Land Law Essay Example | Topics and Well Written Essays - 1500 words - 2

Land Law - Essay Example If she however failed to make the necessary enquiries then she remains to be bound by the lease agreements.2 Mr. Wood claims to have a lease interest that was executed under deed. A purchaser’s legal obligations over a lease under deed are determined by legality of the deed. If the deed is legal then registration of the interest in the property is considered. In such a case, the deed must have been legally or properly constituted. The lease is legally binding under common law if Mr. Wood can prove that the deed was properly constituted.3 Otherwise, the purchaser’s obligation to to be bound by the lease will be determined under the doctrine of equity4 . Under this approach, Wood would need to prove that the agreement was in writing and was correctly registered.5 If this was the case, then the existing lease will bind Henrietta on ground of registered notices. The underlying principle of the written and registered agreement is that a purchaser of a registered property is supposed to make a search over all third party rights that are attached to the property before proceeding with the purchase. Failure to make the search and a subsequent existence of a right binds the purchase. If the lease was not registered then Henrietta is not bound by the agreement this is because unregistered interest on registered property is considered as null and void.6 Annabelle claims that she made a share contribution to the purchase of the property sold by Fred. The first factor is Henrietta’s enquiry to find out if such claim was registered.7 If the claim was not registered then it can only be enforced under equity. The case can therefore be considered based on property held under trust. Rights due to trust can be overreached if the the purchase price is paid to more than one trustee. Under such a circumstance, the purchaser is not bound by any claim of ownership by a third party, as the purchase price is sufficient under overreaching principle.8 Payment of the p urchase price to one trustee however introduces the doctrine of overriding interest in the case. For this to be applicable, Fred’s grandmother must prove that she was in occupation of the property at the time of sale. If occupation can be successfully proved then the grandmother’s right over the land binds Henrietta. However, failure to prove interest or occupation in the property at the time of sale protects Henrietta from the grandmother’s claim.9 Mohamed has warned Henrietta against carrying out constructions on a portion of the purchased land on the basis of a restrictive covenant with a former owner. Restrictive covenants are not enforceable under law and would be interpreted in line with the doctrine of equity. In order to determine the legal position of Mohamed’s claim, circumstances under which the covenant was created as well as the nature of the created rights will be evaluated. Since covenants create interest in land, the next factor to be cons idered in determining Henrietta’s liability over the covenant is registration of the right created by the covenant. If the agreement was duly registered, then Henrietta has no legal option but to honour the terms of the covenant as was created between Mohamed and the former property owner. A different scenario would however be witnessed if the covenant was not duly registered.10 Failure to meet requirements under the registration deprives Mohamed of any legal claim over the covenant. In such a case, under which restrictive coven

Chemical Reaction Essay Example for Free

Chemical Reaction Essay Chemical Reactions Lab Objectives: 1. To examine a variety of reactions including precipitation, acid-base, gas forming, and oxidation-reduction reactions. 2. To identify the products formed in these reactions and summarize the chemical changes in terms of balanced chemical equations and net ionic equations. 3. To identify the species being oxidized and reduced in oxidation-reduction reactions and determine which species is the oxidizing agent and the reducing agent. Chemical equations represent what occurs in a chemical reaction. For example, the equation HCl (aq) + NaOH (aq) → NaCl (aq) + H2O (l) describes an acid-base reaction, a type of exchange reaction in which the driving force is the formation of water. In an exchange reaction, the anion of one reactant changes places with the anion of the other reactant. Most exchange reactions take place in aqueous solutions. Other types of exchange reactions include precipitation and gas forming reactions. When a solution of lead (II) nitrate and sodium sulfate are mixed, you observe that a precipitate is formed. What is the identity of the precipitate and what is the balanced molecular equation and net ionic equation describing this reaction? To determine the answers to these questions, you must first be able to write the CORRECT FORMULAS for the reactants and the products for this reaction. The following represents these formulas in an unbalanced chemical equation: Pb(NO3)2 (aq) + Na2SO4 (aq) → PbSO4 + NaNO3 Which product is the precipitate? One cannot know the answer to this question without using the solubility rules (Tro text, Table 4.1, p. 136). By using this table it can be determined that PbSO4 is an insoluble salt whereas NaNO3 is soluble. Consequently, one can write the subscripts for the products indicating which product is the precipitate. Pb(NO3)2 (aq) + Na2SO4 (aq) → PbSO4 (s) + NaNO3 (aq) Is this equation balanced? No. So, it now needs to be balanced. Pb(NO3)2 (aq) + Na2SO4 (aq) → PbSO4 (s) + 2 NaNO3 (aq) To write the net ionic equation, the above equation should be written as a complete ionic equation and then the spectator ions (the underlined ions) are cancelled. Pb2+ (aq) + 2 NO3- (aq) + 2 Na+ (aq) + SO42- (aq) → PbSO4 (s) + 2 Na+ (aq) + 2 NO3- (aq) So, the net ionic equation for this precipitation reaction is: Pb2+ (aq) + SO42- (aq) → PbSO4 (s) Oxidation-reduction (redox) reactions are another important class of chemical reactions. In redox reactions electrons are transferred from one substance to another. For example, if a copper wire is placed in a solution of silver nitrate a redox reaction occurs and silver metal is formed along with copper (II) nitrate. Oxidation numbers: (0) (+1) (+2) (0) Molecular equation: Cu (s) + 2 AgNO3 (aq) → Cu(NO3)2 (aq) + 2 Ag (s) (0) (+1) (+2) (0) Net ionic equation: Cu (s) + 2 Ag+ (aq) → Cu2+ (aq) + 2 Ag (s) The oxidation numbers for the metallic elements in this equation (See oxidation number rules, Tro text, p. 148) show us that copper metal is being oxidized while the silver ion is being reduced. Copper is therefore the reducing agent while silver nitrate is the oxidizing agent. PROCEDURE YOU NEED TO WEAR GOGGLES AT ALL TIMES WHILE PERFORMING THIS EXPERIMENT. Chemical waste can be disposed of in the waste beakers supplied in the hoods. Part I: Exchange Reactions: 1. Obtain 7 small, clean test tubes. For the purposes of this lab, the test tubes need only be clean, not totally dry. A hose connected to the air supply in the hood may be used to quickly remove most water from the test tubes. 2. Place 10 drops of 0.5 M CaCl2 into each of the 7 test tubes. 3. Next, add 10 drops of 0.5 M solutions of each of the following solutions to the indicated test tubes, and record your observations. Allow at least 5 minutes for reactions to occur before disposing your solutions. Test Tube 1 2 MgSO4 (NH4)2C2O4 3 KNO3 4 Na3PO4 5 KBr 6 NaOH 7 K2CO3 4. Dispose of the solutions and any precipitates in the waste beakers located in the hoods. Wash your test tubes with soap and water. Rinse with tap water, then deionized water. 5. Add an amount equivalent to the size of a small pea of baking soda (sodium hydrogen carbonate) to a clean test tube. Add 10-20 drops of vinegar. (Vinegar is an aqueous solution of acetic acid, HC2H3O2). Record your observations. 6. IN THE HOOD, add an amount equivalent to the size of a small pea of sodium sulfite, Na2SO3, to a test tube. Add 10-20 drops of 6 M HCl. Record your observations. 7. Put 10 drops of 0.5 M nitric acid and 10 drops of 0.5 M phosphoric acid into separate test tubes. Add 1 drop of phenolphthalein to each test tube. Add drops of dilute (0.5 M) sodium hydroxide solution into each of the test tubes until a permanent color change is observed. (NOTE: Phenolphthalein is an acid-base indicator that is colorless in acidic and neutral solutions, but pink in basic solutions). HINT: When writing your net ionic equations: nitric acid is a strong acid while phosphoric acid is a weak acid. Part II: REDOX REACTIONS: 8. Add a small piece of zinc to a test tube containing 30 drops of 6 M HCl and record what happens. 9. Add a 1 inch piece of copper wire to a test tube containing 30 drops of 6 M HCl and record what happens. (Is copper an active metal or inactive metal with HCl? Look up an activity series of metals online to check). 10. IN THE HOOD, take a 2 inch piece of magnesium ribbon and hold it with a pair of crucible tongs. Light the magnesium metal with a Bunsen burner and record your observations. DO NOT LOOK DIRECTLY AT THE BURNING MAGNESIUM. LABORATORY REPORT Students will write an individual or group laboratory report at the discretion of the professor. Include the following information in your laboratory report, due at the beginning of the laboratory period next week. 1. Title. Title of the experiment, your name, your partners name and the date the laboratory was performed. 2. Introduction. This will be your opportunity to practice writing introductions. The int roduction to the lab should be about chemical reactions in general (why they are important, examples of specific types of chemical reactions such as combustion, precipitation, redox, etc.), not about how to write and balance an equation. For complete guidelines, go to â€Å"Laboratory Reports† on the Chem 1061 website. 3. Experimental Details. A description of the procedure you followed to produce the experimental data and results. Alternatively, you may reference the procedure by citing the URL’s (web addresses). 4. Results. A table or tables of your experimental data, clearly labeled with the proper units. Remember to use subscripts and superscripts where appropriate (examples: cm3 or H2O). A neat table which includes your observations from the precipitation reactions (steps 2-3) should be included in a results section as well as any observations from the remainder of the reactions in parts I and II. 5. Discussion and Conclusion. For all the reactions observed (exchange reactions and redox), write the balanced molecular equation and net ionic equation for each reaction. For each reaction, place phase labels, [(s), (l), (g), or (aq)], after each reactant and product. In addition, for the redox reactions in part II, indicate which reactant is the oxidizing agent and which one is the reducing agent. There is no need to write equations for combinations that produced no reaction. For each reaction that you observed and for which you write equations, you may provide any additional insights that you have into the reaction (was it easy/hard to observe, interesting things to note, etc.). You will also want to correlate things learned or observed with what you discussed in the introduction about reactions in general. 6. References. Citations and references to any sources you may have used for the introduction or to perform, complete, or analyze the results of the lab. 7. Follow your instructor’s directions for submission of this lab report. If you submit by email, please attach a single file with a filename convention of Lastname Firstname Reactions and a subject line of â€Å"Chem 1061: Reactions Lab†.

Teenagers On After-school Jobs Essay -- essays research papers

Almost every teenager wants a job, yet many people are against it. I believe teenagers should have after-school jobs for a number of reasons. First, having a son or a daughter that works can financially help the parents. Also, the experience the teenager will acquire from after-school jobs will help him or her on future jobs. Finally, teenagers should have after-school jobs because it will keep them away from trouble. Parents should realize that as long as their son or daughter wants an after-school job and it does not affect his or her performance at school, they should let their child have one.   Ã‚  Ã‚  Ã‚  Ã‚  Usually, families that have financial problems have their teenage children go to work. Having an extra family member bringing money into the house will increase a f...

Spanish Conquest of the Aztec Empire

The people known as the Aztecs (who referred to themselves as the Mexica or Tenocha) originated from a place called Aztlan, somewhere in North or North west Mexico. Sometime in the 12th century they embarked on a period of wander- ing and in the 13th century settled in the valley of central Mexico. About 1345 they founded the town of Tenochtitlan. The Aztecs of Tenochtitlan ruled by Montezuma II became the greatest power in Mexico. The city of Tenochtitlan formed an alliance with the neighboring cities of Texcoco and Tlacopan but later became the dominant partner and gained total control of the entire valley.Conquering city after city, Moctezuma and his warrior empire took food, luxury goods, exotic raw materials and war captives. The prisoners of war were saved for sacrifices to the gods. Embarking on a journey of his own in search of gold, General Hernando Cortes lead his group of Spanish troops into the path of the powerful Moctezuma monarchy. After meeting face to face, both men seemingly viewed the other with mutual respect after a friendly exchange of greetings. Trust was not to be gained quite as easily as each leader kept their warriors on constant alert.Even after General Cortes and his troops were settled into luxurious apartments and given a sumptuous meal, they remained very cautious. By placing their cannon into position and readying the cavalry and infantry, they could be ready in a moment s notice. Moctezuma remained alert as well, and had even gone so far as to have his secret room of riches and treasures cemented. He was still uncertain as to whether Cortes was god or man, friend or foe. There is no doubt that the Spaniards viewed Montezuma as mighty, great and wise.I m certain they were astonished and awed over his great fortune, works of gold, jewels, magnificent arts, architecture, and the like. He was definitely not lacking in pomp and splendor. Everything Montezuma owned was excessive and everything he did was carried to the extreme. He su rrounded himself with guards, servants and beautiful women. Great respect was shown to him even though all of his empire did not think he was deserving of it. Cortes and his men surely did not agree with Moctezuma s political ways.He controlled conquered people and his empire was held together by mere force rather than loyalty. The state controlled every aspect of life. Of course, Cortes himself was a conqueror, but his people were not controlled and forced as the Aztecs were. Many of the Aztec people looked upon the Spaniards with curiosity. They did not know how to judge these strange people. Some thought Cortes to be the legendary ruler Quetzalcoatl, whose return to earth had been prophesied. In fact, that may be the only reason Cortes was not met with stronger initial opposition.The Aztecs also resented the kindness and favors their king bestowed upon the general and his men. The Spaniards had freedom that they did not, so I m sure that they viewed them with envy. If they had sp oken out against their king, it would have meant instant death. Other people of the Aztec empire saw the Spaniards as powerful allies against Moctezuma and his imposed rule. Many of the Amerindian people had already began to form allies with Cortes on his way into the capital city of Tenochtitlan. In Aztec Mexico, religion was ever present.The Aztecs worshipped a multitude of gods, each of whom demanded offerings and sacrifices. They considered themselves the chosen people of Huitzilopochtli, the sun and war god, in whose name they were destined to conquer all rival nations. Huitzilopochtli occupied the main temple at Tenochtitlan. He was worshipped daily with offerings of human blood and fresh throbbing hearts, torn from the bodies of sacrificial victims. It was during a tour of the temple that General Cortes tried to convey to Moctezuma that he was being deluded by his idols of evil.Cortes request to erect an image of the Virgin Mary was angrily denied. The Europeans very much bel ieved in the Christian religion and were totally appalled by the Aztec customs. They earnestly wanted permission to build a church there and introduce Christianity. After days of watching the Aztec people build an almost humanlike statue of their sun and war god, the Spanish troops were provoked into an attack. Their mission all along was to invade and assault the Aztec empire, but it was momentarily put on hold when Moctezuma welcomed them.The Spaniards chose to capture Moctezuma and attack the Aztecs during their annual festival of worship and sacrifice to their gods. This festival was equivalent to the Christian version of the Easter holiday. The Spaniards caught the Aztecs off guard and immediately slaughtered many warriors, but the Aztecs quickly revolted against the invaders and killed 53 Spanish prisoners for sacrifice. Moctezuma was killed in the uprising. Cortes, with new troops from Cuba, along with the aid of thousands of Indian allies, finally conquered the Aztec in 1521 .Legend would have us believe that Hernando Cortes was totally ruthless and did nothing but conquer, rape and plunder (rather than trade), but eye witness accounts of the Aztec conquest are few. Some say the conquest was a bloody massacre, others say it was a glorious conquest. Seemingly during that era of time, it was every man for himself. Personally, I do not think Cortes had much of a choice once he was inside the empire because Moctezuma would have inevitably come after him. He could have chosen not to go but, at that time it was take or be taken.Their is no easy way to wage war and under the circumstances Cortes probably did just as other warriors before him had done. The Aztec empire collapsed almost instantly after the conquest. The warriors and noblemen who were not killed immediately died later from rampant smallpox and other diseases. The conquest of the Aztecs marked a significant period for the Spanish. It opened new doors by broadening economic and political gain. In s hort, the European expansion paved the way for a new age, a new beginning, and a major turning point in history.

Child development Essay

WHAT HAVE YOU LEARNED? Body Changes 1. The study of human development is a science because it depends on theories, data, analysis, critical thinking, and sound methodology just like every other science. 2. The five steps of the scientific method are: 1) begin with curiosity 2) develop a hypothesis 3) test the hypothesis 4) draw conclusions 5) report the results. 3. The research on SIDS illustrates the replication and application of the science of child development by repeating the study and using different participants from other cultures. 4. Known: – birth order did not matter – other factors can increase the risk -sleeping position mattered -back sleeping reduced SIDS Unknown: – if its genetics. – why it still occurs 5. Nature refers to the influence of the genes that people inherit. Nurture refers to environmental influences, beginning with the health and diet of the embryo’s mother and continuing lifelong, including family, school, culture, and society. Brain Development 6. 7. Exaggeration of human sex differences is distortions that develop mentalists seek to avoid. People tend to notice differences and jump to conclusion that something important is lacking. 8. 9. 10. People from several groups can share a culture because it is a system of shared beliefs, conventions, norms, behaviors, expectations and symbolic representations that persist over time; it is a powerful social construction. 11. The term race has been used to categorize people on the basis of physical differences, particularly outward appearance. The term ethnic groups are people whose ancestors were born in the same region and who often share a language, culture, and religion. 12. SES reflects family income, but not income alone. The education and occupation of the head of the household, or of both parents, and sometimes the average education or income of the other residents of the neighborhood, also used to determine SES. Improved Motor Skills 13. 14. 15. The implied view of human development is an ongoing, ever changing interaction between the physical, cognitive, and psychosocial influence. The crucial understanding is that development is never static but is always affected by, and affects, many systems of development. Injuries and Abuse 16. It is more accurate to consider the system of development rather than each part in isolation because just like the way the natural world changes over time, the human growth follows diverse patterns and paces. 17. Bronfenbrenner emphasize in his ecological systems approach that develop mentalists must consider all the systems that surround each person, just as a naturalist examines the ecology of each organism, considering the interrelationships between it and its environment. 18. All persons born within a few years of one another are said to be the same cohort. Members of each cohort are affected by the values, events, technologies, and culture of their era. 19. The biosocial development includes all the growth and change that occur in a person’s body and the genetic, nutritional, and health  factors that affect that growth and change. The cognitive development includes all the mental processes that a person uses to obtain knowledge or to think about the environment. The psychosocial development includes development of emotions, temperament, and social skills. 20. Scientific observation requires researchers to record behavior systematically and objectively, using behavioral definitions and timed data. The experiment is the research method that scientists use to establish cause. 21. Experimenters use a control group as well as an experimental group to find out whether an independent variable affects the dependent variable. 22. Using independent and dependent variables make it easier to learn what causes what because the researcher can conclude how the independent variable caused whatever changes occurred in the dependent variable. 23. 24. 25.

Free Essays on Brown vrs Board of Education

Brown v. Board of Education of Topeka, Kansas, decided on May 17, 1954, was one of the most important cases in the history of the U.S. Supreme Court. Linda Brown had been denied admission to an elementary school in Topeka because she was black. Brought together under the Brown designation were companion cases from South Carolina, Virginia, and Delaware, all of which involved the same basic question: Does the equal protection clause of the 14th Amendment prohibit racial segregation in the public schools? It was not until the late 1940's that the Court began to insist on equality of treatment, but it did not squarely face the constitutionality of the "separate but equal" doctrine until it decided the Brown case. In a brief, unanimous opinion delivered by Chief Justice Earl Warren, the Court declared that: "separate education facilities are inherently unequal" and that racial segregation violates the equal protection clause of the 14th amendment. In a moving passage, the chief justice argued that separating children in the schools solely on racial grounds "generates a felling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to be undone." Although the decision did not bring about total integration of blacks in the schools, it resulted in efforts by many school systems to remove the imbalance by busing students. The Court's decision had far reaching effects, influencing civil rights legislation and the civil rights movement of t he 1960's.... Free Essays on Brown vrs Board of Education Free Essays on Brown vrs Board of Education Brown v. Board of Education of Topeka, Kansas, decided on May 17, 1954, was one of the most important cases in the history of the U.S. Supreme Court. Linda Brown had been denied admission to an elementary school in Topeka because she was black. Brought together under the Brown designation were companion cases from South Carolina, Virginia, and Delaware, all of which involved the same basic question: Does the equal protection clause of the 14th Amendment prohibit racial segregation in the public schools? It was not until the late 1940's that the Court began to insist on equality of treatment, but it did not squarely face the constitutionality of the "separate but equal" doctrine until it decided the Brown case. In a brief, unanimous opinion delivered by Chief Justice Earl Warren, the Court declared that: "separate education facilities are inherently unequal" and that racial segregation violates the equal protection clause of the 14th amendment. In a moving passage, the chief justice argued that separating children in the schools solely on racial grounds "generates a felling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to be undone." Although the decision did not bring about total integration of blacks in the schools, it resulted in efforts by many school systems to remove the imbalance by busing students. The Court's decision had far reaching effects, influencing civil rights legislation and the civil rights movement of t he 1960's....

buy custom Malignant Hypertension essay

buy custom Malignant Hypertension essay Introduction Various forms of hypertension, also referred to as high blood pressure, or simply HBP, are today experiences across all nations around the globe. Some hypertensions are mild while other are fatal and can cause death as a result of stroke, body organs failures or congestion of blood in the body vessels. Definition of Malignant Hypertension This is a type of high blood pressure that attacks an individual suddenly and acutely. In malignant hypertension, the lower blood pressure (diastolic) reading is usually as high as above 150 mmHg and the systolic level goes beyond 200 mmHg. Malignant hypertension is also called arteriolar nephrosclerosis or accelerated hypertension. It is a syndrome characterized by severe hypertension due to sudden increase in the baseline blood pressure (BP). It usually affects the central nervous system (CNS), the renal system and the cardiovascular system, and results into permanent damage to affected body organs. Occurrence of malignant hypertension also results into destruction of the red blood cells as they flow vessels blocked by fibrin deposition (Gudbrandsson, 1981). This sudden increase in blood pressure often becomes a threat to the life of the patient. Causes of Malignant Hypertension Malignant hypertension is common in persons with history of high blood pressure, especially children and young adults. It may also occur in people with collagen vascular disorders, kidney problems and pregnant women suffering from toxemia or complications of pregnancy. The risk of attack increases in persons who have once suffered from kidney failure and renal hypertension as a result of renal artery stenosis. It is believed that malignant hypertension may be caused by monoamine oxidase Inhibitors (MAOIs) and some oral contraceptives used in birth control (Hilme, 1993). Symptoms Different patients show different symptoms for malignant hypertension. However, the major symptoms include blurred vision, body fatigue insomnia, restlessness, unconsciousness and various changes in mental status such as angst, confusion and lack of proper concentration. Some patients may also suffer from chest pains, mild coughs, severe headaches and nausea. In cases where the kidney is affected, reduction in urination is experienced. Similarly, there may be attack of certain body organs such as the kidney. Some people have been reported to have difficulties in breathing and general body weakness, especially at the legs and arms. Diagnosis and Examination Malignant hypertension is an emergency attack. Diagnosis of malignant hypertension thus includes physical examinations such as determination of blood pressure, identification of body swellings especially in the lower feet, assessing the presence of fluid in the lungs and any abnormal heartbeat rates. According to Lip and Nadar, malignant hypertension usually affects the functionality of the brain and thus the physician must verify any symptom of change in thinking, reflexes, and/or sensation (Lip Nadar, 2009). Through medical observations and examination of the patients eyes, it is possible to identify presence of retinal bleeding, optic nerve swelling as well as possibility of narrowed blood vessels. These indicate presence of high blood pressure. When a patient is attacked by malignant hypertension, he or she is likely to develop kidney failure. The physician can thus perform Urinalysis or Blood Urine Nitrogen (BUN) tests to identify possible damages to the kidneys. Additionally, an X-Ray of the chest may be carried out to examine if the lungs and the heart are affected. Treatment Due to its severity, malignant hypertension requires urgent assessment and treatment. A patient may be required to be hospitalized for a period of more than one month until the high blood pressure is put under control. During treatment and medication, drugs that regulate high blood pressure are usually administered through the veins, for example, Nitroprusside Dilator and Fenoldopam which increase blood in the renal vessels. Kaplan and Victor suggest that in case fluids are found in the lungss, then diuretics are performed. Diuretics help the body in removing excess fluids form the lungs (Kaplan Victor, 2009). Moreover, it is recommended that patients should use drugs that protect the heart from further destruction if damages to the heart were diagnosed. Drugs that help to stop internal bleeding of the retinas are also given to the patient. The choice of drugs used in treatment of malignant hypertension varies depending on the health status of the patients, severity of attack, lack of difficulty in administration and possibility of development of side effects. Prognosis of Malignant Hypertension Malignant hypertension exposes various body systems at increased risks due to increased blood pressure. Certain vital organs of the body such as the kidneys, heart and brain may be destroyed. Malignant hypertension also puts the eyes and blood vessels at risks. In extreme cases, permanent kidney failure may occur, a condition which may force the patient to undergo dialysis. Hilme warns that malignant hypertension requires early diagnosis and treatment to reduce such life-threatening complications (Hilme, 1993). Possible Complications of Malignant Hypertension The major complications observed in many patients of malignant hypertension are damages to the brain and the heart, kidney failure and pulmonary edema, that is, presence of fluids in the lungs. The patient may experience angina. Gudbrandsson defines angina as chest pain that result from narrowed blood vessel. Retinal destruction may also lead to permanent blindness (Gudbrandsson, 1981). Conclusion It is important to seek medical attention whenever a patient experiences sudden increase in blood pressure or shows symptoms of malignant hypertension. Appropriate action should be taken to save the patient from this deadly disease.It is advisable for people to practice healthy lifestyles such doing exercises regularly, taking healthy diets with low levels of salt, fat and cholesterols, and taking medications that monitor ones blood pressure. Buy custom Malignant Hypertension essay