Facts, Fiction and Research Paper Topics for College Students Argument

<h1> Facts, Fiction and Research Paper Topics for College Students Argument </h1> <h2> What Research Paper Topics for College Students Argument Is - and What it Is Not</h2> <p>Many splendid people who made progress in life demonstrated really scholarly drop-outs. In the long run, it brings about a generous lift in your evaluations. As a result the understudies would have more freedom to choose a sub-subject. Numerous understudies believe that it is an exercise in futility. </p> <p>If you ought to compose just 1 paper at the finish of the period, you can inhale out since you are honored. Make utilizing the proposed look into paper point thoughts and you'll be prosperous. It is less complex to become familiar with the topic and expound on doing it. P.S. Remember you can contact online scholarly essayists to help in subject choice notwithstanding composing the whole paper from A to Z.</p> <p>Bear as a top priority that you could cause amusing contentious articles in the event that you to do a couple of things. The accomplishment of an exploration paper for the most part depends on the theme, which is the reason various time is spent scanning for the best research paper subjects for understudies. There's notable that you won't can compose a magnificent canny research paper in case you're not intrigued by the subject by and large and in the subject especially. Endeavoring to form an examination paper on a theme that doesn't have a ton of research on it's unimaginably hard, so before you pick a subject, do somewhat fundamental looking and verify you will have all the information you need to make your paper. </p> <p>For example, in school, you may be mentioned to create a paper from the contradicting point of view. The broadest thought is arranged on top, and as you continue composing, you become progressively focused on the chief point, in the long run coming to explicit evidence to back up your case. Another explanation is to see how well understudies contend on special perspectives and show comprehension of the contemplated subject. On the off chance that understudies can't select a specific perspective, they are ordinarily scanning for various contentions to tell. </p> <p>Regardless of the theme that you're investigating in your pugnacious exposition, following standards of the structure should be kept up to have a decent level. The second thing that you should deal with once you pick the title is to keep up as a main priority five sorts of contention claims. Investigating any issue about government or laws may get overpowering on account of the multifaceted nature of the issues and even because of the wording of certain laws. You'll need to back up your perspective with all around inquired about realities and information moreover. </p> <h2> Most Noticeable Research Paper Topics for College Students Argument </h2> <p>Our factious exposition point thoughts are proposed to spare your time when you need to pick what things to expound on. You must be sure to comprehend everything unmistakably once you go for a paper theme. Not all examination paper themes are made equivalent, and you might want to verify you choose a fabul ous subject before you start composing. Ongoing pugnacious article subjects that are identified with society is going to do.</p> <p>Once you have an idea of what you wish to expound on, be certain your theme is neither expansive nor thin. Most issues can have papers on all the previously mentioned questions. On the off chance that you select an inappropriate subject, you may stall out with your composition and make some extreme memories pushing ahead. It is encouraged to forestall contention exposition subjects on moral issues since they don't bolster coherent conversation. </p> <h2> Facts, Fiction and Research Paper Topics for College Students Argument</h2> <p>The fundamental purpose behind composing such a paper isn't simply to talk about it. Hence, you don't be worried about a moving toward cutoff time or an extreme task. The equivalent is valid for composing. Watch out for scholastic paper designing while writing.</p> <p>Writing an exploration paper despite the fact that may seem testing is a significant segment of typical understudy life. In this way, for your coursework, you are going to need to have the absolute best thoughts. Our team of expert essayists with the necessary experience and composing aptitudes is constantly arranged to satisfy your requests and surpass your desires. On the off chance that you need help with explore paper, you may utilize article composing administrations. </p>

Learn IELTS General Writing Task 1 Essay Samples

<h1>Learn IELTS General Writing Task 1 Essay Samples</h1><p>IELTS is a course to assist you with getting a secondary school certificate in a half year. It happens in the English language. To get yourself a secondary school recognition, one must pass IELTS General Writing Task 1.</p><p></p><p>You need to realize that IELTS is a top notch test for English language. It is expected to assist understudies with English as a subsequent language. The test incorporates an assortment of articles, section one, and part two.</p><p></p><p>There are online hotspots for you to do this. Be that as it may, there are barely any focuses to note to assist you with getting better at writing.</p><p></p><p>-First, pick your point. It ought to be identified with your subject, which is composing for school, or something different identified with the subject.</p><p></p><p>-Second, pick the article tests you can utilize. You have to ensure that they are written in a pleasant manner, and are pertinent to your subject. Your point can be identified with subjects like geology, sports, or English literature.</p><p></p><p>-Third, ensure that you compose as indicated by the rules and desires. A few people feel that composition for school is simple, yet as a general rule, you have to have incredible quality and exertion. You can undoubtedly compose well in the event that you simply practice it, take a class, and get ready yourself.</p><p></p><p>You can get an IELTS General Writing Task 1 on the web, or from a secondary school. So ensure that you are propelled to progress admirably. You ought to likewise discover a site to examine English language.</p>

Lingering Effects of Hurricane Katrina on Vulnerable Populations - Free Essay Example

A Category 3 hurricane made landfall in the Gulf Coast of the United States near Grand Isle, Louisiana on August 29th, 2005. Named Hurricane Katrina and hitting winds of 127 mph the storm caused fatalities, flooding, and severe property damage in the Gulf Coast from New Orleans, Louisiana to Biloxi, Mississippi. Due to the aggressive nature of the storms and flooding, numerous levees failed around the New Orleans area, causing additional devastation to those communities (C.N.N. Library, Hurricane Katrina Fast Facts, 2018). The impact of the storm along the Gulf Coast was further enhanced by the arrival of Hurricane Rita a few weeks later. Residents were initially evacuated from Eastern Louisiana to Western Louisiana, and then had to be relocated again, due to the geographic location of Hurricane Ritas landfall as well as structural damages caused to existing shelter locations. As temporary housing for evacuees became challenging, many makeshift locations were utilized in areas less affected by flooding. In one case of sheltering, evacuees taking shelter at a sports complex had to relocate due structural damage to the buildings roof. The associated storms caused 1,822 fatalities recorded in 5 different states and approximately $125 billion in damages, according to 2005 prices. (C.N.N. Library, Hurricane Katrina Fast Facts, 2018). Although recovery efforts in the affected areas have been made with success; the lingering effects of Hurricane Katrina which mani fested in communities, present pervasive public health concerns, especially in those individuals considered to be from vulnerable populations. An estimated population of 1.7 million in Louisiana required evacuation prior to the unforgiving weather (storms and floods) affecting the area. Only about 1.5 million people were able to be relocated in other areas that were deemed not affected. Several hundred thousand people either decided against relocation or were unable to move out of the area and stayed behind due to limited capabilities, such as individuals in hospitals. Although several shelters capable of housing hundreds of thousands were set up in multiple locations, the addition of Hurricane Rita in subsequent weeks after the flooding, further taxed resources and made additional relocation to other safer areas inevitable (Institute of Medicine, 2007). The initial recorded population of New Orleans, L.A. was 450,000 prior to Hurricane Katrina. According to data gathered within 4 months post disaster, approximately 378,000 residents were still displaced from the New Orleans metropolitan area. The demographic data showed that the majority of those able to remain in the area during and post storm, were primarily of a socioeconomically stable, and predominantly White and non-Hispanic demographic, at 54%. After the storm, this demographic population increased to 68% in New Orleans from the original 54% (Whoriskey, 2006). To analyze data gathered regarding fatalities caused during the original storm and the subsequent flooding; 971 Louisiana deaths and associated causes were documented and organized for use in future disaster mortality reduction stratagems in 2008. Sources used to verify this information were Katrina related death certificates from 8/27/2005 to 10/31/2005 and the Disaster Mortuary Operational Response Team victim database in pertinent parishes in Louisiana (Brunkard, Namulanda, and Ratard, 2008). The resulting information indicated three primary causes as well as demographic data showing the mortality rates were higher in men at 53%, African Americans at 51%, and Caucasians at 42%. Additionally, another vulnerable population documented, lay among residents over 75 years of age. This number is likely caused by factors that include the elderly in residential and nursing homes, hospitals, and those with limited mobility. Other information of note were the causes of death, listed as 40% d rownings, 25% injury and trauma, and 11% heart conditions (Brunkard, et al, 2008). According to a study published in 2012 and based on data gathered by the American Community Survey (Sastry and Gregory, 2013), a significant increase of 4% disabilities were documented among residents a year after Hurricane Katrina. These metrics can be observed through data comparison. The information was compared to previous metrics gathered in New Orleans a year prior to the event. The data included demographic data collected among various ages, races, and genders. Some of the findings included a marked increase in mental health needs and a limited increase in physical disabilities. Most notably, the disabilities appeared to affect young to middle aged African American women (Sastry and Gregory, 2013). It is speculated the changes in circumstance can be attributed to living in homes located in areas highly damaged by the event. Children were also more likely to experience separation in the household dynamic and be of more susceptible predisposition to stressed conditions. Although , it is likely most disaster survivors will experience some sort of psychological trauma from displacement and witnessing the destruction of a disaster, many studies that are published focus on victim mortality rates and pathogenic infection that affect public health. From a public health perspective, these areas must be focused on to prevent and mitigate outbreaks of disease after disasters. Studies such as this one published by Sastry and Gregory, show a holistic picture of disaster survivor trends that include the psychological components along with the physical and physiological. This study correlates the disparity in psychological wellness of displaced New Orleans residents and in more detail, that the African American demographic is markedly more affected. This study along with the disaster mortality rate study published by (Brunkard, et al, 2008), highlight that vulnerable populations, such as: the elderly, minorities, and children, experience increased detrimental physical a nd mental health effects after disasters. During the flooding in Louisiana, levee systems failed around New Orleans further increasing water levels. An evaluation of the water quality was conducted to determine what chemicals and toxins were present in the water that flowed into the adjacent body of water (Lake Pontchartrain) (Institute of Medicine (US), 2007). The sewer and waste water systems in New Orleans were compromised and in need of repair as they were under several feet of water. The quality of potable water and waste systems are always areas of concern to public health, especially after flooding of metropolitan areas. Symptoms that are examined in the population after such an event may include: diarrhea from exposure to contaminated food or water, respiratory distress due to mold and other microorganisms found in dwellings and the air, and additional anomalous systemic issues that may appear viral or bacterial in nature. In 2005, elevated amounts of microbial and toxicant contamination were found the residual flood waters in New Orleans (Sinigalliano, Gidley, Shibata, Whitman, Dixon, Laws, Hou, Bachoon, Brand, Amaral-Zettler, Gast, Steward, Nigro, Fujioka, Betancourt, Vithanage, Mathews, Fleming, and Solo-Gabriele, 2007). Fecal coliforms and Escherichia coli amounts showed that waste and associated harmful lifeforms were present in the water. Although tests were not conducted to detect Vibrio vulnificus, the conditions of the water were encouraging for their development (Sinigalliano, et al, 2007). According to a Center for Disease Control (CDC) report, 5 deaths were attributed to Vibrio vulnificus which were contracted from Hurricane Katrina flood water. Vibrio vulnificus is a type of cholera and can be introduced to the body through a wound that has encountered contaminated water (Katrina Disease Kills Five, 2005). Vulnerable populations, such as the elderly, and those with compromised immunity are especially at risk of infection. An additional issue of concern during the recovery phase after any major flooding, is the growth of molds and other organisms thriving in homes that have experienced significant flooding and have been left vacant for a period. Evacuees sometimes have difficulty returning to their place of origin due to the lack of habitability of their home and in some cases, financial resources to return to their respective places of origin. Molds grow quickly in the right environments and must be mucked and gutted with personal protective gear by individuals who have debris and mold removal knowledge. There are various barriers that may prevent home occupants from the immediate removal of moldy materials, followed by sanitation methodology before a rebuild can begin. A study conducted from material samples obtained in New Orleans, inside homes that had not yet undergone the process of sanitation in the affected areas in 2007, showed the presence of several microorganisms. Aspergillus, Penicillium, Cadosporium were found inside dwellings, as well as other molds and fungi in elevated amounts (Bloom, Grimsley, Pehrson, Larsson, 2008). These findings were consistent with recorded findings in dwellings after exposure to flood water and the materials tested had not yet been compromised by sanitation procedures. The mold amounts in air particulates tested in these dwellings were similar to the material samples tested from within the home. The study showed the importance of utilizing the appropriate protective equipment for individuals conducting the sanitation and rebuild of the affected homes in this area, for mitigation of health hazard exposures (Bloom, et al, 2008). According the CDC, cases of West Nile neuroinvasive disease also significantly increased in the year following Hurricane Katrina. For the analysis, the data compiled in the affected Louisiana areas was compared to information previously recorded. Although, cases of West Nile had already begun to be reported prior to the storm, it was speculated that the spike in cases were attributed to an increase in medium for mosquito reproduction (stagnant water, quality of living conditions, etc.) (Caillou? «t, Michaels, Xiong, Foppa, and Wesson, 2010). West Nile is a virus most commonly spread to people by mosquito bites and no immunizations are currently available (CDC.Gov, 2018). Naegleria fowleri was also the culprit of a recorded death of a child, even years after Hurricane Katrina. Naegleria is an amoeba that mostly inhabits fresh bodies of water such as lakes and rivers. The organism thrives in warm climates and usually does not infect hosts through ingestion of water, but instead N. fowleri (the species type that is communicable to humans) enters the nasal cavity and travels to and infects the brain. The host is usually infected during contact with contaminated water during participation in recreational water sport in lakes and rivers, however cases have occurred of people becoming contaminated in chlorinated pools and in this case, a slip in slide. N. (2018, July 17). ParasitesNaegleria Reports of brain eating ameba related deaths have surfaced over the years in Louisiana since Katrina. The initial presumption is that waterborne illnesses are related to contaminants from flood waters or excessive heat conditions in rivers and lakes, but organisms such as N. Fowleri, can reside within city plumbing and thrive there because of lack of pipe flushing (Fox, 2017). In anticipation of disasters, residents are evacuated and do not return to these locations until after some time, giving these organisms a warm and sedentary medium to grown in (Cope, J. R., Ratard, R. C., Hill, V. R., Sokol, T., Causey, J. J., Yoder, J. S., . . . Beach, M. J., 2015). In 2013 a case of Naegleria fowleri in tap water was reported to have infected a 4-year-old boy playing on a slip and slide. The tap water had undergone the U.S. standard water treatment. The patient in this case died of meningoencephalitis of unknown etiology but the Cerebral Spinal Fluid and brain samples were cultured and confi rmed the presence of N. fowleri, changing the final diagnosis to Primary Amebic Meningoencephalitis. Testing of the associated water supply and sources also confirmed the presence of the organism (Cope, J. R., Ratard, et al, 2015). There have been reforms and revisions to many federal documents and policies since Hurricane Katrina in response to after action reports from the disaster. In current events, the handling of Hurricane Maria is also facing criticism for a response slower than expected in resource aid, as well as lack of resources, or resources not being provided in a timely manner from government contractors. Conducting studies and analyzing data related to public health and welfare (acquired through government and nonprofit agencies) immediately following disasters, is imperative for mitigation of other events in the United States. The Administration of Children and Families when engaged, can provide essential demographic data in regard to immediate needs of disaster survivors, to include mental health needs, physical, and basic needs (Kramer, Finegold, Kuehn, 2008). This data is usually collected in the commission of assisting to address said needs by linking disaster survivors to community resources able to provide tangible goods and services. Metrics gathered include trends that transcend geography for persons that relocate after disasters, the changing of immediate needs to long term needs, and various other information pertinent to the improvement of human health and welfare (Kramer, et al, 2008). Analyzing this data can assist with the creation of new programs and improvement of existing programs in these communities to enhance public health and other human service programs. In conclusion, it is imperative to compile data and complete analysis and/or correlation studies to identify gaps in services and resources comparatively; prior to and after natural and anthropogenic disasters. Doing so can establish accurate baseline models in neighborhoods and cities with socioeconomic disparities and specific demographic data for the purpose of addressing challenges that may arise during and after emergency events. When building community resilience in the mitigation phase of emergency management, it is essential to bridge these gaps to lessen burden of resources and loss of life in the future. Based on historical and geographical information of water source contamination, public health issues, and populations most affected by disaster; emergency managers can learn to anticipate areas that will require swift remediation, especially in areas that are frequently impacted by hurricanes and storms. Vulnerable populations such as the elderly, minorities, and children e xperience additional needs and difficulties daily. Throughout this analysis of events in the aftermath of Hurricane Katrina, studies have shown that vulnerable populations in New Orleans, Louisiana have had significant increases in geographical displacement and public health concerns consistent with their susceptibility. The elderly residents experienced increase mortality rates, women and children experienced an obvious increase in psychological health and wellness, and pathogenic organisms are especially fatal to the immunocompromised and children. References Bloom, E., Grimsley, L. F., Pehrson, C., Lewis, J., Larsson, L. (2008, September 4). Molds and mycotoxins in dust from water-damaged homes in New Orleans after hurricane Katrina. Retrieved from https://doi.wiley.com/10.1111/j.1600-0668.2008.00574.x Brunkard, J., Namulanda, G., Ratard, R. (2008, December). Hurricane Katrina deaths, Louisiana, 2005. Retrieved September 30, 2018, from https://www.ncbi.nlm.nih.gov/pubmed/18756175 Caillou? «t, K. A., Michaels, S. R., Xiong, X., Foppa, I., Wesson, D. M. (2010, July 08). Increase in West Nile Neuroinvasive Disease after Hurricane Katrina Volume 14, Number 5-May 2008 Emerging Infectious Diseases journal CDC. Retrieved October 1, 2018, from https://wwwnc.cdc.gov/eid/article/14/5/07-1066_article Cope, J. R., Ratard, R. C., Hill, V. R., Sokol, T., Causey, J. J., Yoder, J. S., . . . Beach, M. J. (2015, April 15). The First Association of a Primary Amebic Meningoencephalitis Death with Culturable Naegleria fowleri in Tap Water from a U.S. Treated Public Drinking Water System. Retrieved September 30, 2018, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4627687/ Fox, M. (2017, August 31). The floodwaters are only the beginning of the problem. Retrieved from https://www.nbcnews.com/storyline/hurricane-harvey/unexpected-health-impacts-hurricane-n797591 Hurricane Katrina Statistics Fast Facts. (2018, August 30). Retrieved from https://www.cnn.com/2013/08/23/us/hurricane-katrina-statistics-fast-facts/index.html Institute of Medicine (US) Roundtable on Environmental Health Sciences, Research, and Medicine. (2007). Environmental Public Health Impacts of Disasters: Hurricane Katrina: Workshop Summary. Washington (DC): National Academies Press (US); 2007. 3, Hurricane Katrina: Challenges for the Community. from: https://www.ncbi.nlm.nih.gov/books/NBK54237/ JH Bloomberg School of Public Health. (2013, January 07). Katrina Health Concerns. Retrieved from https://www.jhsph.edu/news/news-releases/2005/katrina/katrina_health.html Kramer, F. D., Finegold, K., Kuehn, D. (2008, April). Understanding the Consequences of Hurricane Katrina for ACF Service Populations: A Feasibility Assessment of Study Approaches. Retrieved October 1, 2018, from https://www.acf.hhs.gov/opre/resource/understanding-the-consequences-of-hurricane-katrina-for-acf-service Mohney, G. (2015, July 24). Brain-Eating Amoeba Reappears in Louisiana Parishs Water Supply. Retrieved from https://abcnews.go.com/Health/brain-eating-amoeba-reappears-louisiana-parishs-water-supply/story?id=32665555 N. (2018, July 17). Parasites Naegleria fowleri Primary Amebic Meningoencephalitis (PAM) Amebic Encephalitis. Retrieved September 30, 2018, from https://www.cdc.gov/parasites/naegleria/general.html N. (2005, September 07). Katrina Disease Kills Five. Retrieved October 1, 2018, from https://www.terradaily.com/reports/Katrina_Disease_Kills_Five.html N. (2018, October 02). West Nile virus. Retrieved October 1, 2018, from https://www.cdc.gov/westnile/index.html Sastry, N., Gregory, J. (2013). The effect of Hurricane Katrina on the prevalence of health impairments and disability among adults in New Orleans: Differences by age, race, and sex. Social Science Medicine (1982), 80, 121â€Å"129. https://doi.org/10.1016/j.socscimed.2012.12.009 Sinigalliano, C. D., Gidley, M. L., Shibata, T., Whitman, D., Dixon, T. H., Laws, E., . . . Solo-Gabriele, H. M. (2007, May 22). Impacts of Hurricanes Katrina and Rita on the microbial landscape of the New Orleans area. Retrieved September 30, 2018, from https://www.pnas.org/content/104/21/9029 Whoriskey, P. (2006, June 07). Katrina Displaced 400,000, Study Says. Retrieved September 30, 2018, from https://www.washingtonpost.com/wp-dyn/content/article/2006/06/06/AR2006060601729.html

Write a Sample - Learn How You Can Write a Good Sample Essay

Write a Sample - Learn How You Can Write a Good Sample EssayA sample 5 paragraph compare and contrast college essay provides a way to understand college essays and to analyze which styles work best for you. Often, college students are unsure of how to write an essay, so they can consult a sample. It helps you think through what to write and determine your goal.So many people have so many questions and do not know where to start when writing an essay that they often disregard the writer's intentions. A sample allows a student to identify their goals and clarify if they are going to write for a college or for a professional audience. A sample gives them the tools to make sure they have a topic of interest, and if they are unsure of their own writing style, they can do a couple passages and see if they work. These samples will help them to see if they are going to need any assistance in terms of grammar or the structure of the essay.If you want to see how many minutes you will spend in the course of writing a sample, you can use this method as well. A sample is a lot like reading a book. If you like it, you will do better than if you read the book yourself.A sample should be studied carefully. Find out exactly what the sample includes. This way, you can find out the exact format and ideas that are most important to you. There are many different styles that you can use with a sample, so you should ask yourself what style you would like to write.This is a great time to add an interesting aspect to your sample. This will add more depth to your essay, and you can also take advantage of this to focus on important information that is found in your essay. You will want to ask yourself, does this really add anything?The best way to answer this question is to look at your written sample, and take a look at the topic of the essay. Ask yourself if you understand the problem of the reader. Is there something that you are really missing?Finally, think about your abilities as a writer. If you have a question about writing the sample, why not write the sample? This way, you will see if the sample really works for you and see if you can do it. Studying a sample is one of the best ways to increase your vocabulary, and this will lead to your success.