Checkpoint kinases (CHK2) Lab Report Example | Topics and Well Written Essays - 500 words

Checkpoint kinases (CHK2) - Lab Report Example According to the figure 3,the list indicates several transcripts from the same gene and different SNP effect.The reason to this is as shown in the figure 4 which has all the splice variants(27) of the CHK 2 gene.In the figure 4 ‘‘protein coding† implies that the transcript encodes a CHK 2 protein variant. The reason why we see GAA/GAG yet the SNP was T/C change is that it is a silent mutation whereby GAA and GAG code for glutamic acid.Also the reason why the new C(GAG) is more frequent in some populations is because there was a successful mutation. Basing on the analysis above, we can see that the SNP resulted to silent mutation. By definition, silent mutation is a type of a point mutation that leads to a codon which codes for different or same amino acid but without any functional change in that particular protein. Hence, it does not cause change in the sequence of amino acid, thus, the protein will remain functional. In this regard, they are taken to be evolutionarily neutral. In relation to this, the CHK2 SNP (T/C) is considered to be silent mutation because the sequence of the protein which is GAA/GAG remains unchanged. Therefore, its function remains the same. It can therefore influence splicing because the nucleotides sequence has been altered. While most of the RNA transcripts from protein encoding genes of the human genome are related to physiological splicing, pathological splicing has been found in cancer tissue (Berge et al, 2010). The Chk2 is known to be a multi-organ susceptible gene that provides a barrier to tumorigenesis to maintain a genomic stability, and this gene has found mutated in both hereditary and somatic cancer. Despite the fact that other genes’ alternative splice forms have been found to have a negative impact on the wild type molecules, the CHK2 splice protein variants function is still not clear(Berge et al, 2010).For instance, the mRNA splice variants for Chk2 gene

IFRS 1 -- ThyssenKrupp Group First Year Conversion Assignment

IFRS 1 -- ThyssenKrupp Group First Year Conversion - Assignment Example Some of the financial components that will be affected from the conversion from US GAAP include the treatment of intangible assets such as development costs, goodwill and intangible pension assets. Tangible assets such as property plant and equipment will require adjustments in how investment property is dealt with because of the differences in treatment under both methods. IFRS uses a components approach in dealing with property, plant and equipment and so they are shown separately – inclusive of the depreciation charged on these assets. Impairment of assets is also dealt with differently and most operating leases will now be classified as finance leases. This will have implications for profits and for the tangible assets balance in the balance sheet. Investment property will now be a separate line item on the balance sheet as a result of these changes. Under IFRS all non-current assets can qualify as assets held for sale while under US GAAP only long lived asset can, once th ey meet specific criteria. There are other interesting cases that will affect deferred tax assets, inventories, trade accounts receivables and other receivables such as embedded derivatives and prepaid pension costs. It is interesting to note that the measurement date of the pension plan will coincide with the year end and so this will affect the prepaid pension cost shown in the financial statements. The treatment of contracts will not only have implications for inventories but also accounts receivable, accounts payables and of course income and therefore the net profit of ThyssenKrupp. IFRS requires a different treatment for minority interest than that used under US GAAP. While US GAAP showed minority interest as a separate item between liabilities and equity IFRS requires that it be shown as part of equity. As a result of these changes the figures for the 2004/2005 will be very different. The differences relating to changes in equity and other elements are therefore required to b e shown in the notes to the financial statements. IFRS 1 also requires that the differences be clearly explained so that the various stakeholders which includes, shareholders, analysts, prospective investors and others are able to understand them and their effects on the financial statements. Finally, it is very important to note that IFRS1 defines an entity’s first IFRS financial statements as being the first annual financial statements in which an entity adopts IFRS by making it clear that IFRS is being complied with by way of an â€Å"unreserved† and â€Å"explicit† statement of that fact (Ernst & Young 2009). The conversion from US GAAP to IFRS has impacted various elements of the financial statements. According to Ernst and Young (2009) the main principle is full retrospective application of IFRS standards that were in effect as of ThyssenKrupp’s first IFRS reporting period. Some of the elements of the financial statements have been impacted positive ly and some negatively. The Balance Sheet elements that are explained below are: property, plant and equipment; inventories; and minority interests. The income statement elements that will be explained are: net sales; selling expenses; and other operating income Balance Sheet Elements Property, Plant and Equipment â‚ ¬m â‚ ¬m Balance as per US GAAP 9,469 Less: Reclassification 557 Other 169 (726) Balance as per IFRS 8,743 The balance as per US G

Power and control as related to the movie The Book of Eli Research Paper

Power and control as related to the movie The Book of Eli - Research Paper Example In wide strokes, the film likewise takes after a Western plot: the man with no name, a more peculiar, comes into town, executes the scalawags, and leaves. Be that as it may The Book of Eli, dissimilar to most hostile to religious Westerns, insists the force of God and investigates how religion could be utilized for great or sick. Eli is the model of the positive force of religion. Soon after the war, Eli heard a voice, probably Gods, controlling him to discover the last duplicate of the Bible in presence, covered under rubble. The voice let him know to take the Bible west and let him know he might be secured from anybody and anything (The Book of Eli). This insurance is outlined throughout every battle scene in the film. In the initial two, groups of hooligans debilitate Eli with blades and clubs as recently witnessed in Nigeria where dozens were killed because of struggle over power (NBC). Eli tries to defuse the circumstances, conversing with them and battling if all else fails. Be that as it may when he battles, he is unstoppable, moving with economy and effortlessness, uniquely in contrast to the blundering scalawags. This sign is clear to his adversaries: as the boss lowlife, Carnegie, notes: "Nobody can deal with themselves as you do. In the later two battles, the scoundrels strike him with weapons. But their shots bafflingly miss, while Eli shoots with destructive precision. The lowlifes face off regarding this. The hooligans propose that "hes secured by one means or another in that he cant be touched." Carnegie negates them. "Hes simply a man. Put a projectile in him and hell go down." Late in the film, Carnegie tests this, shooting Eli, and abandoning him for dead. However Eli survives, climbing again to keep strolling west, demonstrating Carnegie off (The Holy Bible). Where Eli is intrigued by peace, staying away

Education and Its Affects Around the World Essay Example for Free

Education and Its Affects Around the World Essay Education is something that affects all of us as a whole gender, race, and poverty plays a role in education. As a citizen of the United States of America it is important for us to appreciate a good education that some of us take for granite. Gender is crucial in how people view education in the text:† Philippine Women’s College corrects gender miseducation†. Professors and education enthusiast are breaking down the barriers and bias that is associated with gender. Text books in the Philippines show women playing the â€Å"stay at home† role and the father portraying the â€Å" bread winner† role this a form a of bias. Scholars at the Miriam College are working to correct this matter by teaching all female students about stereotypes relating to gender. Students often are shown at a young age to approach matters in a biased free manner, through this approach both male and female can share duties in the household that were once delegated to one based on gender. Trained teachers are able to spot the gender difference and compensate with materials that are fair for all. Miriam College and its faculty also discuss sexual harassment and a list of other things as well. What was happening in the†Women’s Movement â€Å"and what was being taught in the classroom were two totally different things. In 1986 Corazon Aquino became the first female president of the Philippines this was in stark contrast of what was being taught. As far as equality for women the Philippines are ranked ninth in the world, with that being said advocates of gender feel that it is best suited to teach and educate when the students are young. Patricia Licuanan president of Miriam College implemented in 2001 gender courses to the curriculum that focuses on equality and quality education for women. Also in 2001 several colleges in the Philippines have shown interest in providing studies for women as well. Due to the work that has been taken place in the Philippines young women are questioning and taking up professions that were once generally associated with men. In the text â€Å"Lost Generation Fears as boys reject education† Professor Reynolds of Plymouth University states that: â€Å"the gender gap is a worldwide phenomenon, not just in the UK or a Welsh one†. Research has shown that boys are neglecting school, while girls are less likely to drop out of school after 16. A survey showed more girls than boys seek a higher education. Studies also show that vocational programs also play a role in why boys choose not to seek college versus girls. Boys are also not performing on the same level as girls this factor leads to fewer boys in college. Poverty is a component to lack of education as well in the article:† Escaping Poverty is possible when there are local opportunities for people with initiative†. This article shows the stereotypes that are associated with poverty 60,000 people that spread over 15 countries worldwide were surveyed; there are a lot of hurdles we must overcome for this to work. People are likely to fall into poverty the study will take preventive measures to ensure people will not make these mistakes. The stereotypes that haunt poverty stricken places is that people are lazy, shiftless, and have no ambition this is not the case. In fact these people surveyed accept responsibility for there actions, and want to better themselves. All of us need local opportunities and social networks to ensure that this will not happen on a global front, even if someone works hard to get there selves out of poverty with out help from the community and economic woes this process will be pains taking to say the least. Education is factor when combating poverty, we as Americans need to take advantage of our educational system though it may not be the best we are still a free country and should utilize any and every opportunity we have. Race also plays a vital role in education the text:† Officials try to improve black males’ academic performance: The achievement† Ginger Littleton has been a teacher in Northern California for more that twenty years. She has been stumped by the numbers of black males that scored drastically lower than other races in test of achievement. A look at last years test results from grades 1-10 math scores and FCAT were sorted by race. The results showed that 89 percent of white third graders were a the appropriate level, while Hispanics represented 66 percent, and blacks 69 percent but only one out of that percentile was a male. 59 percent of Anglos, compared to 33 percent of Hispanics were at the appropriate level. African Americans represent only 30 percent. This trend increased more by there sophomore year, Caucasians represent 38 percent, Hispanics 32 percent, and 13 percent of African Americans sustained this level of reading. By this point many African Americans have stopped going to school by then. The FCAT test of reading shows that only 1 percent of males were reading at the 10th grade level, white males scored 7 percent on the same level. African American males results were 0 percent, white males were 8 to 7 percent at levels 4 and 5 of reading. A study was conducted in 2004-2005† Focus on Blacks† by The National Education Association labeled the poor standings as â€Å"the achievement gap† and a national crisis. The study showed that African American 17 year old students performed in comparison to 13 year old whites in science. In the math part of the study blacks scored 61 percent below the standards, versus 20 percent of whites in the 4th grade. The results show that African Americans face challenges before they start school. Some of the findings show that it is less father figures and mentors in the African American community, lack of after school programs, and cohesiveness in the family all plays roles in the significant decline in education in the black community. There is a saying† it takes a village to raise a child† the African American community needs to rebuild it village from the foundation up to eliminate this disparity that runs rampant among so many. As you can have just read there are several factors in ones education it may be a gender problem, a socioeconomic problem, or ones ethnicity may all play a role in the type of education we receive as well as our chances of making it in today’s society. We still live in one of the greatest countries in the world in the end it is up to us to utilize what avenues are available and make the most out of it.

Verification Of Faradays First Law Of Electrolysis

Verification Of Faradays First Law Of Electrolysis My research question How can Beers law be used to verify Faradays First law of electrolysis and to determine Avogadros number and Faradays constant by electrolysis of 1.000 mol dm-3 copper sulfate (CuSO4) solution using graphite electrodes? is an indirect question to the investigation. I was always interested in verifying laws and learning about interdependence between laws. I was so keen in finding how that how the nature of one law depends upon another law as chemistry a whole subject depends upon multiple concepts. So I took this opportunity to show how one law can be proved using another law. Here in my research I have shown how Beers law can be used to verify Faradays First law of electrolysis and I have also used Beers law to determine Avogadros number. This research clearly indicates that there is interdependency between laws. In the verification of Faradays First law of electrolysis of CuSO4, we generally focus on mass of Cu deposited, but not much on color. My focus was that how to use this phenomenon / property of change in intensity to calculate mass indirectly. The same concept of absorbance in Beers law applies while determining Avogadros number. I did the experiments to verify Faradays First law of electrolysis and to determine Avogadros number in indirect manner. Indirect methods have often helped scientists to get their results better and we also have good examples for Back titration and chromatography. So with the same expectation in mind, I came with such a topic for my research. Slight modification in the experiments can really help. I did use graphite electrodes because they are cheap, it is therefore widely used in electrolysis rather than platinum as it is costly. The disadvantage for graphite electrodes is, it flakes off and therefore mass readings of Cu deposited over graphite electrode are highly unreliable. So as the result is highly unreliable, we might not get the accurate readings of the mass of Cu deposited at cathode. But if we use the colorimeter technique to find out the deposition, the mass of graphite lose in the electrolysis process is not affected. I mainly focused upon the absorbance value by the diff erence of color. Once while performing an experiment on electrolysis during my school days, I was using graphite electrodes and I noticed that graphite particles were flaking off the electrodes in electrolyte solution during the experiment. The amounts of carbon particles lost from graphite were very less and so was neglected but later I thought that it might be affecting the result in some or the other way as in the experiment we were supposed to weigh the electrodes to find out the amount of Copper deposited on the cathode. I used to think that if graphite electrodes are themselves losing some mass, then how the electrode can give accurate readings or a reliable result. The copper deposit over cathode is not strongly attached to the cathode thus there are chances that copper deposited on cathode may be lost by mishandling of the electrode before taking direct mass reading; this made me think about an alternative method which would be more accurate as well as reliable, where in the electrodes will n ot have to be removed from the experimental set-up at all! 2. THEORY I would like to start by mention something about electromagnetic spectrum as my experiment deals with Beers law which can be obtained through absorbance value. Absorbance in the colorimeter is found by setting a particular wavelength and there is different wavelength for different objects, similarly there is a particular wavelength absorbed by CuSO4. Electromagnetic radiations have frequencies and all the possible frequencies are covered in the range known as electromagnetic spectrum. The property of characteristic distribution of electromagnetic radiation emitted or absorbed by any specific object is the electromagnetic spectrum of that object. Electromagnetic spectrum has its range from low frequencies which are used for modern radio to the high frequency like gamma radiation. It covers wavelength from thousand kilometers to small fraction. The limit for the long wavelength is the universe itself and shortest wavelength is near to the Plank length even if the principal states the s pectrum is infinite and continuous which is truly acceptable. In the Vernier colorimeter we have option to select the wavelength from range 430nm, 470nm, 565nm and 635nm. According to the user guide for Vernier colorimeter CuSO4 will yield a good Beers law curve at 635nm. Therefore it says that the wavelength absorbed by CuSO4 lies in the range 635nm and I had used 635nm range throughout the experiment for finding the absorbance of CuSO4. In the study of light we have the Beer-Lambert law which is also known as Beers law and the law is related to the absorption of light to the properties of the material from which the light passes. Electrolysis is a process to separate bonded elements and compounds .The methodology followed is by passing an electric current through bonded elements and compounds. Electric current is passed through a conductor called as electrode. Electrodes are found in various forms like wires, plates, and rods. Electrodes are mainly constructed of metal, such as copper, silver, lead, or zinc. Electrodes can also be made up of nonmetal substance, such as carbon. There are commonly used Graphite electrodes which are made up of carbon. In my experiments as I have used graphite electrodes, I am indirectly using nonmetal substance having carbon. Inert electrodes do not take part in the chemical reactions for Examples, Graphite and Platinum electrodes. Active electrodes take part in chemical reactions where the anode itself produces metal ions which get discharged at the cathode for Example, Copper electrodes. I noticed that graphite rod was losing carbon particles on stirring, thats the reason why direct method to find mass of copper deposited was not adopted by me. The electrodes which I used for the experiments were Inert electrodes and I used graphite electrodes because platinum electrodes were not available and they were costly. An electrode passes current between a metallic part and a nonmetallic part of an electrical circuit. Most frequently, conductors that are metallic carry electrical current. In other circuits, however, current is passed through a nonmetallic conductor. In an electrochemical cell, an electrode is called either an anode or a cathode. An anode is an electrode at which current leaves the cell and oxidation takes place. For example, an anode is the positive electrode in a storage battery. Faradays 1st Law of Electrolysis states that, The mass of a substance altered at an electrode during electrolysis is directly proportional to the quantity of electricity transferred at that electrode. Quantity of electricity refers to the quantity of electrical charge, typically measured in coulomb. Throughout the investigation I had rounded off few of the readings to get correct significant figures. Using a colorimeter: This method is only useful if one of the reactants or products is coloured. It is a more satisfactory method than titration for two reasons: firstly, no sampling is needed, and secondly, a reading can be taken almost instantaneously. So quite rapid reactions can be followed, especially if the colorimeter is interfaced to a data logger or computer which can plot a graph of concentration versus time as the reaction proceeds. A colorimeter consists of a light source with filters to select a suitable colour (i.e. set of wavelengths) of light which is absorbed by the sample. The light passes through the sample onto a detector whose output goes to a meter or a recording device. The colorimeter usually needs to be calibrated and even I calibrated the Vernier colorimeter with distilled water before conducting the experiments. Calibration is done to establish the relationship between its readings and the concentration of the copper sulfate used. 3. INVESTIGATION My investigation was divided into three main sections, starting with verification of Faradays First law of electrolysis, secondly to determine Avogadros number and finally in determining Faradays constant. I had predicted that the results of investigating Faradays First law by direct method and indirect method will give almost the same result and I was successful in getting that. But according to my assumptions, more accurate readings can be obtained by the indirect method of colorimeter using Beers law technique. It is also useful to determine Avogadros number and Faradays Constant as the result which I got through the Beers law technique was almost near to the true value of Avogadros number and Faradays constant. 3.1 APPARATUS AND MATERIALS Beakers (250 cm3 ÃÆ'- 1) Volumetric flask (100 cm3 ÃÆ'- 5 and 1000 cm3 ÃÆ'- 1) Measuring Cylinder (100 cm3 ÃÆ'- 1) Digital Weighing Balance Graphite electrodes Copper sulfate (CuSO4) Ammeter (0-500mA) Rheostat (0-500 à ¢Ã¢â‚¬Å¾Ã‚ ¦) DC variable voltage source (0 12 V) Vernier labquest colorimeter Cuvette 3.2 CIRCUIT DIAGRAM OF EXPERIMENTAL SET UP The above shown diagram represents the electric circuit diagram of the entire experimental setup. A DC variable voltage source (0-12 V) was used as a battery. Rheostat was use to control the current coming from the battery because I was recording the Ammeter readings and I wanted the readings on the Ammeter to be constant throughout the experiment. I used Rheostat because the Ammeter reading was fluctuating and not remaining constant. The positive terminal of the battery was connected to the one end of Rheostat and the negative terminal of the battery was connected to the cathode. The connections were made in series as it was suppose to be for this experiment. The experimental set up was not disturbed during the electrolysis. During the investigation, there goes a chemical reaction within the experimental setup for the electrolysis of copper sulfate. Below are shown the reactions using graphite anode inert electrode. At cathode: Cu2+ + 2e- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Cu At anode: OH1- 1e- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ OH x 2 [2OH à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ H2O + [O] ] 4OH à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2H2O + O2 Product at anode: Oxygen gas 3.3 PREPARATION OF SOLUTION Preparation of 1 dm-3 of reagents: The salt which I used in preparation of solutions was Copper sulfate pentahydrate, we commonly call it as copper sulfate. The molar mass of CuSO4.5H2O is 249.68 gmol-1. Therefore, to prepare a 1.000 molar of CuSO4 solution, I took 124.84 g of CuSO4 weighing upon a digital balance and then I diluted 124.84 g of CuSO4 in 500cm3 of distilled water. I had used distilled water to dilute the chemicals and to clean the apparatus rather using tap water because distilled water is more pure and using tap water can affect the result as it can indirectly react with the chemicals used for the experiments. It was very difficult to dissolve CuSO4 by using glass rod. Therefore, I had used magnetic stirrer to dissolve the crystals of Copper sulfate in distilled water. It was very time consuming in dissolving CuSO4 in distilled water but within few minutes the 500cm3 solution of 1.000 molar of CuSO4 was ready. From that 500cm3 of 1.000 molar of CuSO4, I prepared different 100cm3 solutions of concentration 0.8 molar, 0.6 molar, 0.4 molar and 0.2 molar. The volumes of Copper sulfate and Water in the different molar solutions are given in the below table: Concentration ( ±0.001 mol dm-3) Volume of CuSO4 ( ± 0.05 cm3) Volume of H2O ( ± 0.05 cm3) 1.0 mol dm-3 100 cm3 00 cm3 0.8 mol dm-3 80 cm3 20 cm3 0.6 mol dm-3 60 cm3 40 cm3 0.4 mol dm-3 40 cm3 60 cm3 0.2 mol dm-3 20 cm3 80 cm3 3.4 VERIFICATION OF BEERS LAW Beer in 1852 studied the effect of absorption of light on the concentration of solutions and found a similar relationship. Beers law states that when a parallel beam of monochromatic light enters an absorbing medium, the rate of decrease of intensity of the light with concentration is directly proportional to the intensity of radiation. Alternative statements can be expressed thus: When a parallel beam of monochromatic light passes through an absorbing medium, the intensity of transmitted radiation decreases exponentially as the concentration of the absorbing species increases arithmetically. Successive layers of equal concentration and thickness absorb equal fraction of incidental radiation. The readings for my Beers law experiments are as follows: Concentration ( ±0.001mol dm-3) Transmittance (%T) Absorbance ( ±0.001) 0.0 100.04 0.000 0.2 25.92 0.586 0.4 8.17 1.088 0.6 3.02 1.520 0.8 1.33 1.875 1.0 0.97 2.015 The graph which was obtained for Beers law: The graph was taken from vernier colorimeter using logger pro software to get the accurate readings for the absorbance of CuSO4. Here I observed a curve in graph and I felt that this abnormal for Beers law but later when I searched the reason for this, I got satisfactory answer as I was not gone wrong. Beers law is true for dilute solutions and therefore it is sure to obtain a straight line graph for dilute solutions. In the cases of highly concentrated solutions we get a curve which flatters if extended further due to the high concentration. This is the same case with my Beers law graph because the solution of CuSO4 was much concentrated. Deviations from Beer Lamberts Law: According to Beer-Lamberts law, absorbance A is directly proportional to concentration c. Thus, a graph of Absorbance v/s concentration should give a straight line passing through the origin. Often we find that the graph is not linear, and deviations occur. If the straight line curves upwards or downwards it indicates positive or negative deviations respectively from Beer Lamberts law. Deviations from Beer-Lamberts law a : no deviation; law is valid b : positive deviation c : negative deviation I got negative deviation for my Beers law graph. Negative deviation is shown in the above graph with option c. The Negative deviation in the graph was expected as the CuSO4 solution was highly concentrated. Deviations fromBeer-Lamberts law can be of three types: Real deviations: which are fundamental in nature. Instrumental deviations: which arise as a consequence of the manner in which the absorbance measurement is made. Chemical deviations: which arise as a result of chemical changes associated with concentration changes. The deviation which I got in my Beers law graph was Real Deviations and such deviation occurs due to Effect of concentration. The Beer-Lamberts law is valid for dilute solutions only. If the concentration of the solution is more than 0.01 M, Beer-Lamberts law does not strictly hold well, and deviations occur. At higher concentration, the molecules of the absorbing species come closer to one another, and due to this, charge distribution of neighboring molecules is affected. This results in an alteration in the ability of the species to absorb a particular wavelength of radiation. The extent of interaction depends on the concentration of the solution and therefore deviations are observed in concentrated solutions. The molar absorptivity à Ã‚ · depends on the refractive index of the solution. If the solution is too concentrated it refractive index changes and thus à Ã‚ · changes. This causes deviations from Beer-Lamberts law. This effect is negligible in concentrations

NHS Acceptance Essay :: College Admissions Essays

NHS Acceptance Essay The standards for entrance into the National Honor Society are scholarship, leadership, character, and service. Through this paper I will strive to prove that I possess all of these qualities, and moreover, that I am qualified for entrance into an organization as prestigious as the National Honor Society. Over the past four years as a scholar, I believe that I have demonstrated all of these characteristics. That I have the scholarly ability required to be a NHS member is indicated simply by the fact that I was nominated for entrance into the NHS in the first place, though since I get the impression that more than this is required, I will point out that I have consistently made the honor roll every quarter during my years in both High- and Middle-school. Also, my involvement in the school's "Jets TEAMS" (Test of Engineering Aptitude, Mathematics, and Science) team during my Junior year functions as an indicator of my scholarship. Jets TEAMS is an intense, annual competition in which s chools send 8 of their strongest students to compete against other schools in a nationwide contest. During my Junior year I was fortunate enough to be selected as one of the eight students (only 3 of whom were Juniors) who would go to the competition, and through our team's efforts, we were able to come in first in the state of Connecticut, earning recognition not just for ourselves, but for the town of Granby as well. Through my involvement in Jets TEAMS and my solid academic record, I feel that I have demonstrated the scholarship required for entrance into the National Honor Society. It is difficult to narrow things down to a single situation in which I have demonstrated leadership qualities to the extent that is required for entrance into the NHS, but for the purposes of this paper (and the sake of brevity), I will focus on my past involvement in the "People to People: Student Ambassador Program." People to People is a nationally recognized organization which sends groups of Amer ican students to foreign countries where they can learn about another culture by experiencing it firsthand. Their itinerary also stresses the development of leadership skills and the importance of teamwork. Through my involvement in this program, aside from learning a lot about a foreign culture (I traveled to Australia for 3 weeks), I also learned a great deal about the responsibilities and obligations that go along with being a leader. NHS Acceptance Essay :: College Admissions Essays NHS Acceptance Essay The standards for entrance into the National Honor Society are scholarship, leadership, character, and service. Through this paper I will strive to prove that I possess all of these qualities, and moreover, that I am qualified for entrance into an organization as prestigious as the National Honor Society. Over the past four years as a scholar, I believe that I have demonstrated all of these characteristics. That I have the scholarly ability required to be a NHS member is indicated simply by the fact that I was nominated for entrance into the NHS in the first place, though since I get the impression that more than this is required, I will point out that I have consistently made the honor roll every quarter during my years in both High- and Middle-school. Also, my involvement in the school's "Jets TEAMS" (Test of Engineering Aptitude, Mathematics, and Science) team during my Junior year functions as an indicator of my scholarship. Jets TEAMS is an intense, annual competition in which s chools send 8 of their strongest students to compete against other schools in a nationwide contest. During my Junior year I was fortunate enough to be selected as one of the eight students (only 3 of whom were Juniors) who would go to the competition, and through our team's efforts, we were able to come in first in the state of Connecticut, earning recognition not just for ourselves, but for the town of Granby as well. Through my involvement in Jets TEAMS and my solid academic record, I feel that I have demonstrated the scholarship required for entrance into the National Honor Society. It is difficult to narrow things down to a single situation in which I have demonstrated leadership qualities to the extent that is required for entrance into the NHS, but for the purposes of this paper (and the sake of brevity), I will focus on my past involvement in the "People to People: Student Ambassador Program." People to People is a nationally recognized organization which sends groups of Amer ican students to foreign countries where they can learn about another culture by experiencing it firsthand. Their itinerary also stresses the development of leadership skills and the importance of teamwork. Through my involvement in this program, aside from learning a lot about a foreign culture (I traveled to Australia for 3 weeks), I also learned a great deal about the responsibilities and obligations that go along with being a leader.

Roman Religion

Romans were very strict to their religion and beliefs. In ancient Rome, people involved worshiping multiple gods and deities. The religion practice was in two different stages; state and family practices: the state worships were held by the government which were more organized. There were also colleges which would counsel people to the right way of worshiping gods. Roman sought will of their gods in mass prayers such as Olympic games, religious events and sacrificing while in the household every family had their own protective gods. Worshipers would offer prayers and sacrifices to the gods in order to request their favor. In fact, the ancient Roman state's religion were practiced for the well-being of the government and the citizens. They worshiped multiple gods to seek success in all aspects of life, each god had its unique function and had been worshipped for the specific purposes; god of battle, god of love, god of peace and so on. In addition, there had been four colleges which have had control over the public and private religious practices. The two most important colleges were the Pontifices and the college of Augurs. The Pontifices college, as Warrior mentions, â€Å"had authority over the most important matters† (RR 48). Most likely, the accuracy of worshiping and sacrificing were depended upon Pontifices college priest's approval and they would assure that the practice was in its accurate way. The Augurs college was in charge of overseeing and connection between religion and the politics. Most of the member of Augurs college were priests and professionals. Furthermore, in Roman religion, people believed that gods were involved in their daily activities. They had several religious festivals which were accompanied by the Olympic games, these festivals were held by the state authorities and were practiced in the public. One of these events called â€Å"the laughter of god,† which they held to seek the laugher of the god Apollo. According to† Apuleius† in the book â€Å"The golden ass,† â€Å"we are the only people who on this day seek the benevolence of the god laugher in an amusing and joyful ritual† (TGA 38). Among all other religious practices, this event was called the god laugher. In this event, in order to make the god happy, the government would gather all the citizens and held a laughter ceremony for the favor of god Apollo. They would find someone who is not aware of the ceremony and put him in a situation, while he was struggling in the situation they would start laughing to favor the god. The people who gathered knew what was happening but not the stranger who makes the god laugh. In Roman's religion, the state and private practices were performed in many aspects, the religion was sought in different ways and for different purposes. One of the purposes of the state worshiping was sought for success in battles. Before the battle, they would seek the agreement of the god through worshiping and sacrificing in the ceremonies. Priests who were professionals in reading the signs of god would translate the signs, if the signs were suitable for the purpose they would prepare for the action, if not the worshiping and sacrificing were supposed to be redone for corrections. In conclusion, as I mentioned above, Roman worships were divided into the public and the private. Families would honor their household spirits while public worship was held by the government. Rome had colleges of official priests to ensure that its actions met with divine approval. Roman religion involved cult worship. In their religious beliefs, approval from the gods did not depend on a person's behavior, but on accurate observance of religious rituals. The gods were usually imaged in stone or bronze and would put them in a shrine or temple in which they would offer prayers and sacrifices.