Do Different Detergents Effect Plant Growth?

Do Different Detergents Effect Plant Growth? Somehow, though all life on earth has been created to be equally beautiful and unique in its own way, the plant kingdom is something that always has the most astounding of wonders, flowers that are synonymous with beauty, fields that personify heavenly scenery and gigantic trees that are only a minute reminder of natures infinite power, are just the beginning of a long list of the incredible sights that the green kingdom beholds. But as everything else in the world of today, these greeneries are also strongly hit by the one common and dramatically disastrous problem: POLLUTION! The contamination of the Air, the effluence of toxic waste in precious river and lake waters and toxic wastelands of precious soil deposits play pivotal roles in the degradation of these beautiful stores of life. Water pollution, however, is the hardest hitting of the lot, with effects ranging over a large span. The effects of water pollution are far-reaching and affect not only the environment, but human beings and animals as well. Water pollution affects our oceans, lakes, rivers, and drinking water, making it a widespread and global concern. Numerous diseases, health problems, and even fatalities have been associated with water pollution. Water is considered polluted when chemicals, pathogens, or contaminants are detected. Human beings have the most crucial impact on our water resources. They also have the ability to control or eliminate water pollution. Causes of Water Pollution Farmers often use chemicals to hinder bug infestations or other diseases from damaging or ruining their crops. They may also use chemicals to enhance the growth of their crops. Either way, these chemicals seep into the ground water or run off into lakes, creeks, or rivers, causing water pollution. Farmland that is irrigated and treated with chemicals in the form of fertilizers or pesticides is a major contributor to water pollution. Industrial processes produce toxic waste containing heavy metals. When heavy metals filter into water, they are fatal to marine life. Shellfish and fresh fish are staple menu items for people around the world. Humans are affected by the heavy metals ingested by the fish and shellfish, causing health problems and sometimes death. The heavy metals in water have also been linked to severe birth defects, a damaged or suppressed immune system, cancer, fertility problems, and developmental problems in children. The construction industry is the major fault for contaminating our water resources with cement, lubricants, plastics and metals. Rivers and lakes are also polluted from heavy silt or sediment run-off from construction sites. Ground water pollution occurs when chemicals, debris, garbage, oil or other harmful contaminants enter the ground water supply over time. Ground water is often a resource for our drinking water. If it isnt treated properly, those harmful elements can cause serious health issues for human beings and domestic animals. Natural catastrophes are the cause of water pollution effects as well. Major upheavals such as storms, earthquakes, acid rain, floods, and volcano eruptions have been known to disrupt the ecological system and pollute water. The growth of algae due to food items, feces, or urea in the water source is also a source of water pollution. When algae grow in water, it uses up more than its fair share of oxygen, causing other living organisms in the body of water to suffer. Certain types of algae can be fatal if they reach an algal bloom stage, otherwise known as brown or red tides. The process of contamination begins with tiny organisms called zooplankton and travels up the food chain through clams, birds, marine creatures, and ultimately, humans. These types of algae are considered toxic because they have been known to cause fatalities in humans. Even overgrowths of non-toxic types of algae can effectively block the sunlight from penetrating the waters surface, which makes it difficult fo r marine life to find food, causing eventual death. Littering on the land or on the water is a source of water pollution. Debris tossed onto land eventually makes its way into storm drains and then returns to surface water. Ships and boats discharging human waste or chemicals into the water directly are simply speeding up the pollution process. Industrial accidents that dump chemicals into the water kill marine life swiftly and within a short period of time. As the fish and plant life decompose, further water pollution occurs. Even sunken ships are a contributor to water pollution. As the ship corrodes and decays over time, those pieces of debris or chemicals are released into the ocean or freshwater lake. Once again, marine life is affected, which means humans who eat those fish or shellfish can be adversely harmed as well. Major Effects of Water Pollution The effects of water pollution are far-reaching and affect not only the environment, but human beings and animals as well. Water pollution affects our oceans, lakes, rivers, and drinking water, making it a widespread and global concern. Numerous diseases, health problems, and even fatalities have been associated with water pollution. Water is considered polluted when chemicals, pathogens, or contaminants are detected. Human beings have the most crucial impact on our water resources. They also have the ability to control or eliminate water pollution. The effects of water pollution are numerous. Some water pollution effects are recognized immediately, whereas others dont show up for months or years. Additional effects of water pollution include:  ·Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  The food chain is damaged. When toxins are in the water, the toxins travel from the water the animals drink to humans when the animals meat is eaten.  · Diseases can spread via polluted water. Infectious diseases such as typhoid and cholera can be contracted from drinking contaminated water. This is called microbial water pollution. The human heart and kidneys can be adversely affected if polluted water is consumed regularly. Other health problems associated with polluted water are poor blood circulation, skin lesions, vomiting, and damage to the nervous system. In fact, the effects of water pollution are said to be the leading cause of death for humans across the globe.  · Acid rain contains sulfate particles, which can harm fish or plant life in lakes and rivers.  · Pollutants in the water will alter the overall chemistry of the water, causing changes in acidity, temperature and conductivity. These factors all have an effect on the marine life.  · Marine food sources are contaminated or eliminated by water pollution.  · Altered water temperatures (due to human actions) can kill the marine life and affect the delicate ecological balance in bodies of water, especially lakes and rivers. Our main aim is to reproduce our polluted environment by scaling it down to using instruments which are practical and feasible enough to use in any laboratory. Explanation of Research Question Do different concentrations of different detergent affect the growth of root and shoot in Vigna Radiata (Mung bean)? This question mainly addresses the topic of stunted growth of plants. Different detergents contain various powerful surfactants such as sodium dodecyl sulfate. These detergents characteristically aggregate lipids and denature proteins. When detergents are absorbed by a plant, the detergents can cause cell membranes to collapse and membranes to function improperly. This can cause part or all of a plant to die. Depending on the various concentrations of these pollutants, the plant shows different levels of growth, ascending from the least growth in the most concentrated of solutions (0.5%) to the highest in pure distilled water. Our main aim, under this research question, is to find out the trends in growth affection of plants that are subjected to these detergents. Materials and Methods Materials Required Surf Excel Tide washing powder Test tubes Beakers Petri dishes Mung bean Cotton Dropper Capillary tubes Distilled water Detergents detergent cartoons, detergent cartoon, detergent picture, detergent pictures, detergent image, detergent images, detergent illustration, detergent illustrations Detergents have only been around for about 85 years, even though soaps have been around for about 3,000 years. Detergents were first produced in Germany about the beginning of World War I. Plants are one of four families in scientific classification. They differ from animals in that they have chlorophyll and cell walls in their cells. Detergent is defined as a cleansing substance that acts similarly to soap but is made from chemical compounds rather than fats and lye. By the American Heritage Dictionary of the English Language. Modern detergents contain a chemical called a surfactant, which, defined by Word Net 1.6 is A substance capable of reducing the surface tension of a liquid in which it is dissolved. This allows the detergent to spread further, penetrate better and clean much more efficiently. With the addition of builders, which make the surfactants work much better. Detergents are used mainly for four different things: personal cleansing, laundry, dish washing and house cleaning. Detergent Popularity Detergents are far from being as old as soap, but today they are the best selling method of washing clothes and dishes. Detergent popularity has grown exponentially since around 1950. In between 1940 and 1972 the sales of detergents went from about 4,500 tons per year to around 4,448,000 tons per year. Detergents, as was stated, were first seen around the beginning of W.W.I. The exact year is 1916. They were first used Because of the war related shortage of fats. It was sold under the general name Nekal. The discovery of detergents was in part because the people where looking for a cleaning substance, that, unlike soaps, would not mix with the minerals in water to make a wax like residue called soap curd. They were not as high quality detergents as we have now, and were used mostly as wetting agents in textile work. The quality didnt change much in the 20s and 30s, with only minor enhancements. The sales for detergents really skyrocketed around the beginning of W.W.II, with a shortage of fats and oils needed to produce soap. The military badly needed a cleaning agent that wouldnt mix with the mineral rich waters to make soap curd. The breakthrough came at the end of the war in 1946. Up to then detergents were used for hand dish washing and washing sensitive clothing. The first all- purpose laundry detergent had surfactants and builders. The builders greatly improved the efficiency of the surfactants. By the end of 1950, soaps had almost been forgotten as a way to wash clothes and dishes, but were still used at the same time as detergents. Through the years, detergents have changed a lot. In the 50s detergents were used in dishwashers and for the laundry. They were adapted to be bleaches. Fabric softeners were also developed. In the 70s they manufactured liquid hand soap. In the 80s they made liquid dishwasher detergent, detergents for colder water washing and concentrated detergents. In the 90s they manufactured super-concentrated detergents and dishwasher gels. Detergents used: To counterfeit the pollution of natural water environments, we will use two different detergents, both of which use surfactant molecules, these have two parts. One is water loving and the other is water hating. The water-loving (hydrophilic) part breaks the surface tension of water. The water-hating (hydrophobic) part is attracted to oil and grease in soils, loosening and removing them from fabrics. Detergents usually contain more than one type of surfactant to address the needs of removing certain types of soils and cleaning different types of fabrics. The Mung bean is the name of the seed of Vigna radiata, an ovoid, greenish brown dicot which is native to parts of Bangladesh, Pakistan and India. The mung bean is one of many species recently moved from the genus Phaseolus to Vigna and is still often seen cited as Phaseolus aureus or Phaseolus adiates. These variations of nomenclature have been used regarding the same plant species. Plant Taxonomy Kingdom: Plantae Division: Magnoliophyta Class: Magnoliopsida Order: Fabales Family: Fabaceae Genus: Vigna Species: V. radiata History of Plant Originally from Asia, the Chinese have been growing mung bean sprouts (Nga choy or Nga choi) for approximately 3,000 years. Farmers grow them often with little machinery. After harvest they are left to dry on gravel roads. So the dust and dirt on your mung beans that you buy from the store is actually from a road in China. Today China and India are the main producers of mung beans; it is also grown in Australia. The mung is also popular in the Philippines where they call it Munggo. Climate and Soil Mung beans are mainly cultivated in China, Thailand, Philippines, Indonesia, Burma, Bangladesh and India, but also in hot and dry regions of South Europe and Southern USA. In India and Bangladesh, they are grown during two seasons. One is the Rabi season (starting November), and the other is the Kharif season (starting June). Mung beans are tropical (or sub-tropical) crops, and require warm temperatures (optimally round 30-35 °C). Loamy soil is best for pusap cultivation. Nutritional Values Mung beans are a good source of Vitamins A, B, C E, calcium, iron, magnesium, potassium, and amino acids. Mung beans contain 20% protein and are a good source of foliate and dietary fibre. Variables: Control Amount of sunlight received by seeds Levels of Oxygen and Carbon di-oxide supplied to seeds Species of viable seeds Temperature Amount of Solution use Independent The concentration of detergents in solution (0.1% to 0.5%) Dependent The length of the shoot in Vigna radiata (in cms) The length of the root in Vigna radiata (in cms) Procedure: Cover the base of 11 different petri dishes with cotton (10 + 1 control) Mark the petri dishes according to the percentage concentration of detergent in each (From 0.1% -0.5%) Separate the petri dishes according to the detergent used, 5 with Surf Excel, 5 with Tide powder and one control dish with distilled water. Place an equal number of Vigna Radiata seeds in each petri dish (10) Ensure equal amounts of sunlight and carbon di-oxide levels to each petri dish. Tend to the seeds for 10 days and calculate root and shoot growth of seeds in all concentrations at the end of that period.

Heart Of Darkness Essay -- essays research papers

â€Å"Did he live his life again in every detail of desire, temptation, and surrender during that supreme moment of complete knowledge? He cried in a whisper at some image, at some vision-he cried out twice, a cry that was no more than a breath: The horror! The horror!† What horror is Kurtz recounting as his final words? Truths lie inside the inner soul of all human beings, it is just a matter of when and where they will come out. Kurtz choose to let his be known as his passing words. An epiphany, a passing glimpse, the realization of what he has created and destroyed, willingly, or blindly going about hacking through the jungle blindfolded, searching for something of extrinsic importance. The narrator of Heart of Darkness never lets the reader know what Kurtz was speaking about. I believe Conrad wanted his audience to judge for themselves the importance of Kurtz’s words. Finding literal, as well as deeper meanings, in the novel becomes very apparent when basing the context of Kurtz’s words from a thematic standpoint. His word’s can be broken down on three levels: the first, dealing with the obvious literally sense of horror representing all the dead Africans, who died at the hands of the Kurtz in his lusty quest for ivory; the second, delves into an important theme relating to the book, which is human savagery, Kurtz must have realized he had become what he hated most; Lastly, on a abstract level, his finally word’s would have represented the society of European Imperialism that had molded Kurtz and formed him into a by-product of the mixture, which culminated together to create colonial, imperialistic attitudes. It is shear terror to imagine the magnitude of the scale on which atrocities of death, murder, and genocide had taken place against the Africans. Death is a very silent, dirty scene. Nobody has ever been able to recount their tale of death, for no doorway has been found that any person can use to return. Kurtz’s inner station was, responsible for gathering more ivory than all the other stations combined. This task, viewed on its own merits, is a tremendous accomplishment, showing Kurtz’s fortitude in achieving his goal. When the reader sees what methods are used to gather the ivory, the true nature of â€Å"the real cost† becomes apparent. The Africans were used as slaves, Kurtz’s own tribal followers, who obeyed each and every command he gave them, no m... ...d they became debtors if they wanted to remain on their land. Ah Yes, this wonderful company managed to turn quite the profit: by keeping costs low and selling at a high price, the economics were entirely in the hands of the company. Now, I know why they the phrase â€Å"business can be cutthroat† is used; probably because the Europeans would have done just that if their products did not move. The focus of profit superseded the focus on humanitarian value, and worker’s rights, leaving the company with a tattered image and large coffers, but at what price? Kurtz’s last words, was the summarization of Conrad’s whole critique on European Imperialism/Colonialism. My belief is Kurtz represented all that is European in nature, showed his true colours, as a snake sheds his skin during a time of change. Meaning, when Kurtz reverted back into a savage state the real nature of his person, personified as the European philosophy towards their true mission in African came out. The white sepulchre was destroyed, remaining was what was hidden previously: decay of a rotten society, with hollow values, and darkness that emulated in the light that blocked out all the rays of sun in the African’s lives.

Overcoming Foreign Language Anxiety

OVERCOMING FOREIGN LANGUAGE ANXIETY By Saranda Nuredini Instructor: Luiza Zeqiri Course: ESP Communication I January 2012 â€Å"Sweaty palms, shaking hands, dry mouth and muscle tension mean for many of us, that we are about to speak in public. Couple this fear of speaking in public with performing or speaking in another language and the success of the speaker may be dramatically compromised† (Leigh, 2009). By having to speak in a foreign language, the amount of fear in us grows and transforms into the feeling of anxiety, which is scientifically named as a Foreign Language Anxiety (FLA).The fear of dealing in a foreign language environment is most felt when a student must perform orally in some way but it can also occur when listening, reading or writing (Brantmeier, 2005). FLA has been the subject of many scholarly surveys and papers as overcoming it can lead to better and faster language acquisition as well as a much more pleasurable learning experience (Guess, 2007). Betwee n one third and one half of second language learners suffer from FLA (Von Worde, 2003; Randall 2007) and it is important to be aware that many of these students have not come up with a way to deal with their anxiety (Hauck & Hurd, 1991).This research paper aims to outline the causes and effects of FLA as well as the ways that help overcoming it. Despite the fact that Foreign Language Anxiety has been proven to be the main concern to the modern teaching environment, a progress has been noticed at the development of the overcoming strategies. The overcoming foreign language anxiety process includes strategies that can be implemented by the teacher, a tutor and the students. The causes of this kind of anxiety vary from the student itself.According to the article â€Å"Factors Associated with Foreign Language Anxiety†, there are variables like age, previous academic success or previous high school experience with foreign languages which may contribute to the fear of learning a fo reign language (Leigh, 2009). Nevertheless, the most common causes according to Ph. D. Renee Von Worde (2003) are the non-comprehension of the target language, speaking activities during language class and the public error correction by the teacher. Moreover, it is interesting to note that FLA occurs more commonly in mandatory language classes.This is because students who are not language inclined are ‘‘forced’’ to take them (Guess, 1997). Feeling insecure about the knowledge at a certain foreign language can have drastic side effects for the foreign language student. The extreme stress, the beating heart or clammy hands are the most common ones. There may also appear problems with attainment, preservation and production in the foreign language (Von Worde, 2003). According to Professor Von Worde (2003), â€Å"If anxiety impairs cognitive function, students who are anxious may learn less and also may not be able to demonstrate what they have learned.Therefo re, they may experience even more failure, which in turn escalates their anxiety†. In extreme cases, the student may even not show up to classes just to avoid speaking (Von Worde, 2003). If we could find and isolate what it is that makes us nervous, we could increase our learning abilities and have a more enjoyable learning experience (Leigh, 2009). Ideally, teachers can provide a learning environment that may reduce the fear associated with learning another language for their students (Guess, 1997; Von Worde, 2003).However, not only the teacher can help to the overcoming foreign language anxiety process. The question remains how someone can overcome their fears in language learning to develop language skills to their full potential (Leigh, 2009). There are implementable ways that beside the teachers, the tutor and the students themselves can use to reduce the anxiety and insecurity they feel. The methods and the behavior of a language teacher during language classes play a si gnificant role at the development of a student speaking confidence.There are several things that a teacher may do to decrease anxiety felt in the classroom according to Von Worde (2003): * Pick topics to teach that are relevant to the students. * Try and make the learning ‘‘fun’’. * Try to create a sense of community where the students feel more comfortable in front of each other. One suggestion made was to have the students sit in a circle. * Avoid calling on people or putting them on the spot. Besides the above mentioned suggestions, a teacher can take the initiative to create a â€Å"mistake happy zone†.Teachers can avoid correcting students during certain sections of the day (e. g. for 30 minutes we will talk amongst ourselves). In this way, students do not need to fear working on perfect grammar, but rather they can just talk without feeling judged. This allows students to get a feel for fluency and letting go (Leigh, 2009). A tutor can also be very helpful to its students when it comes to overcoming those language obstacles. By judging of the state of its student, a tutor has the freedom to choose which of the above mentioned suggestions will be used during the overcoming process.Although there may not be a classroom of students to whom the tutor is teaching, the one-on-one environment allows a greater sense of intimacy and a safer atmosphere (Leigh, 2009). Alongside to the teachers and tutors effort, the most significant role still remains the one from the student itself. According to Amanda Leigh, a student should take the following recommendations in action to â€Å"boost their self-confidence in speaking, reading and writing a language†: * Be aware of Foreign Language Anxiety- Knowing that you are not alone in feeling self-conscious or afraid of speaking in a foreign language is half the battle (Von Worde, 2003).Fear of speaking in front of people is normal and so is performing in another language, even if it i s just with your friends. * Set 4 or 5 SMART (specific, measurable, attainable, realistic, timely) language goals for yourself in your academic term- Attach numbers to your learning so that you can see your improvement. Make measurable goals and make sure that they are realistic. Do some research to see what level you should be at by end of your term in a different country. Do not expect to be bilingual on your return to your home country. Be prepared- If you are prepared for your class or presentation then you will feel more confident in front of people. Feeling more prepared makes you feel relaxed which allows for better communication and language skills (Guess, 2007). Prepare by going over your work or presentation at least twice reading, then at least twice out loud. Get someone to help proofread. * Maintain a positive attitude- Even though it may seem hard, try and have a positive attitude. Happy people will learn faster and have a more pleasurable learning experience (Bayer, 2 004).Smile. Make native speakers aware that you are happy to be corrected. * Do some research- Find out how other students handle their anxiety. Many of their suggestions may work for you. Look online or ask around. Alter their strategies so they work for you. By adopting some of these suggestions, there is a chance that a student will personally begin to overcome their foreign language learning fears. Students may choose to adopt one of these strategies and tailor it towards their needs until they find something that works for them (Leigh, 2009).To sum up, Foreign Language Anxiety has been labeled as an issue that should not be ignored and should be handled carefully. Therefore, the overcoming FLA process includes effort that should be made from the students as well as from the teachers and tutors. This will not only help students to overcome their fear and anxiety, but will also enable language teachers and tutors to reach a higher progress at their subject. In my opinion, the mai n goal of the overcoming progress should be to create a comfortable teaching environment where a speaking accent or grammar mistake will not mean the end of the world.As Guess claims, â€Å"the trick is to convince the students that discomfort is a good thing- that’s when the real learning process will begin. †. References Bayer, R. (2004). Benefits of happiness; Upper Bay Counseling and Support Services, Inc. Retrieved Jan 03, 2012, from: http://www. upperbay. org/articles/benefits%20of%20happiness. pdf . Brantmeier, C. (2005). Anxiety about L2 reading or L2 reading tasks. A study with advanced language learners. The Reading Matrix. Vol. 5, No. 2. Retrieved Jan. , 2012, from:http://74. 125. 95. 132/search? q=cache:4pmdX6G7bwJ:www. readingmatrix. com/articles/brantmeier/article4. df+reading+matrix. +2005+Foreign+Language+Anxiety&hl=en&ct=clnk&cd=1&gl=ca Guess, A. (1997, June). Overcoming Language Anxiety. Inside Higher Ed. Retrieved Jan. , 2012, from http://www. inside highered. com/news/2007/06/29/language. Hauck, M. &Hurd, S. (1991). Exploring the link between language anxiety and learner self-management in open language learning contexts. European Journal of Open, Distance and E- learning. Retrieved Jan 05, 2012, from: http://www. eurodl. org/materials/contrib/2005/Mirjam_Hauck. htm. Randall, K. (2007). Words fail me. The University of Texas at Austin. Retrieved Jan. 06,

Comparing Hiv Education And Gsp As Treatment Options For...

The goal of the study is to compare HIV education and GSP as treatment options for those HIV-positive people afflicted with depression. In addition to this, the study wants to compare the effects of these two therapies on depression, general functioning, and perceptions of social support and self-esteem (Nakimuli-Mpungu, et al., 2015, p. 9). The study was based on principles found in cognitive beahviour theory, social learning theory, and the sustainable livelihoods framework (Nakimuli-Mpungu, et al., 2015, p. 2). Cognitive behavioural theory maintains that the way in which we perceive our surroundings is integral to the way we react to those same surroundings (Nakimuli-Mpungu, et al., 2015, p. 2). Social learning theory stipulates that behaviour is learned from one s environment, with the individual exhibiting the behaviour being observed referred to as the model (Nakimuli-Mpungu, et al., 2015, p. 2). The sustainable livelihoods framework says that without effective livelihood stra tegies, opportunities for livelihood will be more limited (Nakimuli-Mpungu, et al., 2015, p. 2). The hypothesis is that GSP will yield a greater reduction in depression scores and a greater increase in functionality scores than will HIV education (Nakimuli-Mpungu, et al., 2015, p. 2). When GSP reduces overall depression symptoms, livelihood strategies will likely be augmented and this will in turn cause an increase in acquisition of livelihood assets (Nakimuli-Mpungu, et al., 2015, p. 2). The