Cervical Cancer (HPV Induced) Research Paper Example | Topics and Well Written Essays - 1250 words

Cervical Cancer (HPV Induced) - Research Paper Example Various types of cancers exist, depending on where cancerous tumors develop at. However, detection of all types of cancers is done though presence of visible signs and symptoms, medical imaging, and screening tests. Cervical cancer, for instance, is among the common type of cancer in women (Smith et al., 2012). Several cancer centers are currently researching on effective control measures, easy diagnostic procedures, and suitable management procedures for cervical cancer. This paper explores some aspects of cervical cancer. General Overview of Cervical Cancer Cervix is the lower portion of a woman’s uterus. Cervix connects the uterus with the vagina. Cervical cancer occurs when there is abnormal growth in the cervix cells and/or invasion by other tissues or organs. Like other cancers, cervical cancer is curable if detected and immediate and appropriate treatment is administered. As a key feature, cervical cancers slowly progress from a normal cervical tissue to cancerous tissu e changes. This slow progression is utilized by gynecologists, who detect the disease and give treatment at an early stage. Even though this early detection and administration of proper treatment has significantly lowered down prevalence of cervical cancer, a considerable portion of women still die of the disease every year. According to Smith et al. (2012), gynecologists are still challenged by invasive nature of the disease. As defined by Gadducci et al (2011), an invasive cancer means that the disease affects deeper cervix tissues and spread to other body parts. This kind of spread is defined by Walboomers et al. (1999) as metastasis. Causes of Cervical Cancer Several types of cervical cancers are caused by infection with human papillomavirus (HPV). Different strains of HPV exist and each strain has different effect in the body. Apart from causing precancerous growths in the cervix, HPV also causes various types of skin warts and other abnormal body surface and skin disorders. Be ing a cause of genital warts, HPV makes sexual contact a window through which cervical cancer is transmitted. The risk of infection is higher for women with multiple sex partners. At initial stages, HPV causes cervical lesions which slowly progress to cancer. Walboomers et al. (1999), however, observes that HPV infections, in some cases, do not lead to cancer. According to Walboomers et al. (1999), HPV causes cervical cancer if an individual is persistently infected with a particular type of HPV. Based on the claim, HPVs are classified according to cancer risks associated with each type. Three types of HPVs, thus, exist, which are high-risk, moderately-risk, and low-risk. Infection by high-risk HPVs, therefore, causes immediately cancerous tumors in epithelial cells of cervix. Cigarette smoking is another risk factor for occurrence of cervical cancer. Chemicals in a cigarette react with cervical cells causing precancerous modifications on the cells. These changes slowly progresses t o cancer. Oral contraceptives, especially pills, increase chances of development of cancer of the cervix. The risk is pronounced in women who use pills for a long period. Just like the effect of tobacco, oral contraceptives react with cervical cells forming precancerous tumors. Other risk factors include: stress and stress-related disorders, multiple pregnancies, Chlamydia infection, dietary factors, family history, and weak immunity. Signs and Symptoms Sign and symptoms

The Role of efforts in college Course Grades Essay

The Role of efforts in college Course Grades - Essay Example Therefore, college grades should be based solely on the efforts of students. One mechanism all lecturers should be executing is triangulating evaluation and assessment. This denotes that learners are assessed grounded on Observation, Conversation, and Product. As considerably as possible, teachers should get a balanced assessment of students. In a standard world, where teachers have time to expend teaching and conversing with learners, grades must be established via how appropriately the learner can intelligently debate the ideas and retort to others’ interpretations. Furthermore, the grades must be based on how justifiably the learner can create and compose a coherent case linked to the facts; usually verified by essay, plus how acquainted the learner is with the basic authentic information necessitated by the topic, usually tried by exam (Frisbie, 23). A discrepancy should be crafted between modules that a teacher evaluates and elements that are utilized to establish course grades. Factors and variables that contribute to establishing course grades must reflect every students proficiency within the course subject. The elements of a grade must be educationally oriented; they ought not to be means of punishment or honors for pleasant traits or "good" outlooks. A learner who attains an "A" within a course must have a strong understanding of the knowledge and skills taught within that course. If a student were merely marginal educationally but very congenial and industrious, an "A" score would be misinforming and would be a knock-back to the incentive of the brilliant students within the program. Lecturers can provide feedback to learners on many traits, but only educational performance, efforts and accomplishments components must be used in determination of course grades (Frisbie, 24). However, it would be sensible for learners to be capable to attain this requirement by participating in classroom debates or