Reducing Radiation Exposure in Computed Tomography Angiography Dissertation

Reducing Radiation Exposure in Computed Tomography Angiography - Dissertation Example In the last twenty years, the diagnostic use of computed tomography scans has increased by a thousand percent. These scans do, obviously, make use of ionizing radiation to produce their images, which can be harmful to human health in even small dosages. Protecting the patient from harm is the cornerstone of the profession of radiology, and reducing radiation exposure while maintaining a high level of image quality and therefore diagnostic ability is vital. Key to this goal is understanding the use of computed tomography scans, the risks of their radiological effects, and the methods available to reduce exposure. Reducing exposure to radiation is the only way to make this important technology safer. The use of a computed tomography angiography scan allows the practitioner to view a patient's coronary arteries, their level of function, and even the quality of the arterial lumen. Computed tomography angiography scans are important to study when looking at radiation dosage because the scan area by definition includes such radiosensitive areas as the thyroid, the vascular tissue of the breasts, and of course the coronary arteries. Moving even further into imaging specialization for viewing the heart and related tissues is the technique of retrospective image acquisition, which produces images using 64-multi-row detector computed tomography angiography. This method scans the heart in overlapping slices, which allows it to show cardiac motion as well as all parts of the cardiac cycle.

Description of Target Audience Essay Example | Topics and Well Written Essays - 750 words - 1

Description of Target Audience - Essay Example The athletes have their own specific style of playing a sport. These audiences can identify the major positive outcomes or the concerns with the co-athlete. The athletes may be a serious resource in locating the best ways to crack a selection process. The athletes are the people who can rate the kind of effort you have had put in the game or event. So, the athletes are the valuable audience to validate your performance. The athletes serve as a word of mouth propaganda tool for promoting to an authenticate source. The sports institutions are the first major path which would open the competition to show case your skills in your concerns region. The athletic institutions are set up to capture the glimpse of the regional talent in a concerned region. The institutions are provided with the standards the athlete should meet on which the potential Olympic athlete can work on. The athlete institutions provide necessary infrastructure with the support of various government and private sports promoters. The tools and expertise provided in the institutions can add on for to focus more enhancing the performance level. The coaching these institutions provide for a group will certainly provide a platform to share the expertise among the peers. The potential athlete should therefore should therefore more conscious about the kind of sport he is into, the kind of institution he/she target, he/she should have a clear idea of the kind of the exposure he/she will get. The potential athlete should chalk down the selection process clearly to join the sports institution. The coaches are the knowledge banks about the intricities involved in the achieving the highest level of standards. A sports coach creates the right conditions for learning to happen and to provide the motivating factors both physically and mentally to the athletes. Athletes who are highly motivated to their task can seek the

On Education in Modern India Essay Example for Free

On Education in Modern India Essay As I was sat down, trying to ‘learn’ chemistry one Friday evening, I began thinking on our education system due to which I had to study in such a poor way; it’s a pity, that I have started hating the subject, or all subjects for that matter, the more the examinations approached. To that end, I wrote a poem later – my debut poem, with which I’d like to introduce the topic; her it goes: â€Å"Education† for Progress You take a pot and fill it with water, the ocean still remains, You make the pot bigger, to douse the house’s flames And you make it even bigger, till you wash all of hell. But as men march on in time’s way, so do the forces grow, That bar the door of wisdom, till it maketh a man (a) crow; And once, but out the feathers come, than you just lo: For cells have formed where ere was Eden, And into the Saharan sands hath Plato been driven; Till now, had man’s asininity been aeon ridden? You look across many a book or any common mind, And surprised you may well be, to find: The fountain remains flowing as ever, waiting for Its very first drinker. But heads of men are now sore, And they allow not the thirsty to have a pour, But Indian crabs as they are, they pull him back onto shore. They set for education a Hammurabi’s code, And state it on an Economist’s ode: not the fountain Whose drink all doth desire, but a mere factory by the road That gives not many the bliss which they hope, but pain; Agony from not just failing to educate the self, But excruciation seeing others that too need help. The birth of a boy sees many a new colour: Businessman, engineer, NRI or a doctor. The scholar of yore is seen no more As machines of the line’s grown stronger than before. The student of the day is not the knowledge seeker, But a piece of iron thrown in the hands of a ‘caster’; That moulds and melts him not into the Being, But a mercantile golem that lives to seek a living. To commend its superiors enjoying the beauteous Nature, Whilst it toils in turmoil on these pans of fire: Institutes that teach not to analyze and wonder, But to gobble, espouse, vomit and then†¦just wander. So, do we just give tests and go on becoming another mechanical product of this degree-machine, or relieve ourselves of this blunder? We find that today, education has reached such a stage, that the difference between the educated and the uneducated, is but a degree (or no degree), however the other may know; which reminds me of what a teacher of mine once said: â€Å"†¦You may wonder at the fact, that I have said Euclid and Aristotle together. You see, in the ancient world, the gift we had got, was the scholar, not the B.Tech, M.A., or B.Sc. (Hons). Thus, you get the same Pythagoras, who devised the theorem, AC2 = BC2 + AB2, giving the theory of transmigration of souls – two very different subjects, philosophy and mathematics, but the very same person.† Indeed, today we do lack such people, for the very fact that, India today is not the divine land where knowledge is respected – the land where the greatest university of the time exists, but a machine designed ages ago, to churn out Indian Civil Service workers, extended beyond into independent India by mistake (rather ignorance and lack of understanding), and united with the pre-ancient Indian processes of rote-learning, to make another machine, completely satisfactory in its ability and purpose of creating doctors and engineers, who work completely like a machine, with no interest in finding new methods or discovering new techniques or findings, but just working as per the age old methods engineered earlier, or today, but certainly by foreigners. The primary cause I believe, which has led to this is the method of education provided by society on him, from day one onwards – the very same day the student sees school that is. But first, let us have a look at the ‘ideal’ student, as society – the Indian society – views him. Is it not a boy, well in attire, i.e. in a neat and clean uniform, sitting in front of the table, with a book in front of him, learning what is written in the book, by-heart, writing down all that he has learnt, and at the end of the year, coming out with flying colours in his report-card? To those who find no problem with this, my question is â€Å"Why the farce?† Why the farce of such a false scene that has been idolized, to kill even the Einstein’s that our country has created? Is it that we have been so much into this claptrap of the rote-learner being the ideal, that we form this leucoma, to fail seeing through this farcical non-sense? Now, let us have a look at the true side of this story – the story that many of us have to go through, especially the ‘hopeless’ and the ‘fools’. As the young mind enters the nursery, he is forced to accept what he is told – a good method to teach language the fast way, but, the real problem occurs, when this process is extended into subjects which require full understanding, like mathematics. The student learns that two plus two is four, rarely because two objects and two objects come in to make a number o objects we call four, but rather because it makes four, be all and end all. And practicing thus, he goes on to learn tables, least understanding, what fives times three actually means. Thus, this process of forced learning create a feeling of boredom and the people who become successful, hence, are those who can accept these facts easily, little realizing the beauty that lies behind of the subject that lies beyond it, or the logic of why they are doing such, and at times, even, what they are actually doing, as an interview I carried out on standard three and four students, indicated – they knew very well, that eight into nine is seventy-two, without even the basic knowledge of why it is not seventy-one or seventy-three for that matter; it was seventy-two because they had learnt it to be seventy two PERIOD! It reminds me of Einstein’s â€Å"Concepts that have proven useful in ordering things easily achieve such authority over us, that we forget their earthly origins and accept them as unalterable givens.†(Translated from German) Worse still happens, when we try to extend this method into higher education, especially in the science and arts streams. Speaking of science, wherein I fit, the last blow on the camel’s back comes, when we are forced to accept theory and practical as two different ‘papers’, rarely finding the link lying between them. The only aim the students form now, is to get marks by properly doing what lay in front of us, finding the ‘correct’ answer, and finally, getting the marks. After that, there is nothing more to discover, and in some experiments, they don’t even figure out what physical quantity they are measuring. Some of us again, like a very good engineer, try understanding the things, from what is written in theory, which we have learnt by reading the book – thus, we tend to believe the book at each stage, even at the cost of manipulating the results of our experiments; little do we thus learn, that the value of ‘g’ which we got as 7.9 – 8.1 is actually the correct one, and not 9.81. Thus, we even fail to realize our foolishness. Computer Science is in fact, the only exception to this rule, as in it, we know why we are doing something, clearly, at least to the level of gates, which is generally considered the base of computing – at least as far as the programmer is concerned; which is perfectly acceptable. But as far as the other subjects are concerned, it is a different story altogether. Thus, this rote-learning that most of us have to go through in many subjects, in many schools, and in many standards is the sole cause of this problem. What intensifies this, are the many competitive examinations that we, the high school students, try to prepare ourselves for. In the process, we blindly accept some facts and play as much as we can with them, to tackle the problems that would be given in the exams. Thus, we slowly and painfully, kill the scientist, which lies within someone. But what truly wait, is not more criticism, but a solution to all this; of course, it is only my thought, which I believe can work, but it is a thought that comes from first0hand experiences and realizations. So, let us begin to address this from day one. The child enters the school, knowing nothing; what he especially does not know, is the beauty of knowledge and to him, school is a dreadful place (courtesy the stories that society teaches him). Hence, this can easily break him; thus, we must first break this breaker, by allowing him to play and interact with the other students and the teachers, as time progresses, to get a firm grip on him. As the bond slowly develops, we can introduce him or her to alphabets first those of his mother-tongue, and then that of English – however, both these languages must be taught simultaneously, or at least in the same class – nursery. Thus, we must teach the child, with a caring attitude, having no concern for teaching him this much or that much, as specified by the syllabus, we can form a proper child, who is ready to learn. And as he progresses to higher subjects like mathematics, science and higher English/Bengali/Hindi, it can be taught slowly and in a manner wherein the child learns by experimentation. For example, tables can be taught, not through the usual boring and strict way of mugging up the tables up to 9, but by making him himself realize, that when two is added five times, it gives ten and making him do the exercise a number of times fully understanding how these follow, as tables. This done, the student formed would be one, who is ready to experiment, loving the subject, fully understanding what he does. At the end of the day, a student who does this, would really want to learn it faster and would do so. Going on to English, comprehension and grammar exercises and short stories can be taught, in a way that makes him realize what the content of the story is, and make him develop a reading habit; reading classes can be organized, so as to develop his reading skills, and full scale discussion of the topics, with debates, speeches, etc. can be taken in order to develop his skills in public speaking, understanding the language, etc. As for science, â€Å"everything around us is science and can be understood if tried to† can be the key to the success in this path. The children can be taught to thus observe the phenomenon around, to learn form what he sees around him and only at this stage, remember (not blindly accept) that something he sees, like wet clothes drying up when it is kept in the sun, etc.; to this note, I remember a personal experience that I cherished: in class two, when we were being taught birds, we were asked to collect feathers of birds that had fallen, in order to study them, match them to find whom they belonged to, and even discuss on them. The experience of that class, as I still remember, was the most entertaining, enthralling and enriching one ever in my life. But sad it is, that few teachers are so innovative enough to draw our full attention, and let our interest in the subject rise to such an extent, where we learn so nicely that we remember those classes for our entire life. Coming back, this process can go on thus, and as for value education, classes should be based on yearly assessment of thoughts, not as in maintaining a diary, but as a class-work. Shifting up to the high school level, children from class six onwards can be allowed to go to the practical labs, to freely experiment with the instruments upon the teachers’ instructions, observing, making systematic recordings, and last but not the least, themselves inferring from the data they find, so as to find patterns in Nature. This can be nicely done in physics, if not chemistry – at least with organic chemicals the students can experiment, as for harsh ones, the teacher can perform the experiment, making the students infer from them. Thus, an ‘experimentative’ approach and curious nature would be instilled into the child’s young mind, as he passes through this elementary level of science, giving rise to the birth of the scientist within him. He should also be given full freedom to talk on the subject in the class, alone with the teacher, in word or in writing, so as to fully clear his/her doubts, and understand the subject deeper than ever. In a line, the student should not learn the laws, but derive them out of his activities. Moving on to class nine, the first six months can be classes of revision of whatever he or she had learnt in the junior classes. Later, new topics can be introduced, and in a very similar manner, he must be taught these. Hence, the final student that would be formed would not be the marks-seeker, but a true knowledge-seeker – thus at least the scientist. As for arts, students can be introduced to philosophy at an elementary level itself, not in the form of boring lectures, but by making them philosophize on everyday happenings, historical events, problems and solutions, etc.; thus he’d not need to learn philosophy, but develop a taste for finding philosophy in everyday life. Hence, when he/she will read texts of great authors, he’d immediately find the essence of it all. The same goes for commercial applications and economics, where he can be made to realize the truth behind all the business policies – through stories, and even experiments in the form of mock business sessions (even on very small imaginary ones, like buying a product of Rs. 2), to make the students understand the principles behind the complex business policies. He should also be given the proper mathematical background required behind this, as in pure statistics and some of pure and applied mathematics, and if a student is found interested more in some subject, which is not in his syllabus, he can well be taught the lesson after school. This method I believe,, will surely create not only a true student, but also a complete human being. As for the so-called ‘boring’ subjects of history and geography, it is the method of teaching alone, that makes all the difference. History can be taught by first drawing the interest of the student. Ancient history is a good place to start this practice, by making history an extension of literature and logic combined. He can be †¦ taught to learn not the whats alone, but taught more importantly the whys and hence, the deeper hows!

Biodegradable Polymers: Processes of Degradation

Biodegradable Polymers: Processes of Degradation Introduction The ISO definition of a biodegradable polymer is â€Å"an irreversible process leading to a significant change of the structure of a material, typically characterized by a loss of properties (e.g. integrity, molecular weight, structure or mechanical strength) and/or fragmentation. Degradation is affected by environmental conditions and proceeds over a period of time comprising one or more steps† Biodegradable and compostable processes are essentially the same mechanism of how materials irreversibly breakdown into their fundamental composition, CO2, H2O, CH4 and other low-molecular weight products. The major difference is on how they go about the decomposition, biodegradation occurs naturally where microorganisms metabolise the material, where as composting takes place under strict conditions rate of degradation and the end product is non-toxic. The process of composting will also be affected by the size of the particles, large pieces may not be compostable but shreds of the same material may be compostable. Materials can also be composted at homes and the end product used in gardening, but some materials may not compostable at home and may require an industrial process. Biodegradable and compostable polymers should not be confused with biopolymers, which are naturally occurring polymers that readily degrade in the environment, starch, cellulose, proteins are a few examples of biopolymers, while the former are polymers engineered to degrade in the environment through one or more mechanisms of degradation. The degradation of a polymer should into consideration the other mechanisms of material degradation (oxidation, hydrolysis, photo-degradation, thermal-degradation) which can affect the polymer before or during the biodegradation process, or maybe the only mechanism acting on the polymer [ 41.wang ]. As more people are becoming more eco-conscious and aware of global warming, although not directly responsible, more effort is put into discovering new sustainable plastics and better manufacturability of these degradable polymers. History and why bioplastics? The first polymers, or plastics as it generally known, recorded in history were produced by The Horners Company in London [BPF site] which used horn and tortoiseshell as the predominant early natural plastic in the year 1284. But it is in the early 18th century that the plastic industry started to build up its momentum, it is during the period Alexander Parkes invented the first plastic in the 1850s [makingthemodernworld]. Today polymers are the most widely used material playing in an important role in civil construction to human wellbeing. A pair in Germany were awarded the patent to their invention of Casein Plastic as the first bioplastic derived from milk, but it was in 1990 that ICI Ltd launched the first commercially available biodegradable plastic. With the world consumption of plastics increasing to 100 million tonnes annually , from 5 million tonnes in the 1950s,[M.Avella] and growing at a rate of 4% annually. They can only be recycled or dumped into a landfill, which are becoming scarce [J_H_Song] , and with more governments of the developed world taking advantage of the developing world, where they send their nations waste to be disposed to and where it cannot be dealt efficiently due to the lack of proper facilites. What goes into the landfills cannot be controlled and the mixture of waste releases toxic agents from the more volatile waste, and gases, most notably methane from the other degradable waste, into the atmosphere which would be difficult to capture it everywhere, which is utilised in the U.K. Total solid waste in the EU is 520 Kg/year per person of which 10%-15% is plastics, more than 50 Kg, of which 40% is sent to landfills [mooney brian p] which is about 10 million tonnes, with the EU population at 0.5 billion [eurostat]. Recycling polythene carrier bags rather than producing new plastic has many environmental benefits such as: Reducing energy consumption by almost 67% Produces 33% of sulphur dioxide and 50% of nitrous oxide uses almost 90% less water Emits almost 250% less carbon dioxide One of the most important factors that it saves 1.8 million tonnes of oil for one tonne of polythene recycled. [wasteonline] Not accounting for the total carbon footprint of the process. But recycling is not very efficient process compared to producing new materials, every time plastic is recycled it loses about 10% of it mass, [green plastics] reducing the mass of the material to 73% of its original after only 3 recycles. The current proven world crude oil reserves of about a total of 1,342 billions of barrels[eia.doe.gov, no title], is estimated to run out by 2040[imeche] at current rate of consumption, though there are critics who would oppose these figures, therefore even more urgency in developing sustainable biodegradable polymers by then is required with the population doubling. How they are made? Biodegradable polymers can be based on a variety of environmentally sustainable materials, or a combination of different biomass, and also from bacteria. The most basic material that is used is starch which is abundantly available, large quantities present in corn and potatoes but also all vegetables, and at a low price. Cellulose is another commonly and easily accessible material that is being used to produce bioplastics. Certain oil based polymers have a degree of biodegradability too, polymers such as polycarbonate, polyhydroxybutyrate and poly vinyl alcohol [ BrodyMarsh ] or other biomaterials added to make it biodegradable though it may not be possible for the polymer to degrade 100%. Not all biodegradable polymers are derived from biomaterials or oil some can be synthesised, Aliphatic polyesters [ mulch films ]. Starch Starch molecules are polymers of Glucose molecules, where all the sugars are oriented in the same direction, as shown in the diagram below. Starch is made up of two types of molecules amylose and amylopectin, depending on the type of the plant starch can contain upto 25% amylose and 80% amylopectin [Poon, introduction to organic]. Starch granules diameter are averagely in the range 5-40  µm, depending on the source, they are not suitable in the plastic industry as they are difficult to process during extrusion and injection moulding. Starch therefore has to be processed, physically and chemically, before it can be used as thermoplastic starch, TPS, which usually includes heating it up in the presence of water to form a gelatinous material, but may require further treatment as this type of TPS is not moisture resistant [ 36/41.wang ]. To ensure that polymers were degraded in the environment after their service life starch was mixed with a range of polymers, such as polyethylene [ 50 Ke.Ty ], but because these class of polymers contain non-degradable polymers which will not be degraded, and cannot be seen, they cannot be called biodegradable polymers. Thermoplastics starch are therefore mixed with vinyl alcohol to create composites that tend to be more stable, but reducing the starch content in the thermoplastic polymer composite will reduce the biodegradability of the polymer[37]. TPS mixed with other biodegradable polymers ensure a 100% rate of degradation, which is not the case as mentioned when mixed with other polymers. TPS are mixed with synthetic polymers such as poly-(lactic acids) (PLA), poly(glycolic acids) (PGA) etc. [50,ke.ty] PLA blended with starch can reduce the costs of the polymer in addition to greatly reducing its rate of degradation, the raw materials of PLA is produced by fermenting carbohydrates from renewable sources, such as corn [50]. Cellulose Cellulose is a type of polysaccharide, a carbohydrate, found in plant cell walls and the most abundant organic material on earth, 40% of all organic matter [ green plastics ], it is produced by plants by natural photosynthesis from CO2 and water, at an annual rate of 200 billion tonnes, of which 6 billion tonnes are used [ 45.simon.J ] . Cellulose is similar to starch with the main difference being the molecular arrangement, in starch the molecules are highly branched and in cellulose the molecules are linear. Due to the arrangement molecular structure of cellulose, it cannot be processed into a thermoplastic but has to be converted to derivatives e.g esters and ethers to reduce the intermolecular forces for molecular flow to occur under heat and shearing conditions, unlike processing starch it does not require moisture [ thermoplastic starch ]. Attempts to produce polymers from cellulose, like polymers from starch, during past half a century were discouraged by textbooks expressing that because cellulose has a rigid backbone it cannot be converted to a polymeric material [ 54.yoshioka]. The figure shows various polymer derivatives from starch and cellulose, with the hydrogen in the starch molecules replaced by the R groups to form different polymers [ 14.second grn rev ]. Nitrocellulose, a highly explosive material, for instance is produced by reacting cellulose with a nitrating acid, mixture of nitric and sulphuric acids, and with alcohol or a plasticizer, such as camphor to make it more flexible and mouldable, added to stabilise the process [ 40.azom ]. Cellulose acetate is one of the more important and used cellulose derived biodegradable polymers, usually prepared from high grade cellulose, obtained from fast growing tress or cotton linters [ 53.alexander ]. It is commonly prepared by synthesising raw cellulose acetic acid followed by acetic anhydride in the presence of sulphuric acid, which acts as a catalyst, producing primary cellulose acetate, known as cellulose triacetate. The triacetate can then be formed into a solution, using methylene chloride as a solvent, which can then be dry-spun to form fibres, to produce cellulose diacetate. Finally cellulose diacetate can be dissolved, acetone as a solvent, to form fibres known as cellulose acetate [ britannica ]. All three groups of cellulose acetate are similar, what differentiates them is the percentage of hydroxyl groups that are acetylated, according to the Federal Trade Commission, of America, 92% of hydroxyl groups must have acetylated to refer it as a cellulose acetate, els e the generally referred to it as cellulose triacetate [ 52.rulesreg] . To produce a process-able polymer the cellulose acetate particles is mixed with a liquid additive, mixing thoroughly using a high speed mixer resulting into fine grained powder and extruded to form granules. Processing parameters that apply are 20-30D screw-type mixer, temperature range 160-190  °C and pre-drying for 2 hours at 70 °C. These granules can then be subjected to standard thermoplastic processing techniques [ 53.alexander ]. Lignin is another second most abundant component of woody plants, 20% of all organic material [green plastics], which is not yet used to its full potential, small amount used in various industries. There are new methods being developed to produce lignocellulosic biomass. Proteins There is not a huge amount of information available on biodegradable polymers derived from proteins. One reason may be that plants do not contain a high amount of proteins to be efficient enough to produce polymers, such as 100 grams of corn contains only 3.22 grams of proteins but 19.02 grams of carbohydrates, almost 6 times as much. Soybean the highest protein containing 36 grams of protein and almost as much carbohydrates, but yielding only 50% of the crop per unit area when compared to maize [ 61.lobell ]. Protein just like starch and cellulose can be regarded as a polymer made up of chains of various amino acids. Proteins from various crops have been used to produce polymers, especially zein and gluten, produced in maize and wheat respectively. Zein-gluten composite polymer can be produced by having wheat gluten coated with zein, [ 62.kim,sanghoon ] . The process does not require extrusion processes or high temperature, but only requires of zein to be purified. Kim Sanghoon describes a relatively simple method of producing a protein based biodegradable polymer, from gluten, zein, ethanol and distilled water, and compressed in an aluminium mould. Other methods of producing protein based polymers include using wood fibres mixed with gluten is plasticized using glycerol, water and ethanol, and extrusion moulded,[ 65.Wu.Qiangxian ] unlike the Sanghoon method. Sources of proteins used to produce biodegradable polymers include feather-meal, waste animal proteins [60.feathermeal], soy bean [ 58.nanda], egg white [ 39. Egg white ]. Synthetic Biodegradable Polymers Biodegradable polymers can be synthesised in lab, but because the costs involved the materials are further mixed with a natural polymer, usually starch, as it is abundant and cheaply available or a cellulose derived polymer. A few of the synthetic biodegradable polymers to name are polyglycolide (PGA), polylactides (PLA) (also known as Poly (lactic acid)), polyhydroxyalkanoate (PHA). Synthetic polymers can generally offer greater advantages compared to naturally derived polymer, as they can be engineered to have the desirable properties, and have more consistency, unlike naturally derived polymers they do not depend on the source of the raw material which can influence the properties and quality of the final polymer. Aliphatic polyesters are the most widely and commercially used synthetic polymers available, a few are named above, other polymers that have emerged in the market are polyester containing aromatic moieties. The synthetic biodegradable polymers may be classified into three groups, but the literature will only review polyesters Polyesters Polymers containing both esters and other heteroatom-containing linkages in the main chains Polymers with heteroatom-containing linkages other than ester linkages in the main chain Biodegradable polyesters can be synthesised in a number of ways Polycondensation reaction diols and dicarboxylic acids Self-polycondensation of hydroxyacids Ring opening polymerisation Of the above three processes polycondensation, also known as step-growth polymerisation, and ring opening polymerisation are more widely. Some polyesters synthesised by polycondensation are Poly (lactic acid), Poly (glycolic acid), Polycaprolactone. The process involves the monomers of the two raw material reacting to progressively form long chain polymers, as the secondary name suggests. One disadvantage of the process is that the water production from the reaction must be continuously removed, leading to lengthy reaction times and producing varying chain length polymers. [ reviewed by 75.RaySmith/ 73. Okada ] Poly (lactic acid), a linear aliphatic polyester, based on lactic acid, which can be produced by fermenting carbohydrates or by chemical method. Lactic acid contains both the hydroxyl and carboxyl groups needed for polycondensation, but requires removal of water, by azeotropic distillation, as mentioned, to avoid poor yield, further production methods of various aliphatic polyesters is provided M. Bhattacharya.[ by Bhattacharya p337 in 75.RaySmith ] Ring opening polymerisation is a form of addition polymerisation, where cyclic monomers join a reactive centre (terminal end of a polymer),a range of anionic, cationic and coordinative initiators/catalyst are mentioned in scientific literature, to form long chain polymers though ionic propagation. [R Jerome p77 reviewed by 75.RaySmith]. Ring opening polymerisation is advantageous than polycondensation such that it takes place in milder reaction conditions and there are no side reactions, giving a more controlled end product [ 73.okada ], one of the most used polymers in the market Nylon 6 is produced using this process. The ring-opening polymerisation can be initiated by many organometallic derivatives of metals such as Al, Sn, Y, Nd, Yb, Sm etc, which have d-orbitals of favourable energy, metal alkoxides, e.g. aluminium alkoxides, tin alkoxides, may acts as typical initiators. Polyhydroxyalkanoates (PHA) are a class of biodegradable polymer, polyesters , produced by using bacteria, e.g. Pseudomonas, Bacillus, Ralstonia etc, especially members of the Halobactereicae, as the production centre. The PHA is synthesised within the bacteria that functions as an energy storing water-insoluble compound in the cytoplasm of the bacteria cell[80.anderson]. Bacteria that do not produce PHA can be modified to produce them, e.g. cloning PHA operon, nucleotide sequences of DNA that control the production of PHA, into E. Coli bacteria allows the production of PHA by the bacteria. PHA are then produced by the bacteria when it supplied with source of high carbon content, like glucose under nutrient-limiting conditions. The described way producing is considerably more expensive than oil based polymers there have been suggestions of using products from the food industry as a feedstock for the bacteria to produce PHA, malt waste from a brewery is one of the suggestions, where b acteria produced upto 70% polymer, of dry cell weight (DCW). [82. Yu.Peter] Recent research groups have been forced to find alternate methods of producing PHA, due to the costs involved in the conventional method, and have been experimenting successfully with transgenic plants, where the only raw materials required would be CO2, for carbon, and sunlight. Other areas that have attracted research to produce polymers of the PHA family are the cyanobacteria, that produce the P(3HB) by oxygenic photosynthesis, but their yield rates are very small compared to the conventional method.Synechococcus MA19, a unicellular thermopile, can store upto 55% DCW. [reviewed by 78. philip] Rubber Rubber is an elastomer and a polymer of isoprene, it can be synthesised or be derived from the Brazilian rubber tree, Hervea Brasiliensis, from which most natural rubber is derived, but unlike the name suggest, over 95% of natural rubber in 2008 was produced in Asia, mostly south Asia, but synthetic rubber still makes a greater portion of the market, 56% of the world supplied with synthetic rubber. Rubber like material was developed based on thermal polymerization epoxidized soybean oil (ESO) with triethlyene glycol diamine (TGD), which produce a polymer behaving as a rubber-like elastomer [reviewd in 107.soybean]. Another method to produce natural rubber is by using PHA, which is obtained from bacteria as described, which will therefore be completely biodegradable. The PHA surface is however hydrophobic making it difficult for the microorganisms to inhabit on the surface an degrade, hence its increasing its shelf life significantly, but still be degradable in a composting environment. [109.rubber bacteria] Properties and Enhancements The most important property for all biodegradable polymers, or degradable polymers, is that are completely degradable into basic components, CO2 CH4 and H2O , including any other organic compound, by the means of microbial attack, or any other naturally occurring process for the polymers that classified as degradable by other means. Properties of biodegradable material should be separated into three categories, the naturally derived polymers, synthetic polymers and the composite of these polymers. Naturally Derived polymers TPS shows excellent degradability and composting ability in the soil, partly due to the water solubility of starch. It also has a good oxygen barrier and is not electrostatically chargeable [ 7.Lorcks ]. Unmodified starch polymer have poor processability and mechanical properties, compared to the other polymers available, but plasticising the starch, by addition of water, can assist in processing of the starch, and treating it at a certain temperature would transform the starch into TPS, which show thermoplastic behaviour and properties. As seen in Figure the pure form of TPS has the least period of degradation, but treating it with other biodegradable polymer to enhance its properties increases the time it takes to completely degrade. Cellulose in water-insoluble and like starch fully degradable, and composed of D-gylcopyranoside units, but unlike starch, linked by ÃŽ ±-(1-4) bonds, it is linked by ÃŽ ²-(1-4) bonds. The molecular arrangement of cellulose, explained previously, and the bond type contributes to the longer periods it takes to degrade, which is transferred to the polymer it is based on. Cellulose will readily decompose on heating, therefore cannot be heated to process, but is synthesised into cellulose acetate which like starch shows properties and characteristics of a thermoplastic, but the time it takes to degrade is reduced as the cellulose content of the polymer is reduced. Cellulose and starch the two of most used and abundant organic compounds having similar properties, except the time to full degradation, both have the characteristic of their glass transition temperature and melting temperature being close to their decomposition temperature. M. Gaspar [83.reduce water absoption] conducted experiments to examine and improve water absorption in starch based polymers. The experiment contains four specimens of TPS, TPS w/Cellulose, TPS w/hemicelluloses, TPS/polycaprolactone and TPS w/zein each composite having the same proportion, by weight, of the additive. The results showed that TPS w/zein had the highest tensile strength Youngs modulus and TPS w/cellulose the lowest tensile strength and TPS w/polycaprolactone the lowest Youngs modulus. The table shows a few of the mechanical properties of the polymers described above, noting that the 2 different types of starch have significantly differently poreprties. Film type Test condition Tensile strength (MPa) Elongation at break (%) Water vapor permeability (gmm/m2daykPa) Reference Cassava starch 25 °C 75% RH 9.0-17.0 9.0-28.0 [86] Corn starch 25 °C 75% RH 3.8-4.3 4.0-10.0 [86] Low density polyethylene 38 °C 90% RH 7.6-17.3 500.0 0.08 [88] High density polyethylene 38 °C 90% RH 17.3-34.6 300.0 0.02 [88] Cellulose acetate 38 °C 90% RH 48.5-82.7 15.0-45.0 [88] Polyester 38 °C 90% RH 178.0 70.0-100.0 [88] Cellophane 38 °C 90/0% RH 7.27 [89] PLA is a synthetic biodegradable polymer, that is brittle and has poor impact strength, leading to failure of the material by cracking and tearing, and therefore preventing a more widespread use of the polymer in the packaging industry. Another PLA property is its natural yellow tint, which again is a factor that prevents it uses in the packaging industry, which leads to poor presentation of a consumer product. PLA is therefore blended with other biodegradable polymers (to keep it 100% biodegradable) to improve the properties that are most desirable. Usually is PLA mixed with plasticizers such as pole-ÃŽ µ-caprolactone, poly (vinyl acetate), starch, poly(hydroxyl butyrate), providing the PLA with more ductility, but having a negative effect on the tensile strength[91 to 99]. The brittleness of PLA can be counter acted by mixing it with a plasticiser, which also reduces the already low glass transition temperature further reducing its end product applications.[100 101] F.Byrne [90] tested PLA mixed various available masterbatches, commercially available polymer additives, to check the enhancements, and the results are as in table, of them all PLA dcS511-Ice clear appears to be the best option for an additive as it removes the tint from the material. Table Thermal, mechanical, optical and surface properties of PLA and PLA/masterbatch blends Properties determined Units PLA Biomax Strong PLA dcS511 PLA dcS515-N PLA dcS511-Ice clear Glass transition temperature oC 59 59 59 58 58 Melting temperature oC 150 150 151 150 151 Crystallinity % 9 0 5 7 4 Tensile strength MPa 68 66 67 66 64 Tensile modulus MPa 2.3 2.0 1.9 2.0 2.1 Impact strength N 90 390 90 90 90 Shore D hardness 69D 59D 64D 69D 64D Haze % 19.5 67.9 20.6 13.5 10.9 Yellowness index 7.2 10.0 5.8 10.8 0 Another method of improving the properties of polymers is by producing polymers, an example can be of PLA matrix with natural fibres which may include plasticizers, but still remain completely biodegradable. An experiment included using polypropylene (PP) and PLA matrix, including PLA with plasticizer, with flax fibres. The pure PLA had better mechanical properties than the pure PP, and reduced tensile strength as composites. The results showed the PLA with 30 wt.% flax fibre are a 50% stronger than similar composites made from PP, another study [104 sisal] used sisal fibre in a PLA/Starch composite but resulted in poor mechanical properties. PLA/triacetin, plasticizer, composite with flax fibre reduced the strength of the composite but made it more ductile, effect of the plastizer. PP/flax fibre of 30 wt.% are commonly used in industrial applications that has an elongation to break of 2.7% with a tensile strength of 29MPa, even though fibres greatly increased the PLA strength its ductility was reduced to successfully replace the PP composite a suitable fibre could be researched or PLA/15wt.%Triacetin with elongation to break 2.6% and tensile strength 37.2MPa could be used. When using natural fibres in a polymer matrix composite the inconsistency of natural fibres length and properties must be considered, therefore using synthetic biodegradable fibres, cellulosic origins, an even quality can be obtained[105.herrmann]. Degradation Oil based plastics are resistant to biodegradation, and most other forms of degradation, as the micro organisms responsible for the degradation of these polymers are unable to consume it, mainly due the impenetrable oil based matrix which are they are made from and the surface in contact with the soil is smooth [reviewed in 113 p,p,future] . Another class of polymers are the partially degradable are oil based polymers composites with a easily degradable fibre, e.g. starch, which breakdown as the microorganisms attack the starch and leave the oil based polymer particles behind, which degrade at a much slower rate, but unnoticeable because of the size. Complete degradation of a material occurs through various mechanisms, by microorganisms, light, water etc. Biodegradation can be generally be classified into two categories aerobic and anaerobic biodegradation, where the final products of each of the degradation are CO2, H20 and biomass of aerobic and CO2, CH4 and biomass of anaerobic. CPolymer + O2 à   CO2 + H2O + CResidue + C Based biomass Generally in plastics the amorphous region is more vulnerable to degradation by hydrolysis, as water is easily penetrated into this region. The degradation can be classified into surface degradation and bulk degradation, where surface degradation occurs when the degrading agents are not able to penetrate into the bulk layer of the material and act only on the material surface. Spherulites may be visible on the material undergoing surface degradation. It must be noted that materials in the environment may not be degraded by one specific mode of degradation but a combination of different mechanisms, so it would be sensible to consider degradation of a polymer in the soil to have two mechanisms of degradation acting on it, biodegradation and hydrolytic degradation, and photo-degradation if it is exposed to sunlight. Degradation can be considered to occur in two phases, disintegration and mineralization. The disintegration of polymers may occur through hydrolytic degradation, photo-degradation or thermal-degradation by exoenzymes, mediated or not [114. scott]. The hydrolytic degradation is most likely to occur and have a greater role in the process of the biodegradation of the polymer, the figure below shows the subdivisions of hydrolysis. The mineralization takes place when the microorganisms start to metabolize the disintegrated polymer particles and convert them to common inherent digestion products [6 Krzan]. Natural rubber exists in the environment the various microorganisms required to metabolise the polymer are already widely distributed in the environment. The process starts by the oxidation at the double bond of the polymer chain, leading to the formation of carbonyl, peroxide or epoxide groups. The microorganisms secrete a rubber degrading extracellular enzyme, which in a sense start a chain reaction, as lower-molecular weight fractions are further metabolised by the microorganisms. An industrial scale degradation

President Bill Clinton :: William Jefferson Clinton Essays

Bill Clinton After being governor of Arkansas for the past ten years of his life, he began to become impatient. Clinton had bigger things on his agenda, and he was eager to get started. Clinton was ready to make his high school dream a reality. Clinton announced his intention to seek the 1992 Democratic presidential nomination. In his campaigns outline, a booklet titled A plan for Americas Future, Clinton boldly declared that the future of the nation is in serious jeopardy and that he has suggestions, answers, and solutions to the problems which we face. Clinton had a plan to jump-start our economy in the short-term and a new long-term strategy to turn our countries economy around and restore the American Dream for all. While Clinton was governor, he was constantly coming up with new ideas, goals, and campaign tactics, just waiting for this moment to put them to use. Clinton didn’t waste a minute to start gaining popularity. Clinton possessed excellent campaigning skills. He had the ability to sharply identify issues in his favor. As most everyone does, Clinton had the tendency to give in to public opinion instead of trying to shape it. Shortly there after, Clinton was inaugurated as President of the United States in January 1993, after defeating George Bush senior. At 46, he was the youngest U.S. president since John F Kennedy was elected. He won the presidency with 43% of the popular vote and an Electoral College landslide. It goes to show that all of Clinton’s hard work and dedication paid off. One of the first things that Clinton was faced was dealing with the economic state of the country. Clinton inherited the largest federal budget deficit ever. He then took that debt and turned it right around. Clinton was able to gain back $230 billion. One of Clinton’s biggest goals while being President was to balance the budget. He worked long and hard at it and he also realized that it was going to be a long-term goal. Clinton realized that in order to get the nation back on track, taxes were going to have to be increased and there would have to be many spending cuts in order to achieve the goal at hand. Another one of Clinton’s top priorities was a new health reform. He was criticized that his proposal would be too expensive. Critics believed that his proposal would lead to government interference in the healthcare system.

Minority Voter Intimidation and Suppression in America Today Essay

Summary of Paper The Government of the United States is one which exists on the belief that all citizens of the country should have an equal say in the function of the government. In essence, this means all eligible citizens are guaranteed the right to vote and that, according to legislation passed decades ago, it is a crime to hinder ones right to vote. Despite this fundamental property of our democracy, several groups of people have, it seems, been marginalized and intimidated in such a way that their right to vote, as well as their effectiveness in elections, has been diminished. Stemming from conflicts during and following the Civil War, minority voters have consistently had to overcome immense obstacles to exercise the fundamental right, which was assured to them in the Constitution of the United States. Beginning with the use of incredibly violent and straight-foreword means, the suppression of the minority vote has morphed into something that is difficult to combat. Over time, as legislation has been introduced in an attempt to eliminate the intimidation of minorities, the methods utilized to intimidate have been forced to adapt and become stealthier. After the Voting Rights Act of 1965, the federal government was able to enforce keep discriminatory voting practices from going into effect in many states. Still then, the violations continued and the methods for suppressing minority voters only changed. Even today, certain groups are utilizing tactics such as voter legislation and voter marginalization to make minorities feel as if their votes do not count or that it is too difficult to cast a vote. Things such as voter identification laws, misleading informational campaigns, and intimidation are all tactics that have been utilized in the most recent American elections. In order to stop the spread of these tactics and ensure minority voters are guaranteed the rights of every other citizen, action must be taken in a variety of ways. Suppression of the Minority Vote The Government of the United States is one which exists on the belief that all citizens of the country should have an equal say in the function of the government. In essence, this means all eligible citizens are guaranteed the right to vote and that, according to legislation passed decades ago, it is a crime to hinder ones right to vote. Despite this fundamental property ... ...r the ongoing problem. The only real long-term solution proposed would establish some sort of commission for voting equality, which would oversee all elections and electoral legislation, though such a commission would certainly be nearly impossible. Works Cited American Civil Liberties Union, â€Å"Reaffirmation or Requiem for the Voting Rights Act?† CBS News. N.p., 29 Oct. 2012. Web. 6 Dec. 2014. . Election Protection. N.p., n.d. Web. 6 Dec. 2014. . "G.O.P. to Expand 'Ballot Security' It Used in Jersey." New York Times. N.p., 9 Nov. 1981. Web. 6 Dec. 2014. . "Voter Fraud and Voter Intimidation." United States Commission on Civil Rights. N.p., 13 Oct. 2006. Web. 6 Dec. 2014. . "Voter Intimidation and Suppression in America Today." People for the American Way. N.p., n.d. Web. 6 Dec. 2014. . Minority Voter Intimidation and Suppression in America Today Essay Summary of Paper The Government of the United States is one which exists on the belief that all citizens of the country should have an equal say in the function of the government. In essence, this means all eligible citizens are guaranteed the right to vote and that, according to legislation passed decades ago, it is a crime to hinder ones right to vote. Despite this fundamental property of our democracy, several groups of people have, it seems, been marginalized and intimidated in such a way that their right to vote, as well as their effectiveness in elections, has been diminished. Stemming from conflicts during and following the Civil War, minority voters have consistently had to overcome immense obstacles to exercise the fundamental right, which was assured to them in the Constitution of the United States. Beginning with the use of incredibly violent and straight-foreword means, the suppression of the minority vote has morphed into something that is difficult to combat. Over time, as legislation has been introduced in an attempt to eliminate the intimidation of minorities, the methods utilized to intimidate have been forced to adapt and become stealthier. After the Voting Rights Act of 1965, the federal government was able to enforce keep discriminatory voting practices from going into effect in many states. Still then, the violations continued and the methods for suppressing minority voters only changed. Even today, certain groups are utilizing tactics such as voter legislation and voter marginalization to make minorities feel as if their votes do not count or that it is too difficult to cast a vote. Things such as voter identification laws, misleading informational campaigns, and intimidation are all tactics that have been utilized in the most recent American elections. In order to stop the spread of these tactics and ensure minority voters are guaranteed the rights of every other citizen, action must be taken in a variety of ways. Suppression of the Minority Vote The Government of the United States is one which exists on the belief that all citizens of the country should have an equal say in the function of the government. In essence, this means all eligible citizens are guaranteed the right to vote and that, according to legislation passed decades ago, it is a crime to hinder ones right to vote. Despite this fundamental property ... ...r the ongoing problem. The only real long-term solution proposed would establish some sort of commission for voting equality, which would oversee all elections and electoral legislation, though such a commission would certainly be nearly impossible. Works Cited American Civil Liberties Union, â€Å"Reaffirmation or Requiem for the Voting Rights Act?† CBS News. N.p., 29 Oct. 2012. Web. 6 Dec. 2014. . Election Protection. N.p., n.d. Web. 6 Dec. 2014. . "G.O.P. to Expand 'Ballot Security' It Used in Jersey." New York Times. N.p., 9 Nov. 1981. Web. 6 Dec. 2014. . "Voter Fraud and Voter Intimidation." United States Commission on Civil Rights. N.p., 13 Oct. 2006. Web. 6 Dec. 2014. . "Voter Intimidation and Suppression in America Today." People for the American Way. N.p., n.d. Web. 6 Dec. 2014. .

Ethics of Conspiracy Theorizing Essay

In the context of this essay conspiracies will be defined where a proposed explanation E is a conspiracy theory if and only if E is a proposed causal explanation of an event (or set of events) which postulates secret plans and actions on the part of the group and E conflicts with the official story (or stories) of the same historical events. In this instance the official story will be defined where an explanation of an event E is an official story if and only if the explanation is a theory endorsed in a conventionally recognized way by an individual or institution that bears the relevant legal responsibility for events of type E, and for providing information to the public about them. In some cases conspiracies are morally permissible however usually they are the result of nefarious motivations on the part of the conspirators. In this essay I will use the examples of the Watergate scandal and the September 11 terrorist attacks to explain how in this respect conspiracy theorizing is more often morally permissible due to the just motivations of the conspiracy theorizers and the benefits conspiracy theorizing lends to our society. It is common knowledge that governments and political bodies around the world have engaged in conspiracies. A well known example of this is the Watergate scandal which occurred during the presidency of Richard Nixon. The Watergate scandal took place in the Watergate complex in Washington DC on the 17th of July 1972. The complex was the site of the Democratic National Committee headquarters where five men were found breaking and entering. All the men were connected to President Nixon’s Committee to Re-elect the President. This prompted an investigation which discovered many more illegal activities connected to President Nixon’s staff including campaign fraud, political espionage and sabotage, illegal break-ins, improper tax audits, illegal wiretapping, and a â€Å"laundered† slush fund used to pay those who conducted these operations. In this case the conspiracy was indeed the result of nefarious motivations on the part of President Nixon and his staff. While many and possibly most conspiracies are the result of similar motivations not all conspiracies are malevolent. For instance a conspiracy may (though perhaps not legally) be benevolent when the conspirators are acting in a way to protect the interests of the people. Reasons for this could be to prevent a counterproductive panic caused by revealing their plans before they are ready. Another conspiracy that would be both benevolent and responsible on behalf of the government would be conspiring to keep their nation ignorant of particular military actions in order to protect both the soldiers and the population that they govern. This would be the most responsible action on behalf of the government as it is their role to protect the people as best they can, in this case by way of a conspiracy. Although it is conceivable that there are some benevolent conspiracies where conspirators are trying to benefit society I think it holds true that the majority of conspiracies are caused by conspirators with nefarious intentions. It is obvious from conspiracies and cover ups like the Watergate scandal that conspiracies do take place (if not commonly) and so it follows that logically the existence of conspiracies altogether cannot be denied and furthermore it is irrational to disbelieve the existence of conspiracy theories. With this in mind it seems both reasonable and logical to conclude that conspiracy theorizing is a rational and possibly beneficial part of society. Steve Clarke supports this in â€Å"Conspiracy Theories and Conspiracy Theorizing (2002)† by proposing that ‘‘the conspiracy theorist challenges us to improve our social explanations’’ whereby he means that conspiracy theorists are invaluable to society as their existence pressures epistemic authorities such as the government to be careful in its practices and to ensure their ventures are kept above board. Clarke also reminds us that occasionally ‘‘the conspiracy theorist identifies a genuine conspiracy. ’ In contrast to Clarke, critics of conspiracy theorizing claim theorists cause unrest amongst society as they damage the trust between governments and their citizens. This is due to the way in which conspiracy theories often portray the government and government officials as being nefarious and underhanded in their dealings thus weakening the trust between society and the government. Similarly critics claim that conspiracy theorists create unrest amongst society by fostering negative beliefs about the government and the causes of historical events. Critics of conspiracy theorizing propose that unwarranted conspiracy theories have the potential to cause undesirable and harmful results. This is illustrated well by Mark Fenster in â€Å"Conspiracy Theories: Secrecy and Power in American Culture (2008)† where he postulates that ‘‘left critics argue that proper political analysis leads directly to effective political activity. Identifying both the general and historically specific economic and political structures that dominate enables activists to organize protests strategically and to build collective, alternative institutions in order to effect real social change. Conspiracy theory, on the other hand, either misattributes dominance to individuals, or simplistically places the blame for the ills of the world on individuals rather than on underlying, structural causes. As a result, it cannot lead to effective political activity; rather, it leads to harmful scapegoating; or it misleads activists into thinking that merely removing an individual or a secret group will transform society. † Arguments such as this are the cause of moral debate around conspiracy theorizing. The attacks on the Twin Towers, the 7 World Trade Centre building and the Pentagon in New York City and Washington D.  C in America on September the 11th 2001 became a catalyst for many highly publicized conspiracy theories. These conspiracy theories argue against the official story which states that the attacks were carried out solely by Al-Qaeda -a militant Islamic organization headed by Osama Bin Laden. The official story proposes that four commercial passenger airlines were hijacked by 19 members of Al-Qaeda. Two planes, American Airlines flight 11 and United Airlines Flight 175 were hijacked and flown in a suicide mission into the north and south towers of the World Trade Centre in New York City. Both of these towers collapsed within 2 hours due to structural damage caused by fires from the initial plane crash. The third plane, American Airlines Flight 77, was flown into the headquarters of the United States Department of Defense in the Pentagon in Arlington County, Virginia. This caused parts of the western side of the pentagon to collapse. The fourth plane, United Airlines Flight 93, was intended to be flown into the Capitol of the United States, Washington D. C but instead crashed into a field in Pennsylvania when passengers attempted to gain control of the plane. One of the most noteworthy conspiracy theories regarding the September 11 attacks states that the collapse of the Twin Towers and 7 World Trade Center was caused by controlled demolition on the behalf of the United States government as opposed to the structural damage caused by fire which was quoted in the official story. Many physicists, architects and other intellectuals argue that the impact from the aircraft and the resulting fires could not have weakened the buildings to the extent which could cause them to completely collapse. Instead, conspiracy theorists posit that explosives were installed in the building on behalf of the government prior to the attacks. According to conspiracy theorists there is much errant data to support this such as accounts of people hearing explosions in the lobby while trying to escape the building. High profile conspiracy such as those pertaining to the September 11 terrorist attacks serve the well-being of society. They help to regulate the governments actions. Conspiracy theories are invaluable in keeping an honest government that is pressured to act within the law -especially if the government is aware that their citizens may question the official story. Governments have the capability to be respected leaders for the people or sources of harm, in a society where conspiracy theories have the ability to become such widespread public knowledge (such as the conspiracy theories surrounding the September 11 terrorist attacks) they ensure that the government remains working for the citizens as they are prepared to be scrutinized. In this way conspiracy theorizing is extremely beneficial to society which makes conspiracy theorizing morally justifiable. Another way in which conspiracy theorizing is beneficial to society is the how it encourages citizens to think for themselves in a way that otherwise they may not. Conspiracy theorizing allows individuals to challenge the official story rather than mindlessly believing stories that have been spoon fed to them by the relevant epistemic authorities and the media. Conspiracy theorizing also offers alternative explanations than the official stories such as arguments based on facts to consider rather than the stories spoon fed to them by the government. The media is an important tool for the conspiracy theorist, in most western countries the press has liberty to publish conspiracy theories and there are even some magazines such as the â€Å"Sceptic† magazine which is available worldwide. The freedom of the media aids the governments awareness that they could very publicly be caught out in a conspiracy. Being caught amongst a conspiracy would be tragic for any democratic government since they would lose so much public support which is necessary as one of the most important things to them is being re-elected. Because governments need public support so much they would indeed be very careful about the conspiracies attempted under their power. While most conspiracies are prompted by nefarious motivations the same is not true for conspiracy theories. I believe the key to the morality of either are the intentions of the conspirators or the theorists, regardless of the outcome. The varying morality of conspiracy theorizing and even conspiracies themselves can be explained by the doctrine of double effect. This doctrine states that an action that results in harm is morally permissible if it is the side effect of a morally good initiative. The doctrine proposes that if doing something intended to be morally good has a morally bad consequence as a side-effect then it is ethically permissible on the condition that the morally bad side-effect wasn’t intended even if it was foreseen to probably happen. An important feature of the doctrine states that the good result must be brought about independent of the bad one, the bad result must not be the means to the good result. To assist in helping my point about the difference in moral permissibility I will use the following hypothetical example: There is a large munitions factory set to be bombed by a bomber pilot. The pilot knows the munitions factory is next to an orphanage and that as a result of bombing the munitions factory a collateral of 2,000 civilian casualties are predicted. However bombing the munitions factory will defeat the enemy and protect other lives. I contend that the actions of the bomber may be morally permissible. However, if I alter the case just slightly: A bomber pilot is set to bomb a munitions factory. The pilot knows that the munitions factory is next to an orphanage and that 2,000 civilian casualties are predicted. In fact, bombing the munitions factory is the fastest and easiest way to cause such a number of casualties and this is why the bomber has chosen to bomb the factory. This will weaken the enemy’s esolve with the side-effect of getting rid of their munitions factory. I contend that in this instance the bomber’s action is obviously morally impermissible. Though this example seems unrelated to conspiracies and conspiracy theorizing it illustrates how the motivation behind an action deems its status of morality. In the case of conspiracy theorizing, a moral conspiracy theory would be one where the theorist truly believes they have uncovered a nefarious conspiracy and that by exposing it to the public they would be greatly benefitting society. The doctrine of double effect would apply for instance in the following two cases: In the first scenario Mandy notices lots of errant data regarding actions made by the government. Adding this data up Mandy believes she has unravelled a nefarious and underhanded scheme by government officials. Mandy truly believes that citizens ought to be aware of this conspiracy and that publicizing her conspiracy theory is in society’s best interest. Mandy knows that her theory negatively implicates many government officials and could be very harmful if she turns out to be wrong. In this case, regardless of whether or not Mandy’s claims turn out to be true her initial motivations were for the good of society. This is similar to the first scenario of the pilot bombing the munitions factory in that the bad result is just a side-effect of the morally good intention. I propose that in this way conspiracy theorizing can be morally just and in the cases where the theorist is proven correct society is reminded of the benefits of conspiracy theorizing. In the second case Mandy, who has been fired from her position in government administration notices the same errant data. Mandy links this data together and formulates a conspiracy theory which negatively implicates her previous superiors. While Mandy in this scenario may also have the intentions of publicizing her conspiracy theory in order to make people aware of a nefarious scheme on the part of the government, she is still motivated by the thought of harming the reputation of her previous superiors. In this case the doctrine states that Mandy’s actions were morally wrong as the morally wrong result was not a side effect of the morally good action. Rather, the morally wrong result of harming her previous superiors was one f the two intended concequences so in this case conspiracy theorizing would be morally wrong. Even though the two scenarios may have the same consequence it is the difference in motivation that alters the moral permissibility. I postulate that this is the same for all conspiracy theories, this means that when motivated by the intention to benefit society conspiracy theorizing is morally permissible. In the case of the September 11 terrorist attacks the moral permissibility of conspiracy theories surrounding the event depend on the intentions of the conspiracy theorists. If the intentions of the theorist are to benefit society by making us aware of a nefarious conspiracy surrounding the government of the United States then I propose that conspiracy theorizing would be morally justifiable. Though the United States government is portrayed to be nefarious and underhanded in this conspiracy theory if this is not the intended result of the conspiracy theorist but a negative side-effect brought about by the good action then conspiracy theorizing in this instance would remain morally justified. However, if the intention of the conspiracy theorist was to undermine the government by weakening the trust between them and their citizens then I conclude that conspiracy theorizing for this purpose (despite any morally good side-effects) is morally unjust. As I have shown clearly in my essay there are many situations in which conspiracy theorizing is a moral good. It is obvious that conspiracy theorizing is beneficial to our society as it pressures the government to work for the well-being of their citizens as they are prepared to be scrutinized. Conspiracy theorizing is also morally justified by the benefits it lends to individuals freedom of speech as well as the freedom of the press. As I have explained in this essay, the doctrine of double effect illustrates how the moral permissibility of conspiracy theorizing often rests upon each conspiracy theorists motivations. I conclude that while most conspiracies are the results of nefarious motivations the same is not true for conspiracy theorizing, instead conspiracy theorists are often motivated to benefit society in some way or another and in these cases their conspiracy theorizing is morally justifiable.