field house was built (Collett 13). The team kept on bringing in more wins and more fans, and the field house was filled every night (Collett 13). This was the beginning of a new dynasty for the University of Dayton Flyer’s Men’s Basketball program. The basketball games at the University of Dayton are unique in their own special way.

Current Issues Paper and Class Handout Essay

As one of the most popular religions in the entire world, Buddism is believed to be originated by Siddhattha Gotama, also referred to as Siddhartha Gautama, 2500 years ago in Northern India (â€Å"Religious Tolerance†, 2015). More than 75% of its followers are from the Far East. Burma, Korea, Japan, China and Sri Lanka are places where Buddhism is commonly practiced (Molloy, 2010). Common Characteristics Although Buddhism is a major, strong religion on its own, it does share some similarities with other religions of the world. Hinduism is the one religion Buddhism probably shares the most similarities with. They share commonality on issues of reincarnation, enlightenment, salvation, suffering and yoga practices (Molloy, 2010). Reincarnation: the way you live presently will determine the worth of your reincarnated life. So if you live an honorable life now, you’ll be rewarded in reincarnation, vice versa. Enlightenment: both religion philosophies agree there’s no one path to achieve enlightenment. The paths are vast and can be attained through the mastering of one’s six senses. Salvation: can only be achieved individually and taking full responsibility of your own fate and the actions you take in your life. Suffering: is caused by materialism or becoming attached to things in and of the world we live in excessively. Yoga: both religions believe concentration and meditation promotes liberation and the path to enlightenment. Buddhism also shares a few similarities with Jainism. For example, each religion believes Nirvana is a state of becoming nothing, by freeing yourself from the world and rebirth. However, in state of non-being is referred to as ‘sunya’ in Buddhism and ‘moksha’ in Jainism. Modern World Challenges At the turn of the 19th and 20th centuries, new opportunities, as well as challenges, needed to be addressed by Buddhism as a religion. Cultural and religious patterns were being affected and across regions at the expense of the pre-modern Buddhist world (â€Å"Encyclopedia Britannica â€Å", 2014). Westernization began to settle in a lot of Buddhist countries due to conquests. Economic, political, cultural and religious influence from the west was becoming heavy. All across Asia the everyday life and thoughts of Buddhist communities became infused with notions of socialism and liberal democracy, modern rationalistic and scientific thinking and modern capitalistic economies. Also, Buddhism, as a religion started to reappear in communities it previously flourished many years ago. Buddhism rapidly moved into the west and prospered with new developments, which energized the Buddhism religion back in Asia (â€Å"Encyclopedia Britannica â€Å", 2014). Women In Buddhism Women have fully been permitted to participate in a religious community since the early days of Buddhism. But they were bound by restrictions, since they’ve typically been look upon as being inferior to men (â€Å"Buddhist Studies†, 2008). Discrimination within their religion is an obstacle women have consistently been faced with. In some cases nuns actually have to bow to a monk. Originally, Buddha felt allowing women to be part of the religious institutions, as ordained nuns, decreases the importance of his teachings, as well as how long his teachings would remain relevant (Sri Dhammananda Maha Thera, n.d.). Buddha restricted all ordained nuns to be subordinate to monks once he allowed them  to become nuns. In Buddhism, women continually referred to as the reason for man’s sins and the sins of the world. Often depicted as a temptress and the blame for man’s misfortunes, in Buddhism men are warned about women. Some feel being reincarnated as a man it pr obably the only way a woman will get salvation. Buddha’s radical decision to allow women into the Holy Order allowed women to show they to reach or attain enlightenment, the highest place in the religion, just as a man can (Sri Dhammananda Maha Thera, n.d.). In Buddhist communities, today women are forcibly establishing their roles. Both internationally and within the U.S., a more formal role of women within the Buddhist culture is becoming more of a reality, thanks to the nuns and teachers in Buddhism of today (â€Å"The Pluralism Project†, 2006). Social activism for Buddhist women is an important tool or creative instrument in promoting their connection with other human beings and the earth. Scholarly women are getting their messages and thoughts heard inside and outside of the classroom to inspire other women and young people of Buddhism. Women who are discovering new and innovative ways to communicate and inspire people of the Buddhism community will shape the future of Buddhism around the world. (â€Å"The Pluralism Project†, 2006). References Buddhist Studies. (2008). Retrieved from http://www.buddhanet.net/e-learning/history/position.htm ncyclopedia Britannica . (2014). Retrieved from http://www.britannica.com/EBchecked/topic/83184/Buddhism/68769/Buddhism-in-the-contemporary-world Sri Dhammananda Maha Thera, Venerable K. (n.d.). What Buddhists Believe. Retrieved from http://www.budsas.org/ebud/whatbudbeliev/227.htm The Pluralism Project. (2006). Retrieved from http://pluralism.org/reports/view/46 Religious Tolerance. (2015). Retrieved from http://www.religioustolerance.org/buddhism5.htm Molloy, Michael. Experiencing the World’s Religions. 5th ed. NY: McGraw, 2010. Print.

Isotopes Definition and Examples in Chemistry

Isotopes Definition and Examples in Chemistry Isotopes [ahy-suh-tohps]  are atoms with the same number of protons, but differing numbers of neutrons. In other words, the have different atomic weights. Isotopes are different forms of a single element. Key Takeaways: Isotopes Isotopes are samples of an element with different numbers of neutrons in their atoms.The number of protons for different isotopes of an element does not change.Not all isotopes are radioactive. Stable isotopes either never decay or else decay very slowly. Radioactive isotopes undergo decay.When an isotope decays, the starting material is the parent isotope. The resulting material is the daughter isotope. There are 275 isotopes of the 81 stable elements. There are over 800 radioactive isotopes, some of which are natural and some synthetic. Every element on the periodic table has multiple isotope forms. The chemical properties of isotopes of a single element tend to be nearly identical. The exception would be the isotopes of hydrogen  since the number of neutrons has such a significant effect on the size of the hydrogen nucleus. The physical properties of isotopes are different from each other since these properties often depend on mass. This difference may be used to separate isotopes of an element from each other by using fractional distillation and diffusion. With the exception of hydrogen, the most abundant isotopes of the natural elements have the same number of protons and neutrons. The most abundant form of hydrogen is protium, which has one proton and no neutrons. Isotope Notation There are a couple of common ways to indicate isotopes: List the mass number of an element after its name or element symbol. For example, an isotope with 6 protons and 6 neutrons is carbon-12 or C-12. An isotope with 6 protons and 7 neutrons is carbon-13 or C-16. Note the mass number of two isotopes may be the same, even though they are different elements. For example, you could have carbon-14 and nitrogen-14.The mass number may be given in the upper left side of an element symbol. (Technically the mass number and atomic number should be stacked in line with each other, but they dont always line up on a computer.) For example, the isotopes of hydrogen may be written:11H,  21H,  31H Isotope Examples Carbon 12 and Carbon 14 are both isotopes of carbon, one with 6 neutrons and one with 8 neutrons (both with 6 protons). Carbon-12 is a stable isotope, while carbon-14 is a radioactive isotope (radioisotope). Uranium-235 and uranium-238 occur naturally in the Earths crust. Both have long half-lives. Uranium-234 forms as a decay product. Related Words Isotope (noun), Isotopic (adjective), Isotopically (adverb), Isotopy (noun) Isotope Word Origin and History The term isotope was introduced by the British chemist Frederick Soddy in 1913, as recommended by Margaret Todd. The word means having the same place from the Greek words isos equal (iso-) topos place. Isotopes occupy the same place on the periodic table even though isotopes of an element have different atomic weights. Parent and Daughter Isotopes When radioisotopes undergo radioactive decay, the initial isotope may be different from the resulting isotope. The initial isotope is called the parent isotope, while the atoms produced by the reaction are called daughter isotopes. More than one type of daughter isotope may result. As an example, when  U-238 decays into Th-234, the uranium atom is the parent isotopes, while the thorium atom is the daughter isotope. A Note About Stable Radioactive Isotopes Most stable isotopes dont undergo radioactive decay, but a few do. If an isotope undergoes radioactive decay very, very slowly, it may be termed stable. An example is bismuth-209. Bismuth-209 is a stable radioactive isotope that undergoes alpha-decay, but has a half-life of 1.9 x 1019 years (which is more than a billion times longer than the estimated age of the universe). Tellurium-128 undergoes beta-decay with a half-life estimated to be 7.7 x 1024 years! Historical References Alexander Thomas Cameron,  Radiochemistry  (London, England: J. M. Dent Sons, 1910), p. 141. Soddy, Frederick. Intra-atomic charge. Nature 92, Springer Nature Publishing AG, 1913.. Strà ¶mholm, Daniel and Svedberg, Theodor (1909) Untersuchungen à ¼ber die Chemie der radioactiven Grundstoffe II. (Investigations into the chemistry of the radioactive elements, part 2),  Zeitschrift fà ¼r anorganischen Chemie,  63: 197–206. Thomson, J. J. (1912). XIX. Further experiments on positive rays.  Philosophical Magazine. Series 6.  24  (140): 209.

Militarization of the US Mexico Broder essays

Militarization of the US Mexico Broder essays Militarization of the U.S. Mexico Border  ¡Corranle, allà ­ viene la migra!, translated into English, this means Run, there comes immigration! This is what illegal immigrants shout everyday when they are about to cross the Rio Grande in search for better lives. Unfortunately, not many get through alive because of the militarization that has developed on the U.S. border with Mexico. Operation Rio Grande continues a process put in motion over a century ago by the Treaty of Guadalupe-Hidalgo. It tries to erase the reality of a social geographical order that defies neat national divisions and impose a narrow notion of citizenship on people on both sides of the international boundary. In the process, the U.S., like all countries to varying degrees, elevates national citizenship to a position of primacy and lessens the inherent humanity of those on the wrong side of the social and territorial boundaries. Operation Rio Grande, launched in August 1997, in Brownsville, Texas, was a special multi-year operation designed to gain and maintain control of specific border areas through a combination of new technology and additional staffing. At the start of the operation, 69 Border Patrol agents were detailed to Brownsville to intensify existing enforcement effort. In September of that same year, the Border Patrol deployed special response teams to those ports-of-entry where increased numbers of fraudulent entry was expected. In the Fiscal Year of 1998, 260 new Border Patrol agents were added to the McAllen Sector and 205 to the Laredo Sector. An important feature of Operation Rio Grande has been the integration of a broad range of INS enforcement operations. Studies show that the crime rate in Brownsville alone dropped by more than 20% in 1998. (U.S. INS) The origins of the U.S. Mexico boundary are to be found in the imperial competition between Spain, France, and Britain for possessions in North Amer...

Ludwig Wittgenstein Essay Example | Topics and Well Written Essays - 500 words

Ludwig Wittgenstein - Essay Example However, his role as the chief influence on the development of analytic philosophy and the studies on logic, language, perception, intention, ethics, religion, aesthetics, and culture etc cannot be outshined by many in the modern philosophy. "Considered by some to be the greatest philosopher of the 20th century, Ludwig Wittgenstein played a central, if controversial, role in 20th-century analytic philosophy. He continues to influence current philosophical thought in topics as diverse as logic and language, perception and intention, ethics and religion, aesthetics and culture." (Biletzki) Therefore, it is obvious that Ludwig Wittgenstein has left his imprints on the philosophical thought of the contemporary world and his significance as a great philosopher of logic, Mathematics, mind, and the language needs to be appropriately recognized. A profound analysis of the life and works of this great genius helps one in recognizing the true merit of his philosophies and in admitting that Wit tgenstein was exact and correct about the philosophical positions he held. This paper takes up such a reflective analysis of the philosophical ideas of Wittgenstein who needs yet to be understood exactly and properly and it is an endeavor to recognize this philosopher as acceptable in what he propagated. To comprehend t

Compare and contrast Harding's understanding of the role of values in Essay

Compare and contrast Harding's understanding of the role of values in science to Haack's understanding of values in science - Essay Example This is following the scepticism and rejection of scientific claim made by scientists since sociology bases its findings and works on numerous grounds including plain belief. This is especially so in making alternative beliefs true, whereas there is no epistemological truth in them. She is also of the view that these metaphysical and sociological subjects often question the viability of discovering scientific truths based on proof and evidence, which is due to her background in epistemological views on the role of science. Haack’s views on science and scientific laws are all based on epistemology and they serve to establish a difference between science and religion, where there are conflicting beliefs based on proof for science and lack of it in religion (Forrest 335). Haack calls for following of scientific methodology rather than following belief blindly, where she describes science as not being a body of beliefs, but a federation. This federation is said to be composed of d ifferent kinds of inquiry based on philosophical approaches of reasoning and experience. This she views as being that science is composed of different bodies that are then unified by methodology and empiricism and this is received as having no relation whatsoever in relation to going beyond the rule of empirical epistemology. It is going beyond the rule of empirical epistemology that provides room for application of freewill in exercising one’s faith in natural phenomenon without scientific proof (Forrest 370). As a result, Haack’s understanding of the role of values in science is that science is almost solely based on empirical facts, of which religion can never become a part of in the essential understanding of the existence of the universe. Consequently, Haack views science’s role in the universe as explaining the role of man in it and his interaction with it beyond reasonable doubt. This is all while religion goes beyond that which science can prove to offer a super naturalist interpretive framework to explain scientific occurrences (Forrest 333). The above in comparison to Harding’s understanding reveals a difference that even offers a large variation from the understanding of Haack in that Harding dwells a lot on sociology. It is in this case that she calls for inclusion of other science disciplines that are conventionally not recognized in order to fit the western standard of science, in which case this is a fully socialist view. Harding bears an inclusionist’s perspective, which is similar to that of typical feminists seeing that bringing together other ethno sciences is part of her to call to contribute to science. This, as her sociological basis, brings about a strong ground on which to base the comparison between Harding and Haack in their views on the role of science vales. This is also part of Harding's view on objectivity, where approaches to science should be fully objective to allow exploration and not using a pproaches based on already existing knowledge to come up with EW information. Instead, this is contrary to Haack, in that Haack’s understanding is confined to the scientific world, where scientific methodology remains the only way to prove