Research Methods and Research Models - College Students Topics For Research Paper

Research Methods and Research Models - College Students' Topics For Research PaperHigh school students have plenty of topics for research paper options available to them. Topics can be taken from a wide variety of fields and this gives students plenty of options to think about when preparing their own research papers.In general, the topics for research paper can be split into two parts: research methods and research models. Research methods include methods used by scientists in the field, such as field studies, laboratory experiments, statistics, etc. In addition, research models are used in experimental design and research methodologies.An experiment is the research method most often used in a given experiment. The study design includes the number of subjects and the size of the groups involved, the duration of the experiment, etc.Some areas of research use model organisms, which are used as models in science fairs and other science competitions. Other topics for research paper may focus on new methods of food production, etc.Topics for research method also include ethics in an experimental environment. Ethics is generally used in areas of medical research, although it may also be used in areas of medical testing. Topics may include children's safety in settings that may involve contact with rats, mice, mice ticks, monkeys, etc.Another topic for research method can be the methods used in actual experiments. Although many students and scientists are not familiar with the different types of models or experiments used in an experiment, it is important to mention the common methods when writing your research paper. To illustrate the common types of experiments and models, examples of experiment designs may be food composition, water chemistry, etc.For those who want to focus on another area of research, they may choose a topic for research method or else they may choose one of the more popular topics. The choice depends on the specific topic that is chosen.

USC College Essay Prompts and Essay Questions

USC College Essay Prompts and Essay QuestionsUSC, one of the best colleges in the United States, offers a variety of essay prompts and essay questions to help students prepare for the SAT or ACT. In addition to the old time or classic style essays, they offer essay prompts which are updated for the SAT and other standardized tests.One of the essay prompts that will be found on their website is 'Explaining Social Issues in English'. This essay prompt can be used by students who are taking the ACT. If you want to be prepared for the SAT or ACT, then this essay prompt will help you prepare for the topic and it is important that you think about what you want to say and then write your essay.Another unique essay question and essay prompt is called 'Reality of Mental Health Services and Healthcare'. This essay prompt is commonly used by students who are preparing for the SAT or ACT and will help them understand and figure out how they can improve their grade. They will need to answer quest ions like 'In answering this question, which option would be preferable?' or 'What will be the effect of the proposed services on health services in the area?''Breaking The Ice' is another great essay prompt that you can use. Students will need to analyze what may have happened if they had a problem and answer questions such as, 'If there is a problem, what do you think was going to happen? ', 'What is the point of writing down things that you hear?' or 'What are your thoughts on the way in which you and your peers in the class handle things?'After deciding on your topic, you will also need to write the essay and figure out how you are going to address it. An example of an essay prompt that you may use is, 'Since the section of today is the Social Issues section, you will need to consider the following: What makes this section so controversial? Is it because of what is written in the essay or is it because of what is said during the discussion?'Writing the essay and answering the es say prompt will test your ability to research and write logically. Your teacher will be able to see how well you write and how well you interact with your peers.Writing your essay prompts and essay questions will help you get ready for the tests. The same applies to college essays, which you will need to give an essay for each college.

How to Properly Structure an AP English Literature Essay Prompt

How to Properly Structure an AP English Literature Essay PromptThe best way to get a sense of what is required in an AP English Literature essay is to find out what is acceptable in that category. Most writing websites provide answers to this question, which are informative and will help you put an intelligent view into the essays you select.To give you an idea, let us take an example where your average essay size would be no more than one page. Assuming that is how much an average English Literature essay would require to be written, the number of points in the essay is calculated by multiplying the maximum possible number of words by its average word length in relation to an average writing period of about 3 minutes, since this is a significant factor in essay writing.Essay prompts and sample responses can help you understand what you should look for in an AP English Literature essay prompt. They usually have answers to the following questions: what is the purpose of the essay? How to create a good essay?Most writing sites, e-book and e-zine publishers, AP literature authors, and writing teachers may provide sample essays to help you understand how to structure a good essay. By reading through a number of these samples, you will gain a better idea about how to present your ideas in the best possible manner.The essay prompts and sample responses also supply helpful information on what the possible topics in your AP English Literature essay might be. This knowledge will make it easier for you to choose the appropriate topic in order to explain to the reader why you would like to read your piece and to invite their attention.Reading the AP English Literature paper can be fun but must be done in the right manner so that it does not turn into a stressful ordeal. Sometimes this can lead to the essay getting lost in the mass of other essays and may not receive the attention it needs from the readers.Apart from thinking of the right answer to a question in the essay, remember to avoid stating the obvious and staying away from using abbreviations when describing your thoughts and ideas. Let the essay communicate what it wants to with an interesting and engaging style.

Yellow by Coldplay free essay sample

Coldplay’s â€Å"Yellow† is a debut masterpiece, tugging at its listeners heartstrings with it’s uniquely tuned acoustics and Chris Martin’s heartfelt symphonic voice. The rock ballad has been widely interpreted in many ways, the songs lyrics â€Å"they were all yellow†bringing up a book of speculations on the meaning. Ironically, Chris Martin, singer and songwriter of Coldplay stated that he hadn’t intended a meaning during the spontaneous creation of the hit song. After observing the night sky with his band at a studio in Wales, the tune for â€Å"Yellow† emerged from his guitar along with the opening lyrics. Excitedly Chris played the opening bit to his bandmembers, when the lyrics â€Å"and they were all yellow† came about. Chris admits that he didn’t know exactly what it meant, but he states that it was â€Å"a feeling more than a meaning.† Despite the lack of a definite meaning, fans interpret the feeling of this captivating melody in distinct ways. We will write a custom essay sample on Yellow by Coldplay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A popular theory speculates the song is about self-image and depression, expressing someone’s attempt to bring happiness to another’s lack of â€Å"yellow†, a color which typically signifies cheerful things. Similarly, others theorize that song is describing unconditional love, quoting the song’s heart wrenching line â€Å"For you I’d bleed myself dry.† Along with these speculations, the song’s use of â€Å"Yellow† gives way to interpretations regarding effects of disease as it describes â€Å"Your skin, your skin and bones,† referring to the discoloration of illness. While the song initially had no specific meaning, it is because of this that it should be regarded as a masterpiece. Art, whether it be a painting or a lyric, is a message only read by the eye of the beholder, and by no doubt Coldplay’s â€Å"Yellow† makes the cut.

Critical Review of the pathogenicity of measles, the symptoms associated with the infection and how to prevent the potentially fatal disease. The WritePass Journal

Critical Review of the pathogenicity of measles, the symptoms associated with the infection and how to prevent the potentially fatal disease. Introduction Critical Review of the pathogenicity of measles, the symptoms associated with the infection and how to prevent the potentially fatal disease. IntroductionInfection and Spread  SymptomsVaccinesConclusionRelated Introduction Measles is a contagious human disease that mainly affects children. The measles virus (MV) that causes this systemic infection is a single stranded ribonucleic acid virus belonging to the genus Morbillivirus in the Paramyxovirus family.(2,3) As transmission is via air droplets, initiation of the infection occurs in the respiratory tract, and spreads to other organs. MV affects the immune system leading to a prolonged state of immune suppression which can result in several complications involving the respiratory tract and the brain e.g. encephalitis.   Immunisation using a live attenuated vaccine is the main preventative of the infection.   In 2000, the cases of infection of measles in Europe was rare due to vaccination, however in 2008 there was a total of 7,822 (5) with Switzerland having the highest incidence rate in Europe. (6) Measles are increasing in Ireland, with 320 cases reported within 8 months in 2009. (7) The objective of this assignment it to review the pathogenicity of measles, the symptoms associated with the infection and how to prevent this infectious and potentially fatal disease. Infection and Spread Infection is initiated in the respiratory tract. (8) The virus can then spread to the local secondary lymphoid tissues via dendritic cells of the lungs or the alveolar macrophages. (8) From here it can travel to the peripheral blood and spread via epithelial and endothelial cells to multiple organs. Research has suggested that in the later stages of the infection, the virus infects the epithelial cells of the respiratory tract facilitating in the spread of the virus. (9)   But how does the virus invade its host? MV is a non – segmented negative sense strand enveloped RNA virus that encodes 8 proteins: 6 structural proteins and 2 non-structural proteins. (8) The first 3 structural proteins are combined within the RNA. The (N) nucleoprotein protects the genomic RNA by forming the ribonucleocapsid. The phosphoprotein (P) and large polymerase protein (L) are involved in viral replication. (4, 8) The non- structural proteins C and V are responsible for the regulation of viral infection by interacting with cellular proteins. (11) The F and H glycoproteins found on the surface of the virus envelope, are responsible for the initiation of infection to susceptible host cells. These transmembrane proteins allow the virus to fuse with the host cell, penetration of the virus into the host cell and haemolysis. (4) The F protein facilitates the spread of the virus from one cell to the other by inducing cell fusion. (4) Transcription occurs within the cell to create more negative sense RNA for assembly of new budding viruses (see figure 1). (10) The matrix M protein is a non-glycosylated protein found in the inner lipid bilayer of the envelope. Its function is to connect the ribonucleoprotein complex to the envelope glycoproteins during viral assembly. (8) The H protein of the virus surface is responsible for receptor binding. CD46 was the first identified receptor for MV and is present on all nucleated cells. (8)   It was later discovered that the signalling lymphocyte activation molecule (SLAM) also known as CD150 has also been identified as receptor for MV. (3, 8) In fact the receptor binding of CD46 seems to be limited to attenuated vaccine strains rather than the wild type which seems to have better affinity for the CD 150 receptor. CD150 is expressed on many immune cells including lymphocytes, dendritic cells and macrophages and is a member of the CD2 subset of the Ig superfamily. (3, 8) The structure of H protein of MV is well documented consisting of a globular head group composed of 6 anti-parallel B sheets. These are stabilised by two intra- monomeric disulphide bonds and partially covered with N-linked carbohydrates. (12) The binding regions for CD 46 and CD 150 (SLAM) are found adjacent to one another. (3) It has been widely documented that CD150 is the initial receptor targeted by the H protein of the virus but little is known on the receptors involved in the infection of epithelial cells as these cells do not express CD150. (3)   Tahara et al have resulted that â€Å"MV has the ability to infect both polarised epithelial and immune cells using distinctive receptor – binding sites on the H protein†. (3) His study used a CD150 negative human lung adenocarcinoma cell line (NCI-H358) to infect with the MV. The presence of the H protein was evident using monoclonal antibodies and suggesting that the H protein must have been using a different receptor binding site to infect the cells. (3) The pathogenesis of MV, initiates an immune response. It triggers a cell-mediated immune response which involves the activation of TH1 and release of interferon ÃŽ ± and interleukin 2 (IL-2). (13) In the later part of the infection an antibody- mediated response provides long term protection against future infections. TH2 lymphocytes are produced as well as IL-4 which favours the induction of a humoral response which is important for long life protection against re-infection. (8, 13) However MV has the ability to dominate the immune system and use it to its advantage. The suppression of the immune system results in secondary bacterial and viral infection which attributes to the number of fatalities associated with Measles infection. Moss et al suggested that there are many mechanisms that develop to immune suppression following a MV infection. (14) These include: Lymphocyte Apoptosis Impaired Lymphoproliferation Immunomodulatory Cytokines (Increased IL-10 and IL-4) IL-12 down regulation Impaired Antigen Presentation of Dendritic cells One of the clinical manifestations of MV is lymphopenia. This may be due to the reduction of CD4+ and CD8+ T lymphocytes. Increased surface expression of Fas (CD95) during acute measles suggests that unaffected T lymphocytes undergo apoptosis. (14) Abnormalities in the lymphocyte function are found during and after MV infection. The virus inhibits IL-2 dependent T lymphocyte survival and proliferation. This is in response to an impaired protein kinase B activation caused by the H and F proteins of the virus. (14) In the acute phase of infection a T helper Type 1 (TH1) response is induced which shifts to T helper type 2 (TH2) in the later stage of infection which accounts for viral clearance and development of antibodies respectively. (8) The increased production of cytokines IL-10 and IL-4 in the TH2 response may be another mechanism for viral induced immunosuppression. IL-10 is an immunosuppressive cytokine which down-regulates the synthesis of cytokines and suppresses T cell proliferation and macrophage activation. (15) This prevents macrophage activation and TH 1 response to new infections. (8) As previously mentioned CD 46 is found on many immune cells including monocytes. As a result IL-12 produced by monocytes is downregulated. (16) IL-12 is essential for TH1 immune response. (15) The reduction in production of IL-12 favours TH2 and suppresses TH1 immunity. (17) Dendritic cells play a critical role in the presentation of antigen to naà ¯ve T lymphocytes. MV infection promotes maturation of dendritic cells but also alters its function (18) and mediates Fas induced apoptosis. It is now established that the non-structural protein C and V produced by the P gene plays a role in immunosuppression by interfering with interferon ÃŽ ±/ÃŽ ² signalling pathways. (8)   These proteins of the MV inhibits phosphorylation of STAT 1 and STAT 2 which are transcription factors involved in the Interferon pathway. (14)   Symptoms Clinical symptoms associated with measles include a fever and rash but a cough, coryza or conjunctivitis can also be seen. (9) It is after 10-14 days of infection that this characteristic rash is present and seems to be due to the individuals’ immune response to the virus. (8) The rash usually begins on the face and travels down to the extremities and can last for about 5 days before disappearing (4) Two thirds of patients show a white-marked enanthema on the buccal mucosa known as Koplik’s spot. (2) Koplik spots were first identified by Koplik in 1896 and are the pathognomonic of measles. (4, 5) Generally the resolution of the rash and fever begins after 7 to 10 days however the cough may persist for longer. (4) In many cases complication can occur resulting in infections of the respiratory tract and brain. Pneumonia accompanying measles may be due to the MV or a secondary bacterial infection. (4) 60% of infants infected with measles, can die from pneumonia while older children (10 -14 years) death is associated with acute encephalitis. (4) It seems that viral infection of the CNS is a common feature of measles but only a proportion of patients will present with clinical symptoms. Mild forms of measles have been observed due to passive immunity to the virus. Infants who have passively acquired antibodies to MV from the mother will present with some of the symptoms but depends on the degree of passive immunity that is achieved. (4) A study in China determined that mothers produced low levels of antibodies due to vaccination rather than natural infection. The outcome is reduced protection to the infant which can result in measles infection before the age of receiving a vaccine. (19) Atypical measles is associated with patients who received a vaccine using a killed MV rather than live attenuated vaccine and subsequently was exposed to the wild-type measles virus. Patients present with a low or undetectable titre which drastically rises after a few days. (4) As the symptoms may vary to classic measles, it can be misdiagnosed. Atypical measles is more severe than classic measles. Research has shown that this may be due to the fact that the killed vaccine lacks the antigen to stimulate immune response by preventing the virus entering the cells. (4) It has been shown that the killed vaccine does not produces antibodies to the F proteins which facilitate cell entry and spread of the virus. Immunocompromised patients present with severe measles due to their deficient cellular immunity. Secondary infections are often seen including pneumonia and encephalitis resembling SSPE.   Malnourished children especially in the developing world can suffer from severe measles. This may be due to intense exposure due to crowding or the inability to produce a cell-mediated response due to malnutrition. (4) Measles is regarded as an infection of childhood however adults do get infected and usually develop a severe form which can have complications. During pregnancy, an infected mother is not known to cause co-genital abnormalities to the foetus but may cause abortion or preterm delivery. (4) Vaccines The use of vaccines is the main preventative of Measles. The development of the first measles vaccine was in the 1960s. (20) Immunisation began with a inactivated (killed) vaccine, but resulted in short term protection and undeveloped immune system. (20) Immunisation with a live-attenuated vaccine can be administered as a monovaccine or in combination with mumps and rubella (MMR) or mumps, rubella and varicella virus (MMRV). (2) It is derived from a wild type of the virus known as Edmonston and processed through chicken cells. (8) In 1985, the measles virus was first introduced in Ireland, with the combination vaccine (MMR) emerging in 1988. (7) When the vaccine was first introduced in Ireland 9,903 cases of measles were reported. This dropped to 201 cases in 1987. (7) A two dose vaccine is essential for long lasting protection to the virus. (21) There are occasions when passive immunisation is required using immunoglobulin which include immunocompromised patients such as HIV positive patients. (4) Successful vaccination against infectious diseases depends on the vaccines ability to induce a protective response. Successful vaccination is dependent on the individuals’ human leukocyte antigen (HLA) haplotype which regulates the immune response. (22) There are two types of HLA proteins. The first, Class I consists of A,B and C alleles.   These bind to CD8+ T lymphocytes. (23) Class II DR,DQ and DP alleles attach and present peptides to CD4+ T lymphocytes. (23) The measles vaccine results in an iatrogenic attenuated measles infection. As mentioned previously, the C46 molecule serves as the receptor for the H protein of MV where it is broken down and presented to the immune system by the HLA system. (22) Studies have shown certain HLA alleles may impact differently on the responsiveness to the measles virus.   (22) For successful herd immunity to measles, most of the population needs to be immunised. However fears of the association of the MMR vaccine and autism have stopped parents from vaccinating their children. There is no scientific evidence to suggest any link with autism. (24) Research has suggested that Vitamin A supplementation may help prevent Measles infection in infants prior to vaccination. (25) Subacute Sclerosing Panencephalitis. (SSPE) One of the persistent secondary infections of MV is subacute sclerosis panencephalitis (SSPE) which causes demyelination of the central nervous system (CNS). (13) SSPE cannot occur without the presence of a direct measles and is found to be more prevalent in males than in females. (26) Research has shown that the earlier a patient is infected with MV the greater the risk of complications such as SSPE can occur. This is due to an immature immune system. (13) Conclusion The MV invades the neurons using the CD46 receptor and using its F protein. (13) There have been studies to suggest that another receptor CD9 aids entry into the cell. Once inside the cell the virus changes the machinery of the cells to avoid an immune response. It undergoes mutations of its own proteins to go unrecognised and reproduces within the neurons. (13) The virus can live as a â€Å"parasite† within the neurons for years. Finally it will damage the cell to an extent that apoptosis will occur and the immune system is triggered. Onset of SSPE is usually 6 years after infection and clinical symptoms present as intellectual deterioration and behaviour abnormalities.   Final stages include seizures, focal paralysis and death with akinetic mutism. (13) There is no cure for this fatal disease only a preventative. Other fears related to the vaccine were that it may cause SSPE however there is no evidence to back this case.

Communication - Monroe's Motivated Sequence Assignment

Communication - Monroe's Motivated Sequence - Assignment Example what you’re doing in your communities as what we’re doing here in Washington; and it’s gonna take all of us working together.† These lines create the need in every listener living in America. It creates the realization that people should do their part too because any good outcome will also be for them. Satisfaction - The First Lady introduces the project â€Å"United We Serve† and presents how everybody can make the changes needed. She states: â€Å"With the knowledge that ordinary people can achieve extraordinary things when given the proper tools, this initiative aims to both expand the impact of existing organizations and encourage people like you and me to develop our own do-it-yourself service projects.† She presents a tangible, possible solution to the current problem. Visualization - The First Lady painted a verbal picture of how fulfilling it is to help other people achieve their goals. â€Å"The fulfillment of putting your faith into action and feeling that you’re part of something bigger than yourself, and doing your part for the greater good.† According to Price, this is an effective way to â€Å"appeal to [the listeners’] emotions and desires.† Action - As Price mentioned, â€Å"Remember, people don’t like to get outside of their comfort zones and spend their own time solving the problem you’ve presented, so be sure to make the action steps easy on them.† Thus, the First Lady’s offer to simply â€Å"Log on to serve.gov and let’s work together to build a new foundation for America† makes it easy for the people to act. It basically makes one feel that the solution is right at the tip of their fingers, and all they need to do is to click. Attention – Beiber’s opening statement of facts about being a teenager grabs the target market’s attention. â€Å"There are some things that just come with being a teenager†¦And then there’s zits...I can’t stop that.† Immediately, the target market will want to hear more of what is being

TECHNOLOGICAL CONTROVERSY Essay Example | Topics and Well Written Essays - 2000 words

TECHNOLOGICAL CONTROVERSY - Essay Example As people use cell phone regularly and as it causes radiation it can cause cancer. The cell phone causing cancer is a controversial issue because some do not accept that this statement true. The scientific world has not gathered enough evidence to prove that cell phone can cause cancer. The assumption is based on the fact that the cell phone causes radiation. And radiation is a main reason for cancer. A continuous exposure to radiation is a fact that can convince the connection of cancer with cell phone use (NCI) .In theory, children have the potential to be at greater risk than adults for developing brain cancer from cell phones. Their nervous systems are still developing and therefore more vulnerable to factors that may cause cancer. So an examination of cell phone use and its effect on human body need to be studied. Scientists have been alerting people about the adverse effect of cell phone on humans. The fact is that the cell phone emits 1000 times higher than the base stations, and it has greater likelihood of causing problems to brain and upper part of human body. The epidemiological evidence suggests that there is an association between radio frequency emitted by wireless phones and head cancer. The radio frequency is classified by International Agency for Research on cancer as possibly carcinogens to humans. According to (Burrell 23-34 ) â€Å"A Swedish study on the use of wireless phones, including cell phones and cordless phones, has uncovered a link between electromagnetic radiation exposures and the risk of malignant and non-malignant brain tumors†. The studies reveal that the people who used cell phones for more than a year is at 70% risk of cancer and those who used cell phone for more than 1640 or more has 180% risk. The risk of cancer is greater in the part of the brain where cell phone was exposed. Many scientists have claimed that