Sales Emails Theyre Not About Selling (Really!) - The Writers For Hire

SALES EMAILS: THEYRE NOT ABOUT SELLING (REALLY!) Want to improve the click-through rate on your sales emails? Stop trying so hard. Well, theres a little more to it than that but the bottom line is, if you want to make sure that your sales emails dont end up in the spam folder, you need to make sure that youre not striking the wrong tone with an overly salesy email (studies show that people get more anxious and apprehensive the more you try to sell to them). Your best bet, according to Flint McGlaughlin of MECLABS is to keep the tone helpful and no-pressure think customer service rather than sales. A few other factors that may be hurting your click-through rate? Vague subject lines; emails that look like landing pages, rather than messages; paragraphs that are too long (or too short!); and poor design choices such as the dreaded white-text-on-a-black-background look (And yes, people still do that. Even though they shouldnt.) To learn more about crafting a killer sales email, watch this free MECLABS copywriting clinic. Its about 30 minutes long and totally worth it. The live critiques are super-helpful.

5 Simple Tips for Successful Stock Trading by Richard Band

5 Simple Tips for Successful Stock Trading by Richard Band The writing under analysis is an article which can be referred to as a â€Å"how-to† article or a guideline. The article is written by Richard Band who gives some pieces of advice to those persons who want to become successful in stock trading.Advertising We will write a custom essay sample on â€Å"5 Simple Tips for Successful Stock Trading† by Richard Band specifically for you for only $16.05 $11/page Learn More The article addresses a very wide audience (for example, business people, students, housewives, educators, etc.), and the writer refers to his readers as â€Å"many young investors† (Band par. 2). It is interesting to note that though the genre of the writing does not require persuasive tools, the author uses some persuasive means. The article can be discussed as the effective guidance for inexperienced stock traders because the author explains the business issue with the help of simple and clear language to respond to audience ’s needs while using ethos, pathos and logos and to address the structure of a guidance. The major issue the writer is attempting to address is the need to discuss effective tools of stock trading. Band notes that â€Å"many young investors† are trying to trade and make money (par. 2). He also stresses that some tips are â€Å"especially† necessary for people with limited funds (Band par. 4). Therefore, Band is ready to share his â€Å"30-plus years† of experience to help young investors to be successful (par. 4). The author believes his advice will help people and make them more successful stock traders. As far as the intended audience of the article is concerned, the researcher identifies his readers as â€Å"young investors† (Band par. 2). Admittedly, lots of people can be young investors. It is possible that these persons are students with the major in business or employees in many companies.Advertising Looking for essay on rhetoric? Le t's see if we can help you! Get your first paper with 15% OFF Learn More However, the target audience is not limited to these people only. The language is based on signals that anyone can be a young investor. According to Band, one day many people try to answer â€Å"the question of how much to invest, what to invest in, how to do it, when to do it and †¦ well †¦ you get the point† (Band par. 1). The tone of these first phrases is rather informal to attract more public to the discussion of the business issue. Thus, Band enumerates the issues associated with investment and finishes his sentence in a very informal way, â€Å" well†¦ you get the point† (Band par. 1). The first sentences of the article and the further guidelines where â€Å"you†, â€Å"yourself†, and â€Å"your† are actively used help the author to persuade the audience that the discussed issue is meaningful for everyone. Band also addresses his readers a s his friends or students, while drawing their attention with the help of such phrases as â€Å"see† and â€Å"take a look† (Band par. 3-4). Furthermore, Band is effectively presents the idea of investment, saying that successful trading is â€Å"a matter of squeezing out an eighth here and a quarter there† (Band par. 3). In addition, Band does not use complicated language, and he uses only central terms, for example, bids, share, bid price, and market order because they can be understood by the wide audience. However, it is possible to assume that if the author could avoid these terms, he would do it for the sake of his audience. It is important to pay attention to the fact that the genre of the writing does not require persuasive tools or may require only a few as the reader shows his trust to the article since he or she is reading it. In other words, the analyst does not need to persuade readers in anything as the aim of the article is to give some tips.Adver tising We will write a custom essay sample on â€Å"5 Simple Tips for Successful Stock Trading† by Richard Band specifically for you for only $16.05 $11/page Learn More However, to add credibility to his writing, Band notes that his tips are based on â€Å"30-plus years† of experience (Band par. 4). It is important to state that in this case, the use of ethos is an effective persuasive tool as referring to authority often makes people trust some information. Furthermore, Band does not only give some important tips, but he also justifies some of them, stating that â€Å"there are two reasons for this advice† (Band par. 10). Clearly, the author tries to make his paper credible as he resorts to logos. Band makes the reader involved, and he gives the reader an opportunity to be able to analyse situations on his or her own. The analyst also addresses the reader throughout the paper, and it seems that he is talking to one of his friends. For instance, Band informally and emotionally states â€Å"Don’t shilly-shally if you were intending to sell† (Band par. 10). Thus, the use of pathos makes the writing appealing and trustful because people are ready to accept the advice as they feel the tips come from their friendly mentor. Referring to the article’s genre, it is necessary to note that the structure of the writing is clear and concise, and this makes the paper a good guide for inexperienced investors. The article has subheadings and bullet points to direct the readers. It is clear that the author gives five pieces of advice and it is easy to understand when one tip ends and another begins. Band also uses imperatives seven times throughout the writing, for example, â€Å"Plan to do most of your selling in April and early in May†, and it is a typical way to write a guide (Band par. 11). The point of this kind of article is to explain complicated concepts in simple words, and Band is oriented to help people to deal with things which can be difficult for them.Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is possible to state that the article under analysis can be regarded as an effective guidance due to its clarity and cohesion. Band uses simple words to explain quite complicated things as stock trading is really difficult for many people. The writing is especially helpful in the times of financial constraints. Therefore, helping people trade properly and effectively, Band contributes to development of stock market which is an important part of economy of any country. Band, Richard. 5 Simple Tips for Successful Stock Trading. 2013. Web.

The Downside of Diversity Essay Example | Topics and Well Written Essays - 500 words

The Downside of Diversity - Essay Example Diversity produces lower civic health, which is a detriment to society. Robert Putnam, a Harvard political scientist, conducted in-depth interviews with 30,000 people across the United States (Jonas, 2007). What Putnam found was that neighbors in diverse communities trust each other roughly half as much as they do in communities that are made up of one predominant culture. This is due to the cultural differences that exist between members of diverse communities. Further research found that diversity makes us feel uncomfortable in social settings; however, diversity can thrive in the work environment. This is because a wider range of thoughts can strengthen a plan or objective because all the weaknesses are covered. Putnam’s research also supports that of some of his contemporaries, who argue that people in diverse communities do not contribute to common needs and goals of the community. Diversity results in a decline in social capital, a term first coined by Putnam himself in some of his previous studies. Social capital refers to friendships, religious institutions, and community associations, which are more likely to suffer when diversity is present in the community (Jonas, 2007). This is because people feel disenfranchised from the very societal groups that are set up to help them. Putnam claims that high social capital makes a community a better place to live, neighborhoods are safer, people are healthier, and more citizens vote (Jonas, 2007). Putnam’s survey, which was conducted in a number of diverse communities across the United States, questioned many ethic groups (black, white, Hispanic, and Asian) about how they felt about their neighbors, community, and local government. Putnam’s results showed that most people did not engage politically or socially with members of other cultures (Jonas, 2007). Finally, living in diverse communities brings out the turtle in all of us. What

Cross Cultural Communication Essay Example | Topics and Well Written Essays - 3250 words

Cross Cultural Communication - Essay Example In seeking the relevance of English use in the international business environment, McKay (2003) proposed that English has achieved its status as the global lingua franca as an increasing number of individuals in the world believe it is of their advantage to acquire English as an additional language. Graddol (1999, 62) actually predicted that, "based solely on expected population changes, the number of people using English as their second language will grow from 235 million to around 462 million during the next 50 years." This staggering growth impacts on the use of English as the international business language. In order to address English language use and culture understanding in the business context, it is also necessary that the business organisations' side be properly assessed in what ways does culture and language have to be incorporated in the day-to-day operations. Mattock (2003) presented a need to examine the following in order to fully comprehend and develop ways to address organisational issues in the global context: Communications are ways and means to connect, be understood and eventually become acceptable within an organisation or locality in consideration of various languages, understanding of common language use, among others. Likewise, when organisations already defined ... Timing encompasses understanding of daily routines, concept of late and on time, proper situational clues and even days and months or years when executives must implement what they plan Communications are ways and means to connect, be understood and eventually become acceptable within an organisation or locality in consideration of various languages, understanding of common language use, among others. Likewise, when organisations already defined their goals and plans within the context of learning and incorporating national and organisational cultures, personality types, tactics and negotiation skills, as well as timing and communication, all these lead to the role of language use. These basically comprise immersion and total commitment towards the host country of which culture and language play major roles in order to realise organisational goals. Likewise, other problems have been identified with regards to the international setting for business organisations. The recent decades global economic growth saw widespread changes and foreign investment so that business expatriates from Western developed countries like: USA, France, Germany, Australia and UK (Selmer, 2001) representing mostly multinational enterprises (MNEs) were assigned to overseas territories as other countries are closely consider their moves as their international companies aspire a foothold in many areas. Asian, South American, African and formerly Russian countries have become a top expatriate destination by many western multinational enterprises as foreign direct investment (FDI) set to continue growth. This research besides noting the prevalence of English usage in pop culture that characterises

SPSS Software Case Study Example | Topics and Well Written Essays - 750 words

SPSS Software - Case Study Example Observations within months are however sufficient to offer reliable information on individuals’ perceptions and this means dependability of the collected data. Similarly, a majority of the respondents, 80 percent, were current students in the institution and this supports dependability on the developed information due to internal reliability. In addition, respondents were representative of all the learning levels in the institution, though a majority, 66 percent were either undergraduate or graduate students. The representativeness also establishes dependability. Referrals by either friends or relatives, and the institution’s reputation are the major factors to the respondents’ choice for the university and therefore identify the need to meet students’ expectations in order promote referrals and corporate image. Efforts for understanding stakeholders’ needs, especially students, will therefore ensure sustainability and improvement and should be the focus of the institution’s marketing interest. None of the respondents preferred the institution as a last option but very few (only eight percent) identified the institution as their dream university and this identifies need for improvements in the institution. In addition, a significant proportion (44 percent) of the respondents reported intentions to further their education a are therefore a potential market to target through meeting their needs and informing them of opportunities in the university. Respondents’ relationship with the university is therefore average and needs improvements. The respondents appear satisfied with teachers’ qualifications, though twp percent are not satisfied while 48 percent are satisfied but reservations. The small percentage of unsatisfied respondents could be due to other factors such as personal weaknesses and attitude but measures are necessary for improving

Speed Acceleration And Velocity

Speed Acceleration And Velocity In this chapter we will look at the concepts of speed, acceleration, and velocity. As we all know gravity is a large factor in the acceleration of an object. For the purposes of this chapter we will differentiate between linear and vertical acceleration as being objects that move linearly or horizontally i.e. linear acceleration, versus objects that fall, fly, or are thrown etc. i.e. vertical acceleration. Vertical acceleration is much more governed by the force of gravity and is covered in greater detail in chapter 12 Newtons Laws. A short section at the end of the chapter addressing vertical acceleration is however included to put the area into context. You may have heard the old adage Speed kills. And you know whether you are driving your car or playing sport its a dangerous variable. Fast athletes are very difficult to handle, as are fast cars. However, having speed is of vital importance in sports. In this chapter well look at speed, velocity and acceleration and the factors that influence them. Speed, acceleration and velocity are all different. If you have ever watched a 100 meter race, you will notice that some athletes start faster than others, so their acceleration is different. Athletes finish the race at different times so their speed is different and athletes reach top speed at different stages so their velocity is different. The key terms to be covered in this chapter are speed, acceleration, velocity, distance, displacement, vertical and horizontal acceleration and velocity. The variables of speed, acceleration, displacement, etc. are about linear kinematics. Kinematics is a general term related to describing motion. Kinematics is also a branch of mechanics (specifically dynamics) that evaluates moving objects. In order to accurately describe kinematics there are certain terms that we must fully understand. They include the terms mentioned above (speed, acceleration, and displacement) and distance, velocity and position. Accurate understanding of these terms will allow us to accurately describe the movement of any object. There is often a lot of confusion about the terms acceleration, speed, and velocity. We often use the term speed in everyday language to imply all three terms and the word fast is an even more general term. Consider the following: A person can be moving fast and not be accelerating. A person can accelerate fast and not have a high velocity or high speed. A nice sporting example was the great Boston Celtics player Larry Bird. Larry Bird was very quick to accelerate over three or four steps, was not very fast at his top speed. So while Larry was very quick and dangerous over 3-4 steps, he would not make a good sprinter because his top end speed was not high. So if an object is accelerating, it is changing its velocity. Acceleration has to do with the change in how fast an object is moving. Therefore, if an object is not changing its velocity, it is not accelerating. We know that distance and displacement have different meanings. The same is true for speed and velocity. Speed can be considered as the rate at which an object covers a certain distance. Objects that move slowly cover distances in long periods of time, i.e., low speed. An object moving quickly covers distance in shorter amounts of time, i.e., high speed. If an object is not moving at all it has zero speed, zero velocity and zero acceleration. Let us consider some of these simple terms in more detail. Position: Position is simply the location of an object in space. You could consider it using coordinates on a map for example, or on a field, or gymnasium. Displacement: Displacement is simply the straight line distance an object has travelled. Distance: Distance is how far an object has travelled in any direction. It is also viewed as the total amount of displacement (regardless of ending position). Look at this simple example. Lets say a basketball court from baseline to baseline is 25m. If a player runs baseline to baseline and back what is his displacement and distance? Distance. This is the easy one since he ran up and down the court so that is 25m + 25m = 50m. Displacement. Since the player ran down the court and back again he ended up in the same place he started. So even though he covered a distance of 50m his displacement is actually zero, since he is back where he started. Lets say the player now runs up and down the court twice. His distance covered would be 25m + 25m + 25m +25m = 100m. Since he ended up back where he started his displacement is still zero. Finally, lets say the player runs from one baseline to the other and stops. In this case both his displacement and distance are the same at 25m. For the most part we use distance rather than displacement to describe movements as it is difficult to correctly measure displacement as we make a lot of turns when we travel. You say displacement is really like the old saying as the crow flies which means straight line. For example, the distance you travel in a car from New York City to Boston might be 250 miles (but your displacement is only 175 miles). When you drive in a car you get on the highway and follow the roads around the coast, over bridges, around hills, around towns etc. However, when you fly the plane flies right over everything in a straight line and you end up only travelling 175 miles (your displacement). Speed Speed is a very general term. Speed is a scalar quantity and is described as Distance divided by time (D/T, where D=distance and T=time). Scalar implies that speed has magnitude but not necessarily any direction, for example temperature or volume. People often use speed and velocity interchangeably but they are different. Speed relates to the distance an object has traveled, while velocity refers to the displacement that has taken place. So, the speed of an object tells us how far an object has traveled in a given amount of time but doesnt tell us anything about the direction in which it traveled. It all sounds a little heavy on the definitions but these are important. Therefore: Average speed = Distance traveled (m) Time (s) Now there are also different types of speed. We refer to them as average speed versus instantaneous speed. When an object is moving it often changes its speed (or direction) during its motion. When there is a change in speed we can alter our definitions. Instantaneous speed is the speed at any given instant, while average speed is the average of all the instantaneous speeds. For example, lets say a runner runs 400m in 60 seconds and crosses the line at 18 kmh or 5 m/s. This means his average speed over the 400m was 6.66 m/s even though he crossed the line at 5 m/s which is his instantaneous speed at the finish line. In other words, he was slowing down as he was getting to the end. If you have ever ran a 400m race then you will now how tired you are at the end and are definitely slowing down. How did we do these calculations? Average speed = Distance/time 400m/60 seconds 6.66 m/s The instantaneous speed recording of 5 m/s would have been measured with a radar or timing device. You could also look at various split times for different portions of the race. Many coaches do in fact do this, so a 400m coach might look at each 100m split and look at both the acceleration and deceleration patterns and average speeds during each of the four separate 100 meters. Here is another problem for you to try. Can you calculate the average speed of a swimmer that completes the 200m butterfly in 2.15 seconds? Answer: 2.15 seconds = 135 seconds. So 200m/135 seconds = 1.48 m/s A 400m freestyler swims the race in 4.10 seconds. The 200m split was 2.02 seconds. Can you calculate the following? a. What was the swimmers average speed for the race? b. What was the difference in speed for the first 200m versus the second 200m? Answer: a. 400m/250 seconds = 1.6 m/s b. First 200m split = 1.64 m/s Second 200m split 1.56 m/s As you can see, the swimmer slowed down over the second 200m. Velocity Velocity is somewhat similar to speed but velocity involves both direction and speed. So, whereas speed is a scalar quantity, velocity is a vector quantity, that is, it has both magnitude and direction. Velocity also uses displacement as opposed to distance. Remember displacement is measured as the straight line distance an object travels from starting to ending position. Velocity is direction sensitive since it is dependent upon displacement. Therefore, when you calculate velocity, you must also keep track of direction. Therefore, if you say an airplane has a velocity of 600 kmh, you would actually be a little vague. You should really say the airplane has a velocity of 600 kmh North. So, speed doesnt worry about direction, velocity does. Velocity is a positive number as we dont have negative velocity. So to summarize, a airplane traveling at 600 kmh as a speed of 600 kmh. The same airplane has a velocity of 600 kmh, North. Finally, the same airplane probably had little acceleration in the middle of its trip as it would only need positive acceleration and negative acceleration during take off and landing. Here is an interesting and challenging little problem for you to solve. Can you fill in the following table with acceleration, speed, and velocity data? We know the following, the direction of travel is south and acceleration doubles every second. If youre feeling confident you can also try and calculate the total distance that was covered over the 6 seconds. Hint! You can use the velocity for each second to help you. Average velocity = Displacement Time Let try some additional calculation examples: For example, if an athlete runs around a 400 meter track in 50 seconds we can calculate numerous factors. What was the distance traveled? What was the displacement? What was the average speed? What was the average velocity? 1. What was the distance traveled? Answer: Easy enough = 400 meters 2. What was the displacement? Answer: Since the athlete ended up in the same place as they started, displacement is equal to zero. 3. What was the average speed? Answer: Speed = Distance/Time = 400 m/60 seconds = 6.66 m/sec 4. What was the average velocity? Answer: Velocity = Displacement/Time = 0/60 seconds. In this case we end up with a value of zero and in this scenario average speed is a better indicator of overall performance. In many situations we actually calculate average velocity as speed because we cant gather the correct information to calculate speed. For example, if a punt returner catches the ball on the 20 yard line and then avoids a few tackles to ultimately score a touchdown twelve seconds later, we assume the punt returner ran 80 yards. In fact, they may have run 100 yards with all the turning and weaving but we cant accurately calculate the true distance traveled and instead use displacement. For our purposes in sports, thats okay. You try the following problem. Review Problems Can you accurately calculate average speed, velocity, distance and displacement for each of the following situations? Hint: You may not be able to calculate them all accurately. Problem: 1. A punt returner catches the ball on his own 40 yard line and scores a touchdown nine seconds later. 2. A 100 meter sprinter runs the 100 meter in 10.0 seconds flat. Acceleration The law of acceleration is Newtons second law and basically states The change of motion of an object is proportional to the force impressed and occurs in the direction in which the force is impressed. So far we have talked about speed and velocity and performed some calculations. However, while speed and velocity are valuable components, they tend to provide us with summary information and very little about specific detail. For example, if we consider the data for a 200 meter race run in 20 seconds we know that average speed was 10 m/sec. However, we would not know any information about who accelerated the fastest or who was leading after 100 meters. This information is also important as it helps with identifying strength and weaknesses in athletes and in developing training programs for particular athletes. The measurement of acceleration is important. Acceleration is the rate of change in velocity. Therefore, when acceleration is zero, velocity is constant. So when an object changes speed either by slowing up or down, or changes direction, it is accelerating (or decelerating). We can calculate acceleration by measuring the difference in velocity over the time it took for that ch ange in velocity to occur. Consider this: If you were to watch a 100M race the person leading at the 50M mark doesnt always win the race. The reason for this is that runners have different acceleration and deceleration rates, in other words their speed changes. Athletes vary dramatically in their acceleration. Some athletes are very fast over 40M but not over 100M and vice versa. So: Acceleration (a) = Velocity2 Velocity1 Where V2 is velocity at T2 Tim Where V1 is velocity at T1 Sometimes you will see this presented as the change in velocity (Delta sign à ¢Ã‹â€ Ã¢â‚¬  ) or the change in time (à ¢Ã‹â€ Ã¢â‚¬  T) A = à ¢Ã‹â€ Ã¢â‚¬  V à ¢Ã‹â€ Ã¢â‚¬  T Look at the following acceleration example. Question: A sprinter leaves the starting block at 2.5 m/s. One second later they are traveling at 5.5 m/s. What is the acceleration rate? Answer: V2 V1 = 5.5 m/s 2.5 m/s = 3 m/s squared T 1 You will note that we end up with meters per second squared as our answer would really be presented as 3 m/s/s. Heres another problem to try. Question: A punt returner catches the ball standing still and begins to return. Two seconds later his velocity was 5 m/s. What was his average acceleration over the first two seconds? Answer: V2 V1 = 5 m/s 0 m/s = 3.5 m/s squared T 2 So far we have looked at relatively straightforward examples of speed, acceleration and velocity in that they have all been examples of horizontal movement. Now let us discuss the vertical components of projectile acceleration, speed and velocity. Factors Affecting Acceleration Linear acceleration is affected by many factors and you will recall from chapter ? that the mass of an object is a very important one. Heavier objects accelerate more slowly with a given force. This has to do with both inertia and mass. Heavier objects are harder to both accelerate and decelerate. Think about how easy it is to throw a basketball versus a medicine ball. There are some other points to consider when looking at acceleration, speed, and velocity. First, we now know the units for velocity are meters per second (m/s) and meters per second squared for acceleration (m/s/s). For speed they are also m/s. Since acceleration (like velocity) is a vector quantity, it also has direction associated with it. The direction of acceleration depends on two factors: a. Whether the object is speeding up or slowing down b. Whether the object is moving in a negative (upwards) or positive (downward) direction We can simplify this by saying that if an object is slowing down then its acceleration is in opposite direction of its motion. If it is speeding up then its acceleration is in the same direction as its motion. Therefore: Acceleration (m/s2) = mass (kg)/force (newtons) Vertical speed, acceleration and velocity If you were to throw a ball up in the air and then catch it again at the same height as you released it, how would the ending velocity be? Would it be greater, less, or the same as the release speed? If you guessed the same you would be correct. You see, all objects, whether traveling vertically or horizontally, are subjected to the constant force of gravity (9.81 m/s2). This means that as soon as the ball left your hands it started to negatively (de)accelerate at 9.81 m/s2 until it had no more velocity. Then, it started to positively re-accelerate over the same distance (and time) at a rate of 9.81 m/s2 until you caught it again. This is a very neat relationship as it allows us to make many calculations based on this constant acceleration force. Projectiles are subjected to both vertical and horizontal components in their motion. The horizontal components are affected by the mass of the object and the acceleration force as previously mentioned. The vertical components are also affected by these two factors plus gravity. Consider this statement: A ball shot horizontally (at zero degrees) has the same vertical component as a ball that is simply dropped with no horizontal velocity. What this means is that if you were to throw a pass from your chest and it hit the ground 15 meters away 1.5 seconds later, and at the same time drop a second ball straight down from the same height, they would both hit the ground at the exact same time. What this is showing us is that the force of gravity component is acting consistently regardless of whether the ball has a horizontal component or not. In other words adding a horizon tal acceleration component does not affect in any way the force of gravity. Remember also that gravitational acceleration is a vector quantity comprising both magnitude and direction and acceleration is a squared variable to the magnitude of the force of gravity. This means that for every second an object is in free fall it will accelerate by ad additional 9.81m/s2. Thus the total distance travelled is directly proportional to the square of the time. Or we could say that if an object travels twice the time it will travel four times the distance. If an object travels for three seconds it will cover nine times the distance, for four seconds it is sixteen times the distance travelled in the first second. Look at the following. A coin is dropped from a cliff. The table shows how fast it is travelling at different time points. Question: A boy drops a ball from a balcony and records a time of 3 seconds for the ball to hit the ground. At what velocity did the ball hit the ground? Answer: 29.43 m/s How do we get this answer? Well, remember that gravity acts as a constant 9.81 m/s2. What this means is that for each second the ball is in flight it accelerates an additional 9.81 m/s. So: Insert schematic to demonstrate after 1 second = 9.81 m/s after 2 seconds = 9.81 m/s + 9.81 m/s = 19.62 m/s after 3 seconds + 19.62 m/s + 9.81 m/s = 29.43 m/s This is a simple illustration of the concept. Next question, what velocity would the ball have to be released at ground height for the boy to catch it on the balcony? Answer: A minimum of 29.43 m/s. The answer is the same because gravity and acceleration (or deceleration) is working to the same effect when the ball is moving upwards. This is sometimes referred to a negative acceleration. Question. A boy is standing on a balcony and is curious about how high the balcony is from the ground. The boy drops a ball and records the time it takes to hit the ground. It took 3.2 seconds for the ball to hit the ground. The boy concludes that the balcony is 66.7m high. How did he work it out? Well at the end of the first second the ball was travelling 9.81m/s, at the end of the second the ball was travelling 19.62m/s, at the end of the third second the ball was travelling 29.43m/s. If you add these three distances together you get 58.86 meters travelled after three seconds. If the ball travelled another full second it would travel another 39.24m, but it only travelled in this zone for 0.2 sec. So, 39.24m x 0.2sec =7.84m. Now we add the 58.86m + 7.84m = 66.7m, and thats our answer. There are some other factors to consider with vertical projectiles. The pattern of change in vertical velocity is symmetrical about the apex of the trajectory. So not only does the object land at the same speed it was released, it also follows the reverse flight path on the way down. Using these constant parameters we can now extend our calculations into more complex situations. For example, lets say you are watching a volleyball game in a high school gym with a 10 meter high ceiling. An opponent spikes the ball over the net and a player digs the ball at ground level at which time the ball has a velocity of 15 m/s. The question is will the ball hit the ceiling? To solve for this we can use an equation that combines several variables we talked about already. Where: V2 = velocity at time 2 V1 = velocity at time 1 a = acceleration t = time In order to answer this question we need to look at what we know and what we want to know. Well, we want to know the distance (d) the ball travels. We already know a = 9.81 m/s2 and we know V1 = 15 m/s. We also know that at the apex the velocity is zero, so V2 can be set to zero. So now our formula looks like this: 1. 0 = V1 squared + 2ad 2. 0 = (15 m/s) squared + 2 (-9.81 m/s squared) x d Now if we rearrange to solve for d our formula looks like: = (19.62 m/s squared) x d = 225 m/s squared = d = 11.47 m The answer is yes! The ball will hit the ceiling as it will travel 11.47 m. Heres another similar problem: A ball is deflected vertically at 18 m/s and the ceiling height is 11 meters. Will the ball hit the ceiling? Factors affecting projectile motion We have discussed several factors that affect the movement (or acceleration) of an object. The factors that affect vertical acceleration are the mass of the object, the force (speed) of release and gravity. Horizontal acceleration is affected only by mass and force of release (application). Gravity is of course a factor but not in determining its horizontal component. But sometimes we want to throw objects e.g. discus, hammer, etc. and while these projectiles are influenced by force and mass, there are other factors that influence how far the projectile will travel. We generally recognize three other factors that influence how far a projectile will travel when a constant force is applied. They are: 1. Angle at which projectile is released. 2. The speed of release. 3. The height of release. The optimum angle of release to increase horizontal displacement is 45 °. Projectiles released at over or below this angle will not reach their greatest distance. Look at Table 1 to see how distance traveled varies with changing angles of release. You will see from table 1 that the optimum angle of release is 45 ° and after that the decrease in distance traveled is symmetrical as height compromises distance (I.e. follows the same pattern as increasing angle of release up to 45 °). The greater the speed of release the greater the distance a projectile will travel. This holds true simply because there is a greater acceleration force applied in the first place. Simply put, if you want to throw a ball further you need also to throw it harder. The greater the height of release the greater the distance a projectile will travel. If you consider field sports in athletics you will notice that most successful hammer, discus and javelin throwers are taller, giving the mecha nical advantage over shorter competitors in that event. If you were to throw a ball from the top of a building it would strike the ground much further away than it would if you were to throw it from standing on the ground. If you have watched a discuss competition or a hammer throw you might notice that these athletes are quite tall (often over 1.9m). The reason for this is that these athletes have an advantage over their shorter counterparts as their angle of release is already several centimeters higher. Summary This chapter has provided a basic introduction to the concepts of speed, acceleration and velocity. We have also looked at how differentiating between these variables is important and sometimes difficult. Using some known constants, such as the accelerating force of gravity (9.81 m/s2) allows us to calculate and even predict the speeds, velocities and flight paths of selected projectiles. We have also discussed other factors that affect projectile motion such as height and speed of release. While this information is very important, it is a basic introduction as there are many other more complex factors affecting speed, acceleration and velocity. We did not talk about shape or design or, indeed materials which also play a role in the way particular objects react to forces. The factors are extremely important but for now are beyond the scope of this text. Following this section are additional problems for you to solve and practice. Review Problems Can you provide a one sentence definition for each of the follow terms? Distance Displacement Acceleration Velocity Speed Position Scalar Vector A ball rolls with an acceleration of -.5 m/s 2. If it stops after 7 seconds, what was its initial speed? A wheelchair marathoner has a speed of 5m/s after rolling down a small hill in 1.5sec. If the wheelchair underwent a constant acceleration of 3 m/s 2 during the descent, what was the marathoners speed at the top of the hill? A runner completes 6.5 laps of a 400m track in 12 mins (720 secs). He starts half way around the bend. Can you calculate the following? a. Distance covered: b. Displacement after 12 minutes: c. Runners average speed: d. Runners average pace: min/mile = A soccer ball is rolling across a field. At T = 0, the ball has an instantaneous velocity of 4 m/s. If acceleration occurs at a constant -0.3 m/s2 how long will it take to stop? A batter strikes a ground ball with an instantaneous velocity of 18m/s. If acceleration occurs at -0.7m/s2 how long will it take to stop?

Leadership in Braveheart Essay -- Leader Leading Braveheart Essays

Leadership in "Braveheart" In today's rapidly changing world, leadership is necessary to keep up with the competition. In the extract from the film â€Å"Braveheart†, William Wallace demonstrated many leadership techniques that helped his army prevail as an underdog. Many of the techniques Wallace used are prevalent in modern day business leaders as well. By stepping up in a leadership role, Wallace gained the respect of the entire army even though he was not the man that was put in charge. One of the main things that Wallace did was lead through his actions. By stepping up to the front line, it showed his troops that he was not scared and this attitude was imitated by the rest of the troops. In the present day business world, an effective leader hears what others have to say and helps them with their issues. This is just what Wallace did. In the short extract of â€Å"Braveheart† Wallace showed what was necessary to be a successful leader. There are many lessons that should be gained from watching William Wallace. First, no matter what the situation was, he was very calm and composed. He was very calm when speaking with the head of the opposing army and very composed while his army was being charged at by opposing forces, even though they were obviously much outnumbered. Another characteristic of how Wallace displayed leadership was his confidence and sense of humor throughout the entire scene. He ordered his troops to pull their pants down and â€Å"moon† the English in the middle of a war standoff. I think that this was a very good technique to loosen up the troops and make them more comfortable and confident. Also his confidence was very apparent throughout the war. He told his army that they would lose some lives but in the end they would recover their freedom. The army saw his confidence and in turn , they became more confident about victory as well. Other techniques Wallace used were being inspirational, motivational and patriotic. Before the war started, most of the troops were very uneasy and started to turn around and head home. Wallace came to the front of them, got their attention and made a very inspiring speech that fired them up and turned there attention back to the task at hand. The Scottish army was ready to turn back and concede their freedom to the English. Wallace showed patriotism by painting his face blue for the Scottish flag and encouraged h... ...man and the maker of the Model T Ford car. He said, â€Å"If money is your hope for independence you will never have it. The only real security that a man will have in this world is a reserve of knowledge, experience, and ability.† William Wallace was never interested in money or fame. He stood up for what he thought was the right thing, and encouraged his followers to do the same. â€Å"Failure is the opportunity to begin again, more intelligently†, says Ford. Ford knew that he would not succeed at all times but if he learned from his mistakes and tried again, he would eventually win. Wallace had the same mentality. He knew that his army would lose some of their troops during the battle, but if they were victorious, they would learn from there loses and grow strong again. There are many leadership lessons that William Wallace exposed in this short extract of â€Å"Braveheart†. These examples of leadership are very important in being a successful leader in the modern day business world as well. By standing strong in adversity, Wallace got the attention of his army and inspired them into battle. Wallace acts as a great guide of how businessmen should effectively lead their employees today.

Chemical Aspects of Life and Spit Lab Formal Report

Chemical Aspects of Life and Spit Lab Formal Report 1. Abstract The objective of the Reducing Sugar Test was to test if the substance has a reducing sugar in it by adding Benedict’s solution and heating it, there would be a color change if a reducing sugar is present, or it will remain blue (no reducing sugar). The objective of the Starch test was to test for starch in substances by using Iodine. The iodine will cause a substance to turn to a dark blue color if it is positive for starch. The objective for the Grease Spot Test was to test if the substance had a lipid.A positive reaction would make a translucent grease mark on a brown paper bag. The objective for the Dye test was to test for lipids. When mixed with water and the tested substance, a positive result will occur in it being separated from the water. The objective of the Protein Test was to test for proteins present in a substance using the Biuret Solution. The substance should produce a violet color within 10 drops of Biuret. The objectives of the Spit Lab were to test for starch, a reducing sugar, and effect of amylase on a cracker that is positive for starch and negative for a reducing sugar.Iodine would test if starch was present if the cracker solution changes to a dark black/blue color. Benedict’s Solution mixed with the cracker and heated would test for a reducing sugar (if reducing sugar, it will turn from a green to an orange to a dark brownish color). The amylase was tested on a Triscuit cracker by heating it in Benedict’s Solution, the amount would make it either a green, or orange, and the most amounts would make it brown as mine and my partner’s results. 1. Introduction The chemical aspects lab was done to detect and identify the presence of reducing sugars, starches, lipids, and proteins in various substances.A reducing sugar is a monosaccharide or disaccharide that has the ability of giving electrons to other molecules and acts as reducing agent. A reducing a gent has an aldehyde or ketone group in it that can reduce the ions of some metals, such as sodium citrate, copper sulfate, sodium bicarbonate (Benedict’s solution). In order to be a reducing sugar, the sugar must have a beta-beta bond, which is the bond that can be broken by heat. If they have an alpha-beta bond, like sucrose, then the test material does not have reducing sugars present, it will remain blue.If there are reducing sugars present in the substance, the color will change from a green to orange to dark brown state. Starch is a carbohydrate that is found in potatoes and other grains. It is made of a large number of units of glucose. When starch is consumed, the body's enzymes break it down into glucose, a monosaccharide. Starch can be identified in a test material by adding drops of iodine to it. The iodine should go into the polysaccharide chain, so the color changes to a black color, or precipitate will form. A lipid is a hydrophobic polymer made of two monomers. Since they are hydrophobic it differentiates lipids into a separate group of polymers. The monomers that make up lipids are glycerol and three fatty acids. Lipids store energy and are in hormones. There are two ways to be able to detect a lipid in a test material, a grease spot test or a dye test. The grease spot test is used to test for only lipids that are highly concentrated. Lipids are known to be translucent when on paper. So you add a drop of the substance onto a brown sheet of paper and add a drop of water next to it then let them evaporate.After observing the drops through light by holding it up and trying to look through the paper, if it is translucent, it is a lipid. A more accurate test for lipids is the dye test. If water is combined with Sudan III (Sudan IV was replaced by this), and mixed with the test material, the test material can be considered a lipid if the solution forms a pink color. This is because Sudan III (Sudan IV was replaced by this) is only soluble in li pids. The lipid will be distributed on top of the dyed water, because lipids are hydrophobic. A protein is a polymer made of amino acid monomers.The amino acids bond together in bonds called peptide bonds. A chain of amino acids is called a polypeptide chain. The structure in which the amino acids are bonded determines the function of the protein. There are about twenty different amino acids, but there is a wide variety of possible combinations that amino acids can bond, therefore proteins have quite a lot of functions. Some things proteins are used for are the building of the muscles, tendons, organs, glands, nails, and hair. There are many more different functions for proteins.To detect proteins in test materials, there is an identifying agent called Biuret Solution which when mixed with the test material. It turns purple if it contains a protein. The darker the violet color, the more concentrated it is with protein. The spit lab was done in order to determine the effect of amylas e on starch since starch is a long chain of glucose which serves as a main source of nutrients; the amylase breaks it into a simple monosaccharide. Amylase is an enzyme in the human saliva used to break starch into reducing sugars for energy. An enzyme is a protein, and enzymes speed chemical reactions.Benedict’s Solution was mixed with chewed up Triscuit (which was positive for starch only before), and heated for 2 minutes. This was done in order to create a reaction between the enzymes and starches in the cracker. The darker the color, the more amylase your body had at that time, if it does change color. 3. Experimental Section/Procedure Changes: – In the protein test, a cracker solution was used as opposed to cereal. – Sudan IV was replaced by Sudan III – In the lipid test, a cracker solution replaced buttermilk Procedure: (See attached lab sheet) 4. Data SectionTest Material| Starch| Result| Reducing Sugar | Result| Lipid Grease| Result| Lipid Dye| Re sult| Protein| Result| 1% Starch| Black| +| Blue| -| Not Tested| N/A| Not Tested| N/A| Clear| -| Potato Juice| Black| +| Not tested| N/A| Not Tested| N/A| Not Tested| N/A| Not Tested| N/A| Water| none| -| Blue| -| Not translucent| -| No pink| -| Clear| -| Milk| none| -| Orange| +| Not Translucent| -| Pink| +| Not Tested| N/A| Cracker Solution| Black| +| Not tested| N/A| Not Translucent| -| Pink| +| Clear| -| Cereal| Precipitate| +| Not Tested| N/A| Not Tested| N/A| Not Tested| N/A| Not Tested| N/A| 5% Glucose| Not tested| N/A| Orange| +| Not Tested| N/A| Not Tested| N/A| Not Tested| N/A| 5% Fructose| Not Tested| N/A| Orange| +| Not Tested| N/A| Not Tested| N/A| Not Tested| N/A| 5% Sucrose| Not Tested| N/A| Blue| -| Not Tested| N/A| Not Tested| N/A| Not Tested| N/A| 5% Lactose| Not Tested| N/A| Orange| +| Not Tested| N/A| Not Tested| N/A| Not Tested| N/A| Egg Albumin| Not Tested| N/A| Not tested| N/A| Not Tested| N/A| Not Tested| N/A| 2 drops violet| +| Gelatin| Not Tested| N/A| Not tested| N/A| Not Tested| N/A| Not Tested| N/A| 3 dropsviolet| +| Salad Oil| Not Tested| N/A| Not tested| N/A| Translucent| +| Pink| +| Not Tested| N/A| Spit Lab Cracker| Starch Test| Result| Reducing Sugar test before amylase| Result| Reducing Sugar test after amylase| Result| Triscuit| Black| -| Blue| -| Brown| +| Saltine| Black| +| Orange| +| Not Tested| N/A| 5. AnalysisThe labs were done to test for starch, lipids, proteins, and reducing sugars. The test for starch was done by adding up to 3 drops of iodine into the substance which should be on the porcelain spot plate. The result of a positive starch reaction would be a dark blue/ black color and/or precipitate formed. The substances that had starch were: cracker solution, Triscuit cracker, cereal, saltine cracker, potato juice and 1%starch. These results were expected because of the type of food involved. There were two lipid tests done. The first one was the Grease Spot test, where a drop of the substance and water were placed on a piece of brown paper bag.After it evaporated, and if the brown paper became translucent then it meant that it was a highly concentrated lipid. The only material that showed this was salad oil and it was expected due to the fact that it’s an oil, milk was also expected but did not show up. The second test was the Dye test with Sudan III. Due to the properties of Sudan III, making it only soluble in lipids, it is added to 3ml of water and 1ml of each test material, and then shaken. There was a color change; it changed to pink so the lipid absorbed it causing it to change. Positive substances included: Salad oil, milk, and crackers. The expected ones were salad oil and milk, but the crackers weren’t expected.The Reducing Sugar test was done by placing 5ml of Benedict’s solution into a test tube then adding 10 drops of the test substance, and then heated for 2minutes. If the substance was positive for a reducing sugar, the color would vary from green to orange to dark brown, the beta-beta bond is broken and the color change shows this. The substances that showed positive were: 5% glucose, 5% fructose, 5% lactose, milk, and Saltine crackers, Triscuit crackers (after amylase). The spit lab showed how starch before amylase was negative for a reducing sugar and then after the amylase was added, the alpha-beta bond broke. These were all expected except the saltine cracker that had a reducing sugar.The Protein Test was done by taking 5ml of the test material and putting it in a test tube, then adding 1 drop of Biuret solution up to 10 times to see if a violet color appears. The Biuret solution (made of potassium hydroxide and hydrated copper (II) sulfate) reacts to peptide bonds. Amino acids are monomers of protein and amino acids are linked to peptide bonds so they will react to the Biuret. The substances that were positive for protein were only egg albumin and gelatin. Egg albumin was expected, but gelatin wasn’t. Possible Errors -Cro ss contamination between substances through pipettes, test tubes. – Misread/misinterpreted data results. -Possibly followed procedure wrong. – Wrong measurements of substances. 6. Conclusion Starch Test 1. The positive control was 1% starch. 2. The negative control was water. 3.If there was a color change (black or dark blue), or precipitate formed, starch was present when iodine was added. 4. The 1% starch showed the most amount of starch because it hard a really dark shade of blue and because it is starch. 5. The material that showed the least amount of starch was the cracker solution because it had a lighter shade of blue when iodine was added. Reducing Sugar Test 1. The positive control was both fructose and glucose because they are both reducing sugars. 2. The negative control was water. 3. A reducing sugar was present in the test material if it had a color change from green to orange to dark brown after being heated for 2 minutes. 4.The materials that had reducin g sugars present were: 5% glucose, 5% fructose, 5% lactose, and milk. 5. The materials that tested negative for reducing sugars were: 1% starch, water, and 5% sucrose. 6. The materials that showed positive for reducing sugars all had beta-beta bonds. 7. The materials that showed negative for reducing sugars all had alpha-beta bonds. (Water has only hydrogen bonds not beta-beta or alpha-beta. ) 8. The purpose of heat is to be the energy source to break the beta-beta bonds. 9. If there was no heat, the milk, lactose, sucrose, wouldn’t break. The beta-beta bonds would remain intact since there isn’t an energy source. 10.Enzymes are proteins that speed up chemical reactions. Their purpose is to help break things down. For example, the enzyme amylase is in the saliva of a human and helps break starch (polysaccharide) down into Glucose, a monosaccharide. Lipid Test 1. The positive control is salad oil. 2. The negative control is water. 3. The two ways to observe the presence of a lipid are to put a drop of the material onto brown paper and see if it leaves a translucent grease mark, or add Sudan III to the material with water, and then shake it all up in a test tube to see if a pink color will show. Protein Test 1. The positive control is the egg albumin. 2. The negative control is water. 3.The amount of protein in the test material can be estimated through the number of drops the Biuret Solution took; the less drops the more protein. Spit Lab 1. The starch test was done in order to see if the crackers had starch, or else amylase wouldn’t do anything to it. 2. The Saltine and Triscuit crackers showed positive for the starch test. 3. The purpose of the reducing sugar test was so that if the cracker did have a reducing sugar, the heat could have broken the bond, not the amylase. The cracker had to not have a reducing sugar so we know it was the amylase breaking the starch alpha-beta bond. 4. I chewed the Triscuit cracker because it was a starch an d it wasn’t a reducing sugar, perfect for the amylase test. 5.The reaction changed after I chewed the cracker and did the reducing sugar test. The alpha-beta bond broke due to the amylase and it turned dark brown, before it wouldn’t break and stayed blue. 6. The amount of amylase can be estimated but the color of the solution after the reducing sugar test. For example, green means little, orange means medium, and dark brown means there is a plethora. 7. I liked how we got to test how much amylase we had at the given moment. 8. If I were to do this lab again, I really wouldn’t change anything, the procedure is simple as it could be. The chewing the cracker part wasn’t fun, but it was necessary for your own result.

Heart of Darkness1 essays

Heart of Darkness1 essays Heart of Darkness is a novel of indescribable horrors and actions that lie outside the human mind. It describes a mans (Marlowe) voyage on a West African river to find an individual, Kurtz. The actual journey truly is towards the heart of darkness, where it takes Marlowe by evidence of European indignity towards the natives. Marlowe wants to see this land for himself, he does not quite believe in himself of what is indeed there. This story hints at horrors that Marlowe is incapable of describing, which in turn leaves the reader to imagine actions that are outside of normal, everyday life. The voyage that Marlowe has taken has been long and exhausting. Its an adventure for him; he has experienced a great deal of confrontation with the natives, jungle dangers, and brutal savagery. There is no interest of the humans who lie here, for they are extremely mistreated. Yet to them, this is normal human behavior; nothing has been done differently. Nowhere did we stop long enough to get a particularized impression, but the general sense of vague and oppressive wonder grew upon me. It was like a weary pilgrimage amongst This describes Marlowes voyage to the heart of darkness, the literal heart of darkness, Africa, so to speak. He was fully warned against, and well-aware of the evil he would encounter; however, he chose to ignore that aspect in efforts to satisfy his curiosity. Here, the author is also saying something about human nature in general. Human curiosity about an unknown place can make one cross the line of civilized human behavior and enter a world of "nightmares". Marlowe wanted to see it all for himself; but what made it most fascinating was this land was something he had never experienced before. He knew he would be a "weary pilgrimage amongst hints for nightmares", but he wanted to prove s ...

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.

5 forces model Assignment Example | Topics and Well Written Essays - 250 words

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The World Bank Assignment Example | Topics and Well Written Essays - 500 words

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