Causes And Effect Of Brain Injuries - 2037 Words

Brain injuries, like the case described below, can cause direct contact to specific parts of the brain, resulting in the need for rehabilitation and social or psychological support. It’s destructive injury not only to the person who has the injury, but also to the people around that person. A year ago, a young boy was involved in a car accident. Upon impact of the car, a speaker box in the back seat came forward and the corner of the box penetrated the back of his skull. He was knocked unconscious, but once the ambulance arrived, they were forced to put him into a medically induced coma to stop the inflammation and swelling of the brain from the wound. The parts of the brain affected by this accident were the occipital lobe and the parietal lobe. All occipital injury affects can vary from visual impairments and hallucinations, while in the temporal lobe, right hemisphere damage could see dramatic changes in personality or the regression of a previous personality. All these symptoms occurred within this individual and have been evaluated. The patient finally recovered after 5 months. Included was a 2-month coma to reduce inflammation in the brain to keep it from swelling too large and compressing against the skull. Upon waking the patient after the two months of the coma , the patient still suffered from seizures, forcing the medical staff to keep him in the coma. They repeatedly tried bring him out of the coma, but got the same result, so they kept putting him backShow MoreRelatedPhineas Gage Suffers a Traumatic Brain Injury1289 Words   |  6 Pagestraumatic brain injury. While working at a railroad site, an iron tamping rod (43 inches long, 1.25 diameter) went through his left cheek, through his brain, and out the skull. He surprisingly ended up surviving this traumatic injury. After a month in the hospital, he was back out on the street. Once a nice, caring person, Phineas turned into an aggressive man who could not even keep a job. Just like Phineas Gage, a TBI can potentially change everything. Brain studies on traumatic brain injuries are increasingRead MoreConcussions : A Concussion As An Immediate And Transient Neural Function Post Traumatic Impairment1627 Words   |  7 Pagesacceleration are the leading causes of concussion in sports. H owever, not all reported loss of consciousness mean it is a concussion. The public mostly associates concussion with sports such as football, ice hockey, and boxing and it is not a major problem in other sports. The assumption is that most of these sports-related traumatic brain injuries that occur are concussions. Sports concussion is a common injury and requires attention as it has major effects such as brain damage. Concussions are healthRead MoreEssay about Post Concussion Syndrome860 Words   |  4 Pagesirritability that can last as little as a week and up to months after a head injury. The causes can be a traumatic blow to the head or neck injuries in which the patient does not have to lose consciousness. The effect of being injured can do permanent damaged to the brain and nervous system. Dealing with Post-concussion syndrome not only can have a physical effect, but a psychological one as well (Mayo clinic page 2). The cause of Post-concussion is still a mystery. Doctors sometimes have given theRead MoreEssay about Concussions Around The World685 Words   |  3 PagesEvery 21 seconds, someone in this country encounters a brain injury. Concussions are brain injuries caused by jolts or hard hits around the head. When the tissue of the brain slams against the strong, thick skull in your head, a concussion is very common. This leads to either swelling of the brain, â€Å"torn blood vessels, or injury to the nerves.† (Haas) Eventually, the result will be immediate, delayed, or even permanent loss of your own brain. In the next four paragraphs, I will describe to you howRead MoreTraumatic Brain Injury Essay1024 Words   |  5 PagesTraumatic Brain Injury: Living with TBI and the effects on individual and caregivers Traumatic Brain Injury is otherwise known as TBI. â€Å"Traumatic brain injury, a form of acquired brain injury, occurs when sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue† (NINDS, 2010). There are two main types of TBI, closed head injuries such as head hitting a windshield and penetratingRead MoreThe Effects Of Traumatic Brain Injuries On Children899 Words   |  4 Pages Traumatic brain injuries (TBI) are the one of the leading causes of cognitive impairments in children (Ryan, p. 86). In any given year, the United States will have about 475,000 cases of TBI in people under 14 years old (Lewis, p. 348). While, injuries such as these in adults can be severe, the effects of the injury on a child’s developing brain may be devastating. A lesion on a rapidly developing brain may be particularly detrimental, often resulting in delays or cessation of development (BraineRead MoreAthletes And Concussions With Concussions1738 Words   |  7 PagesFacts). A concussion is a traumatic brain injury that causes swelling of the brain s soft tissue and disrupts normal brain function (Concussion). A concussion has potential to impact memory and coordination for the rest of the athlete s life along with lead to other, more serious, brain injuries. In order for athletes to reduce the effects from concussions, they need to be educated on the symptoms, ways to avoid the injury, and the possible lifelong effects. For an athlete to report a possibleRead MoreThe Effects Of Concussions On The Brain1164 Words   |  5 Pages[ABSTRACT] Concussions are complex cerebral injuries that result in a series of metabolic events within the brain. The changes are seen in the fragile neuronal homeostatic balances where changes in the elevations of glutamate and potassium have been identified. The effects of concussions have also been seen in the functioning of the brain rather than in the structure of the brain itself. Being identified as mild traumatic brain injuries, occurring due to a bump or jolt to head or neck, concussionsRead MoreTraumatic Brain Injuries772 Words   |  4 PagesSilent Epidemic It only takes a split second for a jolt to the skull to cause extensive damage and serious impairment of the voluminous and vital neurological functions. Who would be your power of attorney? How would you pay for the medical bills? Questions the majority of people never even think of- you never think it could be you. Effects may be long term or short term, depending on the gravity of the incident. Traumatic Brain Injury (TBI) is a serious public health problem in the United States. BasedRead MoreAthletic Trainers And Other Health Care Professionals1498 Words   |  6 PagesAthletics has become very popular and diverse in our society. With athletics, come many serious injuries including cerebral concussions. A cerebral concussion is defined as a transient neurological dysfunction of the brain resulting from a biomechanical force.1 A concussion is a subset of a mild traumatic brain injury (MTBI) which is generally self-limited and at the less-severe end of the brain injury spectrum.2 Sports-related concussions are occur frequently in contact and collision sports at all

Bullying Is Not Right And Needs - 1093 Words

The sheer antipathy and animosity I have towards bullying is why I think it should be eradicated. Bullying is simply not right and needs to be stopped. Suicide, this is a precarious topic, is it not? But guess what it happens, it is a fact of life. Did you know 30% of young people have gone on to self-harm as a result of bullying? Did you know 1 in 65,000 children aged 10 to 14 commit suicide each year? This is not due to family problems, depression, abuse, but due to bullying. There are various types of bullying; physical bullying which includes hitting, kicking, tripping, pinching, pushing and injurious behaviour. These are done deliberately, repeatedly to someone. There is a certain type of bullying which is becoming more of a defiant problem; cyber bullying. Cyber bullying is the act of causing harm to others using digital media like mobile phones, emails, social networking sites and general internet use. One of the most common forms of internet abuse, as many inhuman people hide behind a computer saying obnoxious, unpleasant and vile things to someone as they cannot say it in real life. Are you aware that over 55% of adolescents and teenagers have been bullied? About the same number have been engaged in cyber bullying. Are you also aware, that more than one third of young people have been threatened online? Whether it is an empty threat or a violent threat, it s still a threat. Cyber bullying leads to people to suffer low self-esteem and a damaged view ofShow MoreRelatedShould Bullying Be Long Term?847 Words   |  4 Pagesthat around 46% of young people, have witnessed or been the victim of bullying during their childhood (Choices, 2016). Although there is no official legal definition of bullying, it is suggested that it is a repeated and negative behaviour which is deliberately used to hurt someone either physically or emotionally (Lives, 2013). There are many form of bullying including the most common; physical, verbal, relational and cyber bullying. It is often motivated against specific groups, including religionRead MoreBullying Argumentative essay970 Words à ‚  |  4 PagesArgumentative Essay 25 November 2013 Bullying Have you ever seen or experienced bullying and the dramatic effects it has on its victims? Unfortunately nine out of every ten students have experienced bullying in school or online. Many people believe that bullying is a part of growing up and kids do not know any better. Bullies are intentionally causing mental and or physical damage to their victims, which will affect them for the rest of their lives. Bullying has shown that it can cause self inflictedRead MoreThe Effects of Bullying, Especially on LGBT Youth927 Words   |  4 Pageswell as adults is bullying. To find out more about this issue I will be looking into six articles that explain what bullying is, who is affected by bullying, the effect on LGBT children and what can be done to solve the problem of bullying. On this paper first, I will talk about what bullying is and the history of it. Second, I will talk about policies that exist regarding bullying, and how it affects LGBT families. Finally, I will talk about pro grams that help prevent bullying. According to GreeneRead MoreThe Common Types Of Bullying864 Words   |  4 Pagesreally know what’s right from wrong? Think about the concept of these questions and how it is changing our society. We have several issue in our society today. Bullying is a big problem, mainly in kids and teens. Bullies need to learn to â€Å"love one another’, and for the bully not put all their anger on another because of certain situation are not going right. This issue is stressing our society and possibly reshaping our future. There are four common types of bullying. All these types canRead MoreWorkplace Bullying Essay examples910 Words   |  4 PagesIntroduction Workplace bullying is a widespread issue in which people need to be educated on in order to put an end to it. Its causes are complex and multi-faceted and yet preventable. Workplace bullying puts unnecessary strain on the employees It is the employer and organizations responsibility to provide a bully free environment for their employees. Employees should have the right to feel safe in their work environment and be free from workplace bullying. Employers need to be held accountableRead MoreBullying in Todays Society Essay1252 Words   |  6 PagesBullying In Today#8217;s World. Approximately 12, 8-10 year old children commit suicide every year because they are victims of bullying. Whereas 1.3 million children a year bully others. What is bullying? As defined in the Merriam-Webster dictionary, one who hurts or intimidates others. This assault may occur in two principle forms, verbal or physical. There are specific reasons why bullying happens and specific solutions that could help save as many as 12 lives a year. BullyingRead MoreTeens as Victims of Cyberbullying1482 Words   |  6 Pages â€Å"Around half of teens have been the victims of cyber bullies,† Richard Webster from the â€Å"Cyber bullying is when a person or a group is trying to embarrass and harm or intimidate those who are weaker than them†. â€Å"Cyber bullying to texting: What’s on your kids ‘Cell?† What is cyber bullying? The Stop bullying Organization explains what the meaning of cyber bullying is. Cyber bullies are able to use cells phones and the internet to make it very easy bully other people. Lawmakers and Schools shouldRead MoreBullying : Bullying And Bullying1387 Words   |  6 PagesAn average bullying session lasts about 37 seconds; an adult intervenes in the problem about one in twenty-five times (Bullying Facts). Bullying is seen as aggressive and unwanted behavior between two or more people (Aspa).   Most people who are not involved in the actions going on do not really kn ow it’s happening.   Most parents do not even know when their child, or children, are being bullied (Bullying Facts).   Bullying can be prevented if the right consequences take place.   Parents and schoolsRead MoreBullying And Victims Of Bullying1607 Words   |  7 PagesRationale: Bullying has become a relevant and serious problem over the past decade, especially among children between the ages of 4 and 16. Bullying is defined as unwanted, aggressive behaviors such as threats, spreading rumors, or attacking someone physically or emotionally. Additionally, in recent years cyber-bullying, which is considered bullying on the Internet, has increased. Not only can bullying cause detrimental problems in the future for the victim but, research shows that the bully him/herselfRead MoreSocial Medi Not So Ideal? Essay929 Words   |  4 PagesAccording to the article Bullying Statistics, â€Å"19.6% of high school students in the US report being bullied at school and 14.8% report being bullied online† (â€Å"Bullying Statistics†). Children of all ages are now involved with so much technology and social media that it has become a problem in society. Instead of using social media and technology for good and fun, children are now using it to bully others. Th is problem has been defined as cyberbullying. â€Å"Cyberbullying is bullying that takes place using

Peter the Great Argumentative Essay Example For Students

Peter the Great Argumentative Essay Towards the end of the seventeenth century Russia differed very little from what it had been at the end of the fifteenth. During the reign of Peter the Great Russias desire for change and a quest for progress was reaching levels comparable to those of Europe. Peter the Great is associated with the movement of Russia from the Medieval world to the Age of Enlightenment. Throughout the centuries historiographical debate has been in progress. There was a debate between historians who consider Peter the Great as a great Tsar of Russia and those who perceive him as an autocratic tyrant. Scholars ask if Peter the Great did indeed open the Window to the West, ans if so what kind of window, and what aspects of the West? The interpretation of Russias past remains a subject of debate among historians. Image and accomplishments of Peter the Great with each generation produce different attitudes. What views are put forward by Peters contemporaries and modern historians? How did advocates and oppo sition portray the reign of Peter the Great? These are important questions to ask in an explanation on how Peter the Great was seen in the eyes of his contemporaries and of modern historians. In order to understand the image of Peter the Great and his significance it is necessary to know his background and the influences that shaped his life. Peter the Great was the fourteenth child of Alexei Mikhailovich, born in Moscow on May 30, 1672.Tsar Alexis died when Peter was four years old. His mother raised Peter.Tsars Alexis son from his first marriage, Feodor Alekseevich succeeded to the throne but his reign did not last long. On April 27, 1682, Tsar Feodor died. In line to succeed him were, his brother Ivan and Peter who was his half-brother. Peter was only ten years old. With the assistance of the semiprofessional musketeers garrisoned in Moscow, sister of Feodor, Sophia, seized power and declared herself regent, proclaiming both Ivan and Peter co-tsars. Sophia was in conflict with th e family of Peters mother and she forced the boy to reside on one of the suburban estates of the crown.The hostility during Sophias regin was significant influence on Peters development as a Tsar. We will write a custom essay on Peter the Great Argumentative specifically for you for only $16.38 $13.9/page Order now Peter grew up away from the constricting atmosphere of the Kremlin, and he was left to his devices under his mothers supervision. Peter was a lively and energetic boy compared to his other siblings who were sick and weak. From his early years he was interested in military games, fire, bombs and fireworks. He organized his own play regiments and war games by enlisting gentlemens sons. He also had contact with foreigners and was fascinated with their way of life. His education started around the age of seven. One of his tutors was Nikita Zotov, who was a kind clerk, literate man who knew the Bible well but was not a scholar. While Zotov was teaching Peter to read and write, he told him stories of Russian history; of battles and heroes. Peters education was less classical then that given to Feodor or Sophia.By the time Peter reached manhood, he was basicaly a self taught man since he chose what he wished to learn. His lack of formal education would be reflected in the decisions and situ ations with which he had to deal with during his rule. Number of features of Peters childhood and youth makes it possible to see his intellectual development. At the age of sixteen, Peter was introduced to a dutchman, named Timmerman who became his second tutor. Under Timmermans guidance he was learning arithmetic, geometry, and the sciences of fortifications and artillery. Timmerman had also introduced him to sailing which became one of the favorite interests for Peter.Early contacts with Timmerman and other foreigners had opened his mind to the technological West. Overall, Peter early in his childhood, was cut off from the typical old Russian environment, ideas, customs and traditions of government of a Muscovite Tsar. This lack of knowledge of political and moral ideas, about the people, government and a rulers obligations to his subjects was reflected in his reign. Peters growing interests in foreigners and the western atmosphere which he was found of, disturbed his mother, Natalia. In order to convert Peter she had hoped that marriage would change his perspectives. Peter married Eudoxia Lopukhina in 1689, who was chosen by his mother.Unfortunately the match was a disaster, since the couple did not have much in common. However, through this marriage, Peter had two sons but the second died at age seven months. Most of the time Peter was away from his wife engaged in work on boats and sailing. Peter the Great was not interested in his family, he was very much interested in an atmosphere which was open to progressive influences from the West. In 1689, Sophias regency ended when once again she tried to take full control of Russia. Peter expelled her from the palace and sent to the Novodevichi nunnery. Many of her close associates were executed or exiled.Peter returned from hiding to Moscow but at that time he was not interested in ruling the country. He appointed a group of ministers with whom he left state matters for another five years before he took the reins of government into his own hands. .uca52231ae28a1e268f1f294200133125 , .uca52231ae28a1e268f1f294200133125 .postImageUrl , .uca52231ae28a1e268f1f294200133125 .centered-text-area { min-height: 80px; position: relative; } .uca52231ae28a1e268f1f294200133125 , .uca52231ae28a1e268f1f294200133125:hover , .uca52231ae28a1e268f1f294200133125:visited , .uca52231ae28a1e268f1f294200133125:active { border:0!important; } .uca52231ae28a1e268f1f294200133125 .clearfix:after { content: ""; display: table; clear: both; } .uca52231ae28a1e268f1f294200133125 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uca52231ae28a1e268f1f294200133125:active , .uca52231ae28a1e268f1f294200133125:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uca52231ae28a1e268f1f294200133125 .centered-text-area { width: 100%; position: relative ; } .uca52231ae28a1e268f1f294200133125 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uca52231ae28a1e268f1f294200133125 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uca52231ae28a1e268f1f294200133125 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uca52231ae28a1e268f1f294200133125:hover .ctaButton { background-color: #34495E!important; } .uca52231ae28a1e268f1f294200133125 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uca52231ae28a1e268f1f294200133125 .uca52231ae28a1e268f1f294200133125-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uca52231ae28a1e268f1f294200133125:after { content: ""; display: block; clear: both; } READ: The Canterbury Tales EssayFrom 1690 foreign influences were increased in Peters way of life. In 1691 for the first time a Russian tsar, Peter the Great adopted Western dress.Two of Peters close foreign friendships were with Patrick Gordon and Franz Lefort. Their education and their information about ways of life, science, and Western institutions were always of great interest for Peter. He was attracted and enjoyed the company of foreigners mostly because of the greater social, sexual, and intellectual freedom. He recognized his own drives and energy among the ambitious and adventurous foreigners who came to Russia. During his time spent in the company of foreigners he acq uired mechanical skills and accumulated as much knowledge as he could. His military establishment was reorganized on the Western model, and his play regiments were transformed into regiments of the Guards.This improvement of military force was going to help him in defeating Russias enemy. In 1696, after his mother and Ivans death he took over the actual governance of his realm. Peters violations of the customs and his decision to visit western Europe shocked the Muscovites. Opposition groups and the signs of revolt were very quickly discovered and dealt with. People were arrested, torture, exiled to Siberia or executed.Nothing was going to stop Peter from going abroad. In August 1697 Peter left for journey to the West. He was the first Russian ruler to do so. His journey created not only sensation in Russia but in the countries he passed through. He visited Germany, Holland where he spent several months improving his knowledge of shipbuilding and navigation. He also visited England and Vienna. While on his journey he bought scientific instruments, books, and many curiosities. Peter was successful in furthering his knowledge and in laying the groundwork for regular technical and intellectual exchanges.In his diplomatic efforts he did not succeed. Peter returned to Mosc ow in August 1698. He brought back not only material things but also a new vision of change for Russia. The new visions or transformation of Russia that Peter the Great was determined to create throughout the years of his reign, received positive and negative assessments from his contemporaries and historians. By transformation Peter the Great meant modernization. Peter wanted for Russia to become part of Western Europe in political, economic and cultural sense. Change, for Peter included acceptance of the technology and the outlook of the West. Change also meant absolutist state with the absolute monarch and his centralized bureaucratic state. The monarchs like Peter the Great, sought to follow the pattern set by Louis XIV of France in building and strengthening the machinery of a centralized royal government.Enlightened despots believed their own interests could best be served by internal dynastic reforms. Measures designed to promote the development of the economy not only increased the wealth of their subjects but also provided the treasury with more revenues to finance larger armi es. By restraining the power of the nobility and church, building up a trained and salaried officialdom, and rationalizing administrative procedures, these monarchs were able to strengthen the central government.The era of Peters reign was a period of transformation in Russias position as a great power. How effective and influential were the changes has been argued by many historians. Numerous scholars as Miliukov, Kliuchevsky, Anderson agrees on the fact that the actual reform that Russia experienced during Peter the Great reign was one of militarization and mechanization. According to Miliukov, Kliuchevsky, Anderson and others war and its effects central not merely to Peters foreign policies but also to his domestic achievements and failures. Without a grasp of this fact no real understanding of his reign is possible.The demands on the new armed forces had both positive and negative effects. Historians have struck, and continue to strike different balances between these effects. The new Petrine institutions were developed in the process of mobilizing the resources of the country and organizing the army. The demands of army and navy inspired many of the changes that took place during he reign of Peter the Great. With the creation and maintain of the army, Peter had few problems. One of them was supplying men for the army. New system of recruiting which was more effective and enduring was created. Volunteers and peasant conscripts were enlisted on large scale in order to form new regiments. By these means there was twenty-seven new infantry regiments and two of dragoons formed. This is one of the examples to show Peters efforts to increase his countrys military power. In 1705, a decree was established to recruit more young man between fifteen and twenty years old, fit for service.Recruiting on the massive scale imposed heavy burdens on the Russian people. Great importance was also assigned to regimental officers. Training schools became the most important mili tary institutions in Russia. In organizing the army Peter discovered that the old framework of Muscovite government was not adequate for his needs. In the process of mobilizing the military Peter the Great transformed the administrative structure of the state. The administrative structure had its roots in the Mongol era of medieval Russia. Traditionally, Tsars looked for advice to the Boyar Council which was old-fashioned and conservative institution. The main departments, prikazy, were the central administration, with various functions, often complex and overlapping.From 1699, Peter started to make some efforts in improving the structure. The Boyar Council lost its importance, and was replaced by tsars trusted subordinates. New departments were created, the Preobrazhenskii Prikaz, the office of the political police was one of the most feared of all Peters innovations which was created in order to detect and crush disloyalty and opposition in Russia. In the 1711, the supervising and regulating force, the Senate was set up, to run the government in absence of Peter the Great.The other innovation of Peter the Great was dividing the empire into eleven gubernii, which where subdivided into about fifty provintsii and number of didtickty.Peters administrative apparatus was in many ways borrowed from the Swedes. The new system was not working out the way it was planed. In theory the army was supposed to cooperate with the civilian authorities but in fact administration passed into the hands of the army. By 1725, army was gathered provisions and taxes, rounded up recruits and runway serfs, policed the countryside and meted out its own military justice.Many of the administrative changes were ineffective and temporary. The changes influenced the nature of the tsardom and the society. .uf4cf1b9cb28781ef87027a17df285a52 , .uf4cf1b9cb28781ef87027a17df285a52 .postImageUrl , .uf4cf1b9cb28781ef87027a17df285a52 .centered-text-area { min-height: 80px; position: relative; } .uf4cf1b9cb28781ef87027a17df285a52 , .uf4cf1b9cb28781ef87027a17df285a52:hover , .uf4cf1b9cb28781ef87027a17df285a52:visited , .uf4cf1b9cb28781ef87027a17df285a52:active { border:0!important; } .uf4cf1b9cb28781ef87027a17df285a52 .clearfix:after { content: ""; display: table; clear: both; } .uf4cf1b9cb28781ef87027a17df285a52 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf4cf1b9cb28781ef87027a17df285a52:active , .uf4cf1b9cb28781ef87027a17df285a52:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf4cf1b9cb28781ef87027a17df285a52 .centered-text-area { width: 100%; position: relative ; } .uf4cf1b9cb28781ef87027a17df285a52 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf4cf1b9cb28781ef87027a17df285a52 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf4cf1b9cb28781ef87027a17df285a52 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf4cf1b9cb28781ef87027a17df285a52:hover .ctaButton { background-color: #34495E!important; } .uf4cf1b9cb28781ef87027a17df285a52 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf4cf1b9cb28781ef87027a17df285a52 .uf4cf1b9cb28781ef87027a17df285a52-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf4cf1b9cb28781ef87027a17df285a52:after { content: ""; display: block; clear: both; } READ: Capital Punishment Should be A EssayOne of the most radical reforms of Peter the Great was the abolition of the Patriarchate and the establishment of the Holy Synod. Peter the Great had a typical attitude towards religion as an absolutist ruler of the eighteenth century. He resented the Churchs ignorance, conservatism, and the wealth. In Russia, the Church had enjoyed great influence and its head, the Patriarch of Moscow, was the most influential and powerful individual after the Tsar. When the Patriarch Adrian died in 1700, therefore, no successor to him was appointed, and church property was placed under the control of a new Monasteries Department.This meant that much of the income from it could be used for secular, and above all military purposes. In 1721 a new controlling body for the church, the Most Holy Directing Syndod, was set up.It had no real independence, and it was a symbol of the final subjection of the church to Peters control. He was not interested in reforms of doctrine or worship, his goal was to deprive the Church of its spiritual independence, and to make it one of the departments of the Absolutist State. Under Peter the Church became the agency through which the state extended its control over the minds of its subjects. The changes in the Russian Church provoked bitter resistance among the people. Peters autocratic power had been asserted in the spiritual as well as in the secular sphere. The reign of Peter the Great had crucial importance for the history of Russian education. In the Muscovite state the service to the state was the leading duty, and Peter regarded education as a preparation for service or even service itself. Russias goal during Peters reign was to Westernized, to spread technology, knowledge, and education was the means to achieve that goal.The knowledge included technological and scientific knowledge of the West, not the Orthodox doctrine and learning of the Church. Education and learning had existed in Muscovy, but the had been focused on religious concerns and were propagated on an individual basis by clerks or church readers. It was Peter the Great who introduced secular schooling. He did it primarily in order to meet his own needs for technically trained personnel to operate the ships and maneuver the army he had created. Beyond these immediate needs he realized that the new state will require educated men to continue the work of modernization h e had begun.Early in his reign, Peter sent groups of young nobles abroad to England, Holland and elsewhere, to acquire skills such as languages, seamanship, or mechanics. This experiment met with various oppositions. The first school he created was the Academy of Mathematics, later renamed Navigation, in 1701 in Moscow.Peter the Great also established an Academy of Science as both a research institute and an institution of higher education, open to the cultural elite of the empire. Other training schools were set up to provide instructions in various specializations. Education was a first step in the ladder of state service.

Keith Porter Is Gay Essays - Gay, Same-sex Sexuality,

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Electrodialysis of Deep Sea Water for the Production of Value Added Vegetables †Engineering Essay

Electrodialysis of Deep Sea Water for the Production of Value Added Vegetables – Engineering Essay Free Online Research Papers Electrodialysis of Deep Sea Water for the Production of Value Added Vegetables Engineering Essay Abstract The present research was carried out to apply deep sea water to hydroponics in order to improve the yield and nutritional value of vegetables. Deep sea water was electrodialyzed using a selective membrane cartridge for the exchange of monovalent ions, and then it was used to prepare nutrient solutions for the hydroponical production of spinach. Experimental results showed that sodium chloride was removed selectively from deep sea water by electrodialysis. The highest yield of spinach with a normal content of nutritional components was obtained when the electrodialyzed deep sea water of 5 dS/m was applied in nutrient solution. Increasing the salinity of electrodialyzed deep sea water caused an increase in the total ascorbic acid content but a decrease in the yield of spinach. Keywords: deep sea water, electrodialysis, ion concentration, hydroponics, nutrient solution, vegetable, yield, nutritional value 1. Introduction Deep sea water contains more than 80 kinds of inorganic elements (Nozaki, 1997) and some organic substances. It is almost free of harmful bacteria and has a constant temperature of 4-6 ? at a depth of 500 m. These characteristics have brought deep sea water many applications in marine products industry, food industry and health drink manufacturing (Watanabe, 2000; Yamaoka, 2000; Nakagawa, 2000). Vegetables are produced hydroponically using nutrient solution that usually contains only 17 kinds of elements. Applying deep sea water to nutrient solution is the best way to provide its components to vegetables, which is expected to result in the improvement of nutritional value of vegetables. Some of the components existing in deep sea water might have growth promotion effects on vegetables, however, surplus sodium chloride must be removed. The objectives of the present work were (1) to selectively remove sodium chloride from deep sea water, (2) to prepare nutrient solution with deep sea water for the hydroponical production of spinach, and (3) to investigate the effect of deep sea water on yield and content of nutritional components of spinach. 2. Experimental 2-1 Deep sea water Deep sea water was obtained from a depth of 500 m in the Pacific Ocean at a latitude of 33Â °56’N and a longitude of 136Â °21’E, where is near Owase City, Mie Prefecture, Japan. Surface sea water was also obtained at the same place. The sea water was stored at 5 ? before used. 2-2 Electrodialysis of deep sea water A small-scale electrodialyzer?(Micro Acilyzer S3, Asahi Chemical Industry Co., Ltd.) fit up with a selective membrane cartridge for the exchange of monovalent ions (AC-110-550, Asahi Chemical Industry Co., Ltd.) was used to remove sodium chloride (NaCl) from the sea water. Figure 1 shows its basic principles (Azuma, 1997). When a direct voltage is applied between the anode and the cathode, cation existing in stream moves toward the cathode, while anion in stream moves toward the anode. Cation may be passed through cation-exchange membranes but stopped by anion-exchange membranes, and anion may be passed through anion-exchange membranes but stopped by cation-exchange membranes, which results in moving of monovalent ions from the dilution stream to the concentration stream. The sea water was electrodialyzed at a voltage of 10 V. Electrical conductivity of the electrodialyzed sea water was measured at 25 ? using an electrical conductivity meter (CM-40S, TOA Co., Ltd.). Potassium (K), sodium (Na), calcium (Ca) and magnesium (Mg) existing in the electrodialyzed sea water were analyzed by atomic absorption spectrophotometry (AA-6200, Shimadzu Co., Ltd.). 2-3 Hydroponics of spinach A schematic diagram of the experimental apparatus for hydroponics is shown in Fig. 2. The bed was 600 mm long, 420 mm wide and 110 mm high, and it contained 25 L of nutrient solution. Air was supplied into the nutrient solution using an air pump. The deep sea water was electrodialyzed to an electrical conductivity of 5, 9, 16, 25 dS/m (25 ?) respectively, and then diluted with deionized water by 10 times in volume ratio before used to prepare nutrient solutions. Deionized water was used as the control condition, assuming that its electrical conductivity was 0 dS/m. Elements of nitrogen (N), phosphorus (P), potassium (K), calcium (Ca), magnesium (Mg), and sulfur (S) were controlled at the same concentrations for all nutrient solutions as the prescription B of OTSUKA HOUSE (Otsuka Chemical Co., Ltd.). A same amount of iron (Fe), boron (B), copper (Cu), zinc (Zn), and molybdenum (Mo) were added to all nutrient solutions, neglecting the original existence of these elements in the water used. Table 1 summarizes ion concentration, pH and electrical conductivity of the nutrient solutions. The nutrient solutions had an identical pH at 6.1, but different electrical conductivities ranging from 2.4 to 5.1 dS/m due to their different content of inorganic elements. Six beds with different nutrient solutions were placed in an artificial weather room. Twenty plants of spinach were grown in each bed for 21 days after transplantation. As shown in Fig.3, the artificial weather room had a light intensity of 175 ?mol/m2s, temperature of 23 ?, relative humidity of 70 % at light period from 6:00 to 18:00, and a temperature of 18 ?, relative humidity of 85 % at dark period from 18:00 to the next 6:00. All the nutrient solutions were kept at the same level in the beds. Changes in pH and electrical conductivity of the nutrient solutions were measured. Fresh matter of spinach was investigated by weighing the leaf and stem of each plant immediately after the harvest. Moisture (60?-48 h), crude ash (600?) and total ascorbic acid (Sakaki, 1983; The Vitamin Society of Japan, 1990) contained in the leaf of spinach were analyzed. 3. Results and Discussion 3-1 Variation of ion concentration during the electrodialysis of deep sea water Deep sea water and surface sea water had an electrical conductivity of 45, 50 dS/m, respectively. As shown in Fig.4, the electrical conductivity of deep sea water was reduced from 45 dS/m to 10 dS/m by electrodialysis. K concentration decreased from 619 ppm to 21 ppm, and Na concentration decreased from 11,212 ppm to 999 ppm in correspondence with the decrease of electrical conductivity. For both deep sea water and surface sea water, K oncentration (Ck, ppm) and Na concentration (Cna, ppm) could be expressed as a linear function of electrical conductivity (Ec, dS/m) respectively, in the range of 10 to 50 dS/m as follows: (R2=0.934) (1) (R2=0.985) (2) The concentrations of Ca and Mg did not change in the electrical conductivity range of 50 to 25 dS/m, and they decreased slightly when the electrical conductivity decreased from 25 to 10 dS/m as shown in Fig. 5. The decreases in the concentrations of Ca and Mg were much smaller than those of K and Na. It is clear that monovalent ions were selectively removed, while most of non-monovalent ions were left in the electrodialysis of deep sea water. 3-2 Growth of spinach in hydroponics The changes in pH and electrical conductivity of the nutrient solutions during growing of spinach are shown in Fig. 6. All the nutrient solutions were exchanged on the 14th day because of the increases in both pH and electrical conductivity of the nutrient solutions. pH increased identically from 6.1 to 7.0, but the electrical conductivity varied differently. The electrical conductivity of nutrient solution DSW0 was almost constant at 2.7 dS/m, while the electrical conductivity of nutrient solution DSW25 increased from 5.1 to 5.8 dS/m. The increase of electrical conductivity related to the accumulation of inorganic elements in the nutrient solution. The effect of salinity of electrodialzed deep sea water on spinach yield is shown in Fig.7. The mean fresh matter of spinach was 32.7 g/plant at 0 dS/m. It had the highest value of 33.5 g/plant at 5 dS/m, and then decreased linearly with the salinity of electrodialyzed deep sea water in the range of 9 to 25 dS/m. In the t test (Abacus Concepts, Inc., 1996; Morita, 1973), however, the differences in mean fresh matter, however, were not significant expect that at 25 dS/m. The moisture content and crude ash content of spinach were approximately constant at 92 %,w.b. and 2.0 %,w.b. respectively, in the salinity range of 0 to 25 dS/m as shown in Fig. 8. The effect of salinity of electrodialzed deep sea water on total ascorbic acid content of spinach is shown in Fig.9. Total ascorbic acid content was almost constant at 28.5 mg/100g in the range of 0 to 9 dS/m, and increased with the salinity of electrodialyzed deep sea water ranging from 9 to 25 dS/m. 4. Conclusions 1) Sodium chloride was removed from deep sea water without a big loss of non-monovalent ions by electrodialysis using a selective membrane cartridge for the exchange of monovalent ions. K concentration and Na concentration of the electrodialyzed deep sea water could be expressed as a linear function of its electrical conductivity, respectively. 2) After electrodialyzed to an electrical conductivity of 0 to 25 dS/m, and then diluted with deionized water by 10 times in volume ratio, deep sea water could be used to prepare nutrient solution for hydroponics of spinach. 3) Spinach had the highest yield and almost the same content of moisture, crude ash and total ascorbic acid when the electrodialyzed deep sea water of 5 dS/m was applied. Increasing the salinity of electrodialyzed deep sea water caused an increase in the total ascorbic acid but a decrease in the yield of spinach. Acknowledgment This work was financially supported by Mie Prefecture and Owase City, Mie Prefecture through a grant for feasibility study on the utilization of deep sea water. The authors are grateful to Mr. I. Azuma, manager of Industrial Membranes Division, Asahi Chemical Industry Co., Ltd. for kindly offering the electrodialyzer, Micro Acilyzer S3 and valuable advice. Literature Cited Abacus Concepts, Inc., 1996. StatView. Azuma I., 1997. The actual operation data and process design of brackish water desalination plant by electrodialysis. Journal of Nippon Kaisui Gakkai, 51(4), 171-179. Kawakita, H. et al., 1995. Fundamental Investigation of Deep Sea Water (Part 2) (in Japanese). Report of Kouchi Prefecture Industrial Technology Center, No.26, 8-12. Morita Y., 1975. Introduction to Statistics (in Japanese). Asakura Publishing Company, Ltd., Tokyo, 20-21. Nakagawa, K., et al., 2000. Manufacturing of Drinks Using Deep Sea Water (in Japanese). Kaiyo Monthly, No.22, 95-100. Nozaki, Y., 1997. Updated (1996 version) Table of the Elements in Seawater and its Remarks (in Japanese). Journal of Nippon Kaisui Gakkai, 51(5), 302-307. Sakaki T., N. Kondo, 1983. Breakdown of Photosynthetic Pigments and Lipids in Spinach Leaves with Ozone Fumigation: Role of Active Oxygen, Physiol. Plant, 59, 28-34. The Vitamin Society of Japan Ed., 1990. Vitamin Analysis. Kagaku-doujin Publishing Co., Inc., Tokyo, 135-143. Watanabe, M., 2000. Raising of Fishes with Deep Sea Water (in Japanese). Kaiyo Monthly, No.22, 62-68. Yamaoka,Y., 2000. Culturing of Microalgae with Deep Sea Water for the Production of Health Foods and Pigments (in Japanese). Kaiyo Monthly, No.22, 81-84. 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