Effects of High-energy Radiation on Organic Compounds.

Burton, Milton

doi:10.1021/j150453a019

Cited by 15 publications

(21 citation statements)

References 8 publications

(10 reference statements)

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“…Differences are observed between the radiolysis patterns of liquids and molecular crystals of the same materials, but these seem to be more the exception than the rule and may generally be attributed to stronger caging cffccts in the solid than in the liquid (52). For example.…”

Section: Solidsmentioning

confidence: 94%

Fundamentals of Interaction of Ionizing Radiations with Chemical, Biochemical, and Pharmaceutical Systems

Schulman

1973

Journal of Pharmaceutical Sciences

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Section: Solidsmentioning

confidence: 94%

Fundamentals of Interaction of Ionizing Radiations with Chemical, Biochemical, and Pharmaceutical Systems

Schulman

1973

Journal of Pharmaceutical Sciences

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“…Obviously, benzene is less reactive than cyclohexane by a factor of more than 100. The reasons for this resistance to radiolysis are apparently related to the fact that excited benzene, C6H6+, and C6Hr,+ are all highly resonant structures, that, excited particles formed by neutralization of the ions (i. e., in step II see the Eyring-Hirschfelder-Taylor theory) are also highly resonant, and that in consequence the excited particles for the most part survive long enough for occurrence either of molecular deactivation or of fluorescence before possible decomposition (15,16,46).…”

Section: Theory and Illustrationsmentioning

confidence: 99%

“…H 4-OH -> H20 ( 6) 15 Allen has also prepared a review of the radiation chemistry of aqueous systems for the volume on "Chemical Effects of High-Energy Radiation" (M. Bui-ton, Editor) of the National Nuclear Energy Series, McGraw-Hill Book Company, New York, which still awaits publication. Reaction ( 6) is not the only path by which hydroxyl can disappear.…”

Section: Theory and Illustrationsmentioning

confidence: 99%

An introduction to radiation chemistry

Burton¹

1951

J. Chem. Educ.

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Education seems always to be in the midst of a crisis-or even simultaneously in several. One of those in which it is involved just now does nothappily-particularly concern science education. But although the heat has been generated in the social and political areas there is no telling when the fever will spread to others. It came to a head in the recent "Pasadena incident," the details of which need not be recounted. A superintendent was brought in to reorganize and improve the school system. He proved too "progressive" for his constituency; the principal complaint was that his innovations ignored the rights of the home and prepared pupils for a life of social regimentation rather than one of intelligent individualism. Bloodhounds thought they detected a vague scent of communism. Public furor and the failure of a bond issue to implement the new program led to the superintendent's resignation. The wild debates brought out the clear issue: to what extent is the younger generation to be subject to the "educational experts"; what, if anything, shall the home and the rest of society have to say about educational policies, the curriculum, etc.? This is not a new issue, by any means.The question is always being asked: "Who tells the teacher what to teach?" The school and the home are not always at peace, although society must of necessity charge the school with the responsibility for education of the child.

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“…Because aromatic compounds are much more resistant to radiation than aliphatic compounds (2,4,5), it was logical to attempt to design aromatic molecules with optimum physical properties and lubrication characteristics; the polyphenyl ethers offered the greatest potentialities. Consequently, many of their properties such as viscositytemperature coefficients and oxidation, thermal, and radiation stabilities, as well as lubrication characteristics, were investigated in detail.…”

mentioning

confidence: 99%