Japan Soda Industry Association free essay sample

Soda Industry Association Homo e De ascription of the soda industry Production proceed as Production process of caustic soda and chlorine by electrolysis The processing of brine electrolysis to produce caustic soda, chlorine, and hydrogen Is called the electrolytic (chlorals) process. This is further classified Into the membrane, diaphragm, and mercury processes. As of October 1999, all Japanese chlorals plants use the membrane process. Salt is first dissolved in the dissolution tank. The obtained saturated brine is then sent to a purification tank to remove Impurities, and to a chalet resin tower for purification before being fed to an electrolytic www. ]slab. Gar. JP/English/process. HTML cell. Industrial water Is also purified before entering the cell. The anode chamber of the electrolytic cell Is filled with the brine, and the cathode chamber with pure water (dilute caustic soda). Application of direct current to the cell produces chlorine gas at the anode, and caustic soda plus hydrogen at the cathode. We will write a custom essay sample on Japan Soda Industry Association or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The latter goes to the separator to produce a caustic soda solution with a concentration of about 30%. The chlorine Is washed and cooled to remove salt, and further dehydrated before being delivered as is, or liquefied. Caustic soda is further concentrated in a vaporizer to a concentration of about 50% for delivery. Hydrogen Is washed and cooled, as chlorine, before being shipped. Principle of the chlorals process The electrolytic processes of brine to produce caustic soda, chlorine, and hydrogen may be categorized Into three types: the membrane, diaphragm, and mercury processes. Here, the membrane process is described, since it is the only process presently operated in Japan. This technology uses an Ion-exchanging membrane separating the anode and the cathode. The membrane is made of a special 1 OFF pass through but not actions (positive ions). As shown in the figure, the anode chamber of a membrane electrolytic cell is filled with brine, and the cathode chamber with water (see figure). Application of an electric current leads to the formation of chlorine, caustic soda, and hydrogen. The brine in the anode chamber contains sodium (An+) and chloride (CLC-) ions. These ions migrate when a current is applied: the positively harmed sodium ions pass through the membrane to the cathode chamber, while the negatively charged chloride ions are discharged on the anode surface to form chlorine gas (CO ). Water in the cathode chamber partly dissociates into hydrogen (H+) and hydroxide (OH-) ions. The hydrogen ions capture electrons on the cathode surface to form hydrogen gas (H2O). The hydroxide ions are attracted to the anode, but blocked by the membrane, and react with the sodium ions from the anode chamber to form caustic soda (sodium hydroxide, Noah). Www. ]Asia. Gar. ]p/English/process. HTML www. Asia. Gar. Jp/English/process. HTML

Average ACT Score for 2018, 2017, 2016, and Earlier Years

Average ACT Score for 2018, 2017, 2016, and Earlier Years SAT / ACT Prep Online Guides and Tips In recent years, more and more students have been taking the ACT than ever before. But what does this change in participation rate mean for the average ACT score? As you'll learn in this article, while ACT scores have been fairly stable in the last few years, there have been some dips and peaks in scores in the last 25 years. Let’s take a look at what’s happening. Average ACT Scores for Past Years Let's look at some charts for average ACT scores over the past couple of decades. These will show us some trends in the ACT world that have led to recent changes in the test. Average ACT Scores 1992-1996 Year # of Test Takers English Math Reading Science Composite 1992-1993 875,603 20.3 20.1 21.2 20.8 20.7 1994 891,714 20.3 20.2 21.2 20.9 20.8 1995 945,369 20.3 20.2 21.3 21 20.8 1996 924,663 20.3 20.2 21.3 21.1 20.9 Source: NCES Average ACT Scores 1970-1998 In the 1992-1996 ACT scores, there was a general increase in Math, Reading, and Science scores. Average ACT Scores 1997-2001 Year # of Test Takers English Math Reading Science Composite 1997 959,301 20.3 20.6 21.3 21.1 21 1998 995,039 20.4 20.8 21.4 21.1 21 1999 1,019,053 20.5 20.7 21.4 21 21 2000 1,065,138 20.5 20.7 21.4 21 21 2001 1,069,772 20.5 20.7 21.3 21 21 Source: NCES Average ACT Scores 1970-2001 In the 1997-2001 ACT scores, there was an increase in English and Math and a decline in Science and Reading. Also, in 1999, theACT broke the one million test-taker ceiling for the first time. Average ACT Scores 2002-2005 Year # of Test Takers English Math Reading Science Composite 2002 1,6,082 20.2 20.6 21.1 20.8 20.8 2003 1,175,059 20.3 20.6 21.2 20.8 20.8 2004 1,171,460 20.4 20.6 21.3 20.9 20.9 2005 1,186,251 20.4 20.7 21.3 20.9 20.9 Source: NCES Average ACT Scores 1995-2010 From 2002 to 2005, we see a slight but steady rise in all scores across the board. Average ACT Scores 2006-20 Year # of Test Takers English Math Reading Science Writing Composite 2006 1,206,455 20.6 20.7 21.4 20.9 7.7 21.1 2007 1,300,599 20.7 20.8 21.5 21 7.6 21.2 2008 1,421,941 20.6 21 21.4 20.8 7.3 21.1 2009 1,480,469 20.6 21 21.4 20.9 7.2 21.1 2010 1,568,835 20.5 21 21.3 20.9 7.1 21 20 1,623,2 20.6 21 21.3 20.9 7.1 21.1 Source: NCES Average ACT Scores 1995-2010, 20 Profile Report As you can see, ACT scores kept increasing until 2007, when there was an all-time composite score high of 21.2. After that, however, all subscores except English and Science consistently declined. Average ACT Scores 2012-2018 Year # of Test Takers English Math Reading Science Writing Composite 2012 1,666,017 20.5 21.1 21.3 20.9 7.1 21.1 2013 1,799,243 20.2 20.9 21.1 20.7 7 20.9 2014 1,845,787 20.3 20.9 21.3 20.8 7.1 21.0 2015 1,924,436 20.4 20.8 21.4 20.9 6.9 21.0 2016 2,090,342 20.1 20.6 21.3 20.8 19.3* 20.8 2017 2,030,038 20.3 20.7 21.4 21.0 6.5 21.0 2018 1,914,817 20.2 20.5 21.3 20.8 - ** 20.8 Sources: 2012 Profile Report, 2013 Profile Report, 2014 Profile Report, 2015 Profile Report, 2016 Profile Report,2017 Profile Report, 2018 Profile Report*2016 Writing results are based on ACT Writing from September 2015 to August 2016, when the test was scored on a scale of 1-36. **As of 2018 ACT seems to have opted to no longer provide information about Writing score averages (except indirectly through ELA scores). After 2007's peak, there is a general decline in scores across the board for nearly a decade. In 2013, ACT, Inc. instituted changes to the ACT to better reflect national curricula, which is possibly reflected in the general stability of composites and subscores from 2013 onwards (with the exception of Math, which has steadily decreased since then). Average ACT Score Trends: What Do the Numbers Mean? As the charts above indicate, there wasa moderate and gradual increase in average ACT scores until they peaked in 2007. After,average scores began to decline until 2014 when they increased slightly before settling to the same level they are at as of 2018. There has been discussion that the downward trend in average ACT scores could be a result of the No Child Left Behind Act and the test-based teaching style in US schools. This slight increase in ACT scores in 2014 could be attributed to the changes ACT, Inc. made to the ACT so that it could better align with high school curricula.Overall, though, average ACT scores have remained relatively stable. For a long while it was predominantly students in the Midwest that took the ACT, but lately the test has begun to spread to the rest of the US as more and more states are requiring students to take it. Consequently, more students have been taking the ACT each year over the past decade. Even with more students taking the ACT, however, the data shows that students generally do better on the ACT than they do on the SAT- for which there has been a steady, stronger decline in scores. (However, the long-term results of the 2016 SAT redesign aren't yet known.) One thing to note, though, is that just like with the SAT, the ACT shows a disparity in scores based on ethnicity and, very likely, income level. The following chart clarifies these differences between average ACT scores based on ethnicity from 1997 to 2018: 1997 2001 2005 2009 2013 2016 2017 2018 Black or African American 17.9 16.9 17 16.9 17 17 17.1 16.9 American Indian or Alaska Native 20.4 18.8 18.7 18.9 18 17.7 17.5 17.3 White 22.8 21.8 21.9 22.2 22.1 22.2 22.4 22.2 Hispanic or Latinx 19.9 18.5 18.4 18.7 18.8 18.7 18.9 18.8 Asian 22.5* 21.7 22.1 23.2 23.6 24 24.3 24.5 Pacific Islander - - - - 19.4 18.6 18.4** 18.2 Two or More Races - - - - 21.1 21 21.2 21.1 No Responses - - - - 20.8 20.1 20.3 19.8 Sources: NCES Average ACT Scores 1995-2014, 2016 Profile Report, 2017 Profile Report, 2018 Profile Report *Averages for Asian and Pacific Islander students were combined until 20**Averages for Native Hawaiian students folded into averages for Pacific Islander students starting 2017 Overall, the white, Asian, and two or more races subgroups have the highest ACT score averages,with Asian scores consistently increasing. By contrast, African American and Native American subgroups have the lowest ACT averages, likely because they are typically the most disenfranchised groups. What’s Next? Now that you know about the average ACT scores, it's time to figure out what a good ACT score is for you specifically. If you're definitely decided on the ACT,read our in-depth guides to prepping for the ACT. If you don't have a lot of time left, use ourlast-minute ACT cramming tips. Got time? Then learnhow to come up with your own ACT study schedule. Not sure whether you should take the ACT or SAT?Take a look at our article onthe differences between the ACT and SAT to help you determine which test is right for you. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Living in McMinden Essay Example | Topics and Well Written Essays - 500 words

Living in McMinden - Essay Example She complains about the rigidness of many of the social groups in her school and notices that there appears to be a divide between people of different socio-economic status. She also feels alienated due to her ethnicity. She describes being a part of one of the first Hispanic families in town. She complains that there is not much communication between the different groups. Jenny's comments are interesting as they bring together a large varieties of different types of alienation. Growing up can be hard to do in a general way, but Jenny is perceptively analyzing both class and ethnic differences in her school. In my own experience in high school I noticed people like Jenny and saw that they had a hard time. I did what I could to help them. I grew up in a small town like McMinden, a town that was changing, and can sympathize with her feelings about the negativity at school. Suzanne provides another perspective. She clearly cares about her children, but could perhaps be described as a So ccer Mom. She is clearly exhibiting signs of role expectation for her children. She wants her children to be like her father. The path to accomplish that goal is through school athletics. She doesn't speak about what her children want, only what she wants for them. It is clear that her heart is in the right place. She seems to be a product of a difficult life and is facing up to the challenge of being a divorced mother.

Emotions In the Workplace Essay Example | Topics and Well Written Essays - 250 words

Emotions In the Workplace - Essay Example Many employees experience negative emotions because of mental health disorders. â€Å"Symptoms of mental health disorders may be different at work than in other situations† (Harvard University, 2014). A controlling boss can also induce sadness in the employees. It is human nature to want autonomy and freedom. Controlling bosses make the employees feel like they work in a confined space like servants. Employees do not feel respected in such a place and thus become sad. Another very important cause of sadness is workplace accidents because they lower the moral of the employees (Franklin, 2014). Negative emotions disrupt the environment and culture of an organization. Negative emotions foster an unhealthy culture. An individual’s performance at work is just as good as the individual’s feelings about the work. Negative emotions not only affect the person who experiences them first but also others who work with him/her in the same office. Nobody likes working or deali ng with a depressed, sad, or mentally ill

Islams Problems come from within Essay Example for Free

Islams Problems come from within Essay * Criticism of propaganda type which world leaders try to persuade the world this isnt about Islam * Rushdie argues that by giving examples how it is a) support of Bin Laden b) the Islamic together coming for the jihad c) the anti-Semitism blaming Jews for the September 11th issues etc. * Rushdie suggests a reasoning for the above written from fear of the west taking over there old-fashioned traditional way of life. * He emphasizing how it is about Islam : many political movements are now guided by radical Islamic organizations such as the revolutionary Shiite of Iran or the Taliban. * Rushdie continues by introducing a vital key point to his article. He criticizes such political groups for blaming outsiders for all the ills of Muslim societies. He then suggests that they are to accept responsibility of their problems and then they may be able to solve their problems by themselves. * Rushdie continues by showing how many Muslims are beginning to ask themselves such questions. He gives some specific examples of intellectuals of the Muslim world relating to that question. * He concludes by suggesting that the way to overcome the problem with terrorism today is by secularist-humanist principles which must be taken on by the Islam. In terms of what we have learned, we would have to say that Rushdie argument is valid. We can come to that conclusion by simply looking at his arguments; Rushdie doesnt introduce new information in his conclusions relating to an argument. If the question of validity refers to the fact that Islam is the topic related to the terror attacks in September, then the argument can well be valid to a certain extent. However, it would morally be wrong to blame a religion for this mass murdering, as we know that generalizing that all Muslims are murders, is wrong and invalid. Although, one could argue the majority of the arguments Rushdie makes, the way he wrote them they are valid. Rushdie presumably has a strong historical knowledge to support his articles arguments. However, I believe a great deal of emotions came in play while expressing himself. We must not forget that Rushdies experience with the Islamic, (in direct reference to the fact he was ordered to be killed by a major Islamic leader) hence a possible bias on the issue. I fully understand such a standpoint as that of Rushdie; I too, when am asked to support my countries actions in regard to the Palestinian terror attacks, tend to become emotional and very protective. Therefore I understand the pressure release Rushdie experiences while expressing himself. Therefore I can also say from experience that I do not think that in such a state Rushdie would exaggerate to a point of absurd.

The Ethics of Conjoined Twin Separation Essay -- Moral Science Biology

The Ethics of Conjoined Twin Separation Conjoined twins are a rare phenomenon. In the even that a set should appear where one twin is dependant upon the other, I believe that they should be separated, at minimum, to save the life of one. At the same time, I believe that every set of conjoined twins is its own special case. In this study, I will present the background information on conjoined twinning, give a few case studies, and give the pros and cons of conjoined twin separation. I will end with my own views on the subject. How do these mutations arise? A.A. Zimmerman hypothesizes that, â€Å"[Conjoined twins arise from] an error in blastogenesis due to incomplete fission of a single zygote, resulting in the development of two centers of axial growth instead of one† (Juretschke, 9). Within the first two weeks of embryo development, there is an error in the embryonic development of the blastocyst, composed of about 100 cells. The single, fertilized egg fails to separate properly, as it would to form identical twins (a fertilized egg divides completely during the initial stages of cell differentiation). This failure of division results in two identical, same sex twins, conjoined in some manner. No one is clear on why the cell fails to divide completely. Statistically, the chances of failed egg division resulting in conjoined twins is about one in 250,000, as compared to the one in 200 chance of giving birth to identical twins. Of those conjoined, 40-60% are stillborn, and 35% of those twins that survive birth die within the first 24 hours. Of those one in 250,000 births, there is a 5-25% chance of existing in the world for more than a day. Interestingly, about 70% of those who beat the odds were female, and t... .... 62, pp. 525 – 529. Veenker, Jody. "One Conjoined Twin Dies After Surgical Separation." Christianity Today. http://www.chrisianitytoday.com/ct/2000/145/430.html updated Nov. 6, 2000. http://www.ama-assn.org/sci-pubs/amnews/pick_01/prca0305.htm http://www7.cnn.com/2000/WORLD/europe.UK/11/03/twins.court/index.html. updated: Nov.3, 2000. http://www7.cnn.com/2000/HEALTH/10/31/conjoined .twins/index.html. updated: Oct.31, 2000. http://www7.cnn.com/2000/WORLD/europe/UK/11/06/twins.conjoined/. updated: Nov. 7, 2000. http://europe.cnn.com/2000/ASIANOW/australasia/10/25/health.australia.simese.reut/index. updated: Oct.26, 2000. http://straitstimes.asia1.com.sg/mnt/html/webspecial/siamese/siamese.html http://talk.guardian.co.uk/WebX?13@@.ee7a95d. updated: Nov. 18, 2000. http://www.twinstuff.com http://.zygote.swarthmore.edu/cleave4.html

Postpartum depression: The mother, child and partner involvement Essay

Traditionally, postpartum psychiatric disorders have been divided into three categories depending on increasing degrees of severity: postpartum blues, postpartum depression and postpartum psychosis. Postpartum Depression (PPD) is thought to affect between 4 and 28% of all mothers. Despite its prevalence, it is not well understood.   It is the duration, severity and complexity of the symptoms that distinguishes PPD from the baby blues and postpartum psychosis (Romm, 2002). PPD can affect any woman, no matter what her age, economic status, or cultural background. Symptoms include madness, irritability, apathy, and intense anxiety, crying spells, worthlessness, and inability to make decisions or to concentrate. It can begin anytime during the first few days, weeks, or months after delivery. The specific cause is unknown but fluctuating hormone levels, exhaustion and stress may trigger. PPD, if left untreated could lead to postpartum psychosis characterized by delusions and hallucinations; they may become suicidal or have thoughts of hurting their baby. There are a lot of possible causes of PPD which include: doubt about the pregnancy, lack of support system, breast-feeding problems, sharp drop in estrogen and progesterone levels after childbirth, unresolved issues and any other stressful events. Signs and symptoms that may indicate that postpartum blues are actually PPD include: worsening insomnia, changes in appetite (poor intake), poor interaction with the neonate; views the neonate as a burden or problem, suicidal thoughts or thoughts of harming the neonate, feelings of isolation from social contacts and support systems, inability to care for self or neonate due to lack of energy or desire (Springhouse, 2007). A range of risk factors have been identified with the development of PPD, including a history of depression, difficult infant temperament, marital or partner relationship problems, child care stress, low self-esteem and poor social support. Postpartum depression is very treatable with counseling and/or antidepressant medications that are safe for nursing mothers (Riley, 2006). The child of a PPD mother Researchers have extended examination of PPD to include samples from various cultures and countries around the world. PPD disrupts maternal-infant interactions and children’s cognitive and emotional development. Withdrawn, disengaged, and intrusive maternal behavior patterns may result in fussy, aggressive, less affectionate and less responsive infants. Reduced vocalization and slower neurological growth and motor skills development have been documented among infants of depressed mothers. In response to growing incidence of PPD’s negative effect on infant development, investigators have begun to focus evaluating interventions to promote improved mother-infant relationships. Nurse investigators are also involved in testing better tools for early detection of PPD. The Postpartum Depression Screening Scale (PDSS) is a promising, 35-item self-report instrument to identify women who are at risk for PPD. Given the importance of PPD as a clinical problem, mental health evaluation of all postpartum women should be standard care (Fitzpatrick & Wallace, 2006). This depression often interferes with a woman’s ability to function. One of the major challenges in dealing with PPD has been early recognition. Undiagnosed PPD can result in tragedy, sometimes in a form of maternal suicide or infanticide that makes headlines. Early intervention is essential. In screening, it is important to recognize that women who have experienced a high-risk pregnancy, previous infertility, previous post-partum depression, and stressful labor and birth are at risks of PPD. A non-supportive partner or stress related to family, marriage, occupation, housing, or other events during pregnancy can also contribute to the risk of PPD. Also, women with past history of depression not related to pregnancy are at risk. Screening for PPD begins with prenatally with identification of potential risks. it is important that the woman at risk and/or diagnosed with PPD receive appropriate counseling, treatment, and support (Phillips, 2003). One clinical trial designed to test the efficacy of an interactive coaching approach delivered by trained home visiting nurse produced promising findings. The intervention had a positive effect on maternal-infant responsiveness among mothers. Subsequent research is needed with diverse samples to test additional interventions to reduce negative effects of maternal depression on child development. Inclusion of partners to examine family processes related to maternal depression was also recommended (Fitzpatrick & Wallace, 2006). The treatment   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Treatment is available for people suffering from depression, the most effective for moderate-to-severe cases generally being combination of biological and non-biological therapies. This usually means making use of both medication and psychotherapy. One key factor in the success if antidepressant medication is the willingness of patients to take it as prescribed. Compliance with prescribed medications is also important. Psychotherapy is educational in nature and involves helping patients develop an understanding of various problems, as well as new beliefs and behaviors, which can ultimately lead to more successful adjustments. Psychotherapy may be supportive in nature or crisis-oriented (Ainsworth, 2000). The high rate of depression and anxiety disorders in women of childbearing age should alert the primary care physician to consider PPD in the routine care of young and middle-aged women (Robinson & Yates, 1999). The partner of a PPD mother   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research suggests that women’s relationships with their male partners are crucial to understanding PPD. According to studies, male partners are the primary sources of support in mother’s lives, and one of the main causes of PPD is seen as a poor relationship in which a woman’s partner fails to be sympathetic, understanding, or supportive in practical or emotional terms (Mauthner, 2002). The partner’s positive response to this problem could result to faster recovery of the mother and the safety of the child as well. References Ainsworth, P. (2000). Understanding Depression: Univ. Press of Mississippi. Fitzpatrick, J. J., & Wallace, M. (2006). Encyclopedia of Nursing Research: Springer Publishing Company. Mauthner, N. S. (2002). The Darkest Days of My Life: Stories of Postpartum Depression: Harvard University Press. Phillips, C. R. (2003). Family-Centered Maternity Care: Jones and Bartlett Publishers. Riley, L. (2006). Pregnancy: The Ultimate Week-By-Week Pregnancy Guide: Meredith Books. Robinson, R. G., & Yates, W. R. (1999). Psychiatric Treatment of the Medically Ill: Informa Health Care. Romm, A. J. (2002). Natural Health After Birth: The Complete Guide to Postpartum Wellness: Inner Traditions / Bear & Company. Springhouse. (2007). Maternal-Neonatal Nursing Made Incredibly Easy! : Lippincott Williams & Wilkins.