10 Fun Facts About Arizona State

What do Barry Bonds, Kate Spade, and Jimmy Kimmel all have in common? That’s right, they were all Sun Devils and attended Arizona State University! 1. In 1885, the school was founded as the Arizona Territorial Normal School. If the date sounds confusing, that’s because the school was founded 27 years before Arizona actually became a state. 2. The ASU mascot, Sparky the Sun Devil, might look a bit familiar. In fact, the mascot was first created by a former Disney employee Bert Anthony. 3. Speaking of sports, Arizona State is a college baseball powerhouse, sending over 100 players to the MLB. 4.â€Å"A† Mountain has been around for a long time. Tempe Butte has been home to the school’s letters since 1918, but back then, it was a â€Å"T† and an â€Å"N† for Tempe Normal School. Since 1938, though, a large â€Å"A† has stood on the side of the mountain facing campus. 5. Across its four campuses, ASU sports a whopping 493 classrooms and has upwards of 75,000 students enrolled, making it one of the largest public universities in the country. A lot of space for a lot of students. 6. Arizona State creates jobs. Like, a lot of jobs. As of just a few years ago, ASU directly employs 20,000+ Arizonans and nearly $1B in wages. 7. ASU’s school colors are maroon and gold. And while there’s nothing particularly notable about the colors themselves, they’ve been the school’s official colors since 1896.8. ASU must love comedy, because Jimmy Kimmel, David Spade, and Steve Allen spent their college years in Tempe.9. ASU’s faculty is held in high regard. Over the years, they’ve had multiple Nobel laureates, 6 Pulitzer Prize winners, 114 Fulbright Scholars, and 27 National Academy members. 10. The Sun Devil Marching Band is one of the best college marching bands. It’s only one of 28 bands to win the prestigious Sudler Trophy, and was one of the earliest winners as well.

College Admission - Law Degree essays

College Admission - Law Degree essays For many years, I have been interested in studying law. My interest in pursuing this field began at age five when I first set eyes on a courtroom setting. Even at that early age, I was fascinated. The honorable judge of the courtroom, for some reason unremembered, took me on her lap and allowed me to rap her gavel. Days later, I received a gavel via UPS from that very judge. From that moment forth, I knew I would someday follow her example. Completing this application takes some courage on my part, realizing my past mistakes and misjudgments may have jeopardized my chances for acceptance. However, I must at least try. During the last three years, I have struggled academically in the wake of many personal tragedies, and through it all, I have never stopped believing in my abilities. Now, I am crossing my fingers in the hopes that my drive to succeed shines past my previous mistakes, and in the hopes that you will see before you a person driven to excellence. It has taken three years for me to realize my dreams of holding the gavel were dwindling. Now that I have recalled the vision, I realize the years spent in between have prepared me for the work ahead. By the fall of 2002, many people knew in high school had dropped out, had children, or were killed due to gang violence. In my first two years of college, my boyfriend, a best friend, two family members, and three other friends passed away. Through it all, I was the only one who remained in school. Even though I had not completed more than 30 units, I never gave up on my abilities or myself. I realized that I too could have dropped out, had children, or been killed due to gang violence. Yet I had persevered, and to me, this meant that I still had a chance. I was no going to let it pass me by. More determined than ever, I vowed that I would succeed. With much effort and sacrifice, I was successful in pulling myself away from my "friends" and gangbanging. I kne ...

The Enlightenment Essay Example | Topics and Well Written Essays - 250 words

The Enlightenment - Essay Example With the development of scientific societies and academies, there has been considerable progression in science which has aided the contemporary world. Furthermore, the popularity of science increased in the educated population. People became aware of the philosophies, knowledge and theories. There were advancements in terms of medicine, physics and mathematics which have extended till now and ministered to the advent of various technologies today that were once only seen as a far sighted notion. There had been advancements in the fields of electronics, chemistry which then evolved into modern chemistry. Enlightenment science paved ways for rationality and empiricism. Enlightenment ideas educated people all over Europe. It also spread the knowledge of art and literature which changed the styles into more ‘neo-classical’ themes. However, there was some criticism that argued that the development of science made man secluded from nature and it contributed to unhappiness in m ankind. The era of enlightenment and its impacts on science are very vast. The enlightenment was a stepping stone between the medieval world and the world we live in today. Many institutions were developed and more importantly, the mindset of the people was changed. The age of enlightenment focused on the power of reason and the attainability of the Truth. (Mulder) Works Cited Mulder, H.

Opinion and Voting Behavior in 2012 Elections Research Paper

Opinion and Voting Behavior in 2012 Elections - Research Paper Example The campaigns were competitive with the two spending over $1 billion in which much of the advertising was on television and was considered as negative. Instead of the campaign favoring the candidates it had some negative impact as Obama received four million fewer votes that the ones he garnered in 2008. However, he utilized the social media, which had a very big impact on the voters turnout. Romney was successive in the nomination process, and his campaigns focused on the dissatisfaction with the economic performance and other national problems. One of the national problems Romney used to influence people not to vote for Obama is the increased US debt and promised to improve the healthcare system. However, he could not explain how he would deal with spending deductions. The campaigns mainly concentrated on attacking each other rather than providing solutions for the economy. For instance, Obama team attacked Romney for opposing the Obamas initiative that had included abortion and co ntraception benefits under the health care plan branded as Obama care. Romney defeated Barrack Obama at the polls, and many believed that he might be the winner of the elections. He defeated most of his contenders during g the nominations and hoped to secure the presidential seat as well.

Self reflection Essay Example | Topics and Well Written Essays - 500 words - 2

Self reflection - Essay Example tion of leadership from a broad perspective that is a skill that can be learnt rather than a personal trait that always remains with a single individual. Although many individuals are born with qualities that allow them to become leaders in their domains, however, it is not something that cannot be learnt. In the past, whenever I used to act as a leader, I used to dominate the group members in order to control them; however, the course helped me in realizing that leadership is not about controlling others but it is more about understanding others and transforming group into teams and teams into learning communities. All this can happen with application of different tools and strategies and that is the reason nowadays, educational institutions are offering courses on leadership that indicates the validity of my earlier reflection related to leadership. While I reflect more, I believe vision and farsightedness is not something that is always God-given but it is something that an individual can learn by using tools of strategic planning and effective management of resources (Cheng, pp. 15-32). Unfortunately, these tools are usually overlooked and ignored by individuals at organizations and institutions, and which do not allow them to transform from managers into leaders. I am a confident person and love to accept challenges; however, I have mostly dealt challenges with emotions and most importantly, kept everything with myself to make it a one-man show. From deep reflection, I have come to an understanding that leadership is not about ‘me’ but more about ‘us’ (Taylor, Machado, & Peterson, pp. 363-386). Leadership focuses on motivating and appreciating members in the team rather than focusing on giving orders. In this regard, I surely will put efforts in ensuring such practices in the future and would surely involve strategic planning in my projects that was missing in the past. I remember an inspiring saying from the group discussions in the class and that

Qnb And Atropine Binding To Muscarinic Acetylcholine Receptor Biology Essay

Qnb And Atropine Binding To Muscarinic Acetylcholine Receptor Biology Essay Using rat brain membranes, buffer, atropine and 3H-QNB you will produce a displacement curve for QNB by atropine, using a filtration method to separate bound QNB from free QNB. Radioactivity on the filters will be measured by scintillation counting and, after correction for counting efficiency, will be converted into molar units from specific radioactivities. Introduction: Receptors for acetylcholine are present in many tissues and can be characterised as falling into two main types, muscarinic or nicotinic, on the basis of their ability to bind muscarine or nicotine respectively. Several substances are known that bind to the muscarinic acetylcholine receptor (mAChR): some of these are agonists (which bind and elicit a response) and some are antagonists (which bind but do not elicit a response). In general, antagonists are used to measure receptor binding as they bind with a higher affinity (lower KD) than agonists bind. In this experiment you will investigate some of the properties of mAChR in rat brain membranes by means of 3H-quinuclidinyl benzilate (3H-QNB) binding. This experiment is based upon an article by Yamamura Snyder (1974) Proc Natl Acad Sci USA 71: 1725-1729 (See course website.) Requirements: 1. Rat brain membranes store on ice. (See p for preparation method). 2. Sodium potassium phosphate (NaKP) 50 mM pH 7.4 standard 3H-QNB/NaKP assay mix (NaKP + 1.3nM 3H-QNB, 11.2 x 102 Bq/pmol high concentration 3H-QNB/NaKP assay mix (NaKP + 6.5 nM 3H-QNB, 11.2 x 102 Bq/pmol atropine solution (10 ÃŽÂ ¼M MW 290) * QNB AND ATROPINE ARE TOXIC SO HANDLE WITH CARE * 3. Small glass test tubes, micropipettes 200 ÃŽÂ ¼l (YELLOW TIPS), 1000 ÃŽÂ ¼l (BLUE TIPS), 5000 ÃŽÂ ¼l (WHITE TIPS) 4. Multiplex filtration apparatus + GF/C glass fibre filters (2.5 cm diam) + forceps 5. Scintillation mini-vials + Ultima Gold scintillant Methods: All assays have a final volume of 2.0 ml, made up of 1.5 ml 3H-QNB assay mix, 0.3 ml water or atropine. The assay is started by adding 0.2 ml membranes. The excess atropine added to the controls displaces the specific and saturable (i.e. receptor-bound) QNB leaving the non-specific, non-saturable QNB bound to the membranes. The assays are left for the appropriate length of time, stopped by adding 2.0 ml NaKP to increase the volume and filtering immediately through glass fibre filters. These are washed with NaKP and counted overnight in a scintillation counter. Day 1 1. Make up two bulk assays, one to measure total QNB binding (with water) and one to measure non-specific binding (with atropine). Set up two 50 ml conical flasks thus: A B 3H-QNB (1.3 nM) 30.0 ml 30.0 ml water 6.0 ml 0.0 ml atropine 0.0 ml 6.0 ml (this is enough for 20 assays you will do 18 assays) 2. Set up a filter tower with six GF/C filters. When you are ready, quickly add 4.0 ml swirled membranes to each flask and swirl to mix. 3. Now remove 2.0 ml aliquots to filters, three for each flask, making sure that you know which are from flask A and which from B. *USE SEPARATE PIPETTE TIPS FOR FLASKS A AND B* Note that if you contaminate the QNB solutions with atropine it will completely abolish all binding Filter quickly through fresh GF/C filters. 4. Wash each filter with 5 ml NaKP, remove filters to mini-vials, add 5 ml scintillant, invert, leave at least 1 hr, invert again and count the radioactivity in the scintillation counter. 5. Repeat steps 3 4 at times =10, 20, 30, 45 and 60 mins. 6. Using the swabs provided, take six separate samples to check for radioactive contamination, for example by rubbing gloves, bench or anything that might have been in contact with 3H-QNB. Carefully note the origin of each swab. Then put each swab into a separate vial containing 5 ml of scintillant, as before, record the treatment of each, and send them for counting. This is a standard safety procedure when dealing with radioactive chemicals. The amounts of tritium involved in this experiment are unlikely to damage your health. Nevertheless this is a useful exercise to find test your technique before you make a mistake with 32P or 125I (much more damaging). Day 2 Note that you need to take great care to get the correct volumes of each solution into the appropriate tubes. The more care you take, the better will be your results Determine IC50 for atropine (i.e. that atropine concentration which displaces 50% of QNB binding). Take 5 small glass test tubes (1-5) and put 1200 ÃŽÂ ¼l of distilled water in each. Now add 300 ÃŽÂ ¼l of 10 ÃŽÂ ¼M atropine to Tube 1, mix well and transfer 300 ÃŽÂ ¼l to Tube 2. Mix well and transfer 300 ÃŽÂ ¼l to Tube 3. Repeat up to Tube 5. Calculate the atropine concentration in each tube. Set up 7 triplicate glass tubes (A1, A2, A3, B1 G3) as follows: Tubes 300ml of 1.3 nM QNB assay mix A 10mM atropine 1500ml B Tube 1 1500ml C Tube 2 1500ml D Tube 3 1500ml E Tube 4 1500ml F Tube 5 1500ml G distilled water 1500ml As rapidly as possible add 200ml membranes to each tube. Proceed as described in 2).4) above, using the incubation time you calculated from Day1s experiment (it should be at least 45 minutes). It is best to start the reactions in two batches, with 5 minutes between each batch to allow you time to filter the first batch before the second batch is due. Calculate the average radioactivity bound to each triplicate set of filters and convert this value into suitable units of QNB bound (nanomoles or picomoles). Plot these values against log10[atropine]. Estimate the IC50 from the midpoint of the curve and compare your result with that obtained by Yamamura Snyder. While you are waiting for the reactions to reach equilibrium, carry out a Lowry assay for protein (see p) so that you can calculate specific QNB binding in fmol QNB per mg protein, and compare your value to that given in the Yamamura Snyder paper. You will be told in the class what quantities of membrane preparation to use in this assay. Day 3 Note that you need to take great care to get the correct volumes of each solution into the appropriate tubes. The more care you take, the better will be your results Determine KD for QNB. You will make lower concentrations of QNB by diluting the standard QNB assay mix with NaKP; higher concentrations can be made from the high concentration 3H-QNB mix but this is strictly limited at 20 assays per group dont waste it. Label eight test tubes 1-8. Tube 1.3 nM QNB mix 6.5 nM QNB mix NaKP ml ml Ml 1 0 7.50 0.00 2 0 2.50 5.00 3 0 5.00 2.50 4 0 3.20 4.30 5 6.00 0.00 0.00 6 2.50 0.00 5.00 7 5.00 0.00 2.50 8 3.50 0.00 4.00 Label eight sets of triplicate tubes A1, A2, A3.H3. Add the water or atropine last. Tubes 1500 ÃŽÂ ¼l from Tube # 300 ÃŽÂ ¼l A 1 Water B 2 Water C 3 Water D 4 Water E 5 Water F 6 Water G 7 Water H 8 Water Now label a separate set of eight tubes label A4, B4à ¢Ã¢â€š ¬Ã‚ ¦H4. Set these up as the previous but add Atropine instead of water. Note that this set is not done in triplicate. Add 200 ÃŽÂ ¼l of membrane preparation to each tube. Incubate the tubes as described in 2)4) above, the incubation time being that determined on Day 1. It is best to start the reactions in two batches with 5 minutes between to allow you time to filter the first batch before the second batch is due. Calculate the average radioactivity bound to each triplicate set of filters and convert it into amounts of QNB (nano- or picomoles). Draw a straight line through the atropine controls, and subtract the values for each real or estimated atropine control from the water values and use these data to calculate the bound and free QNB values. While you are waiting for the reactions to reach equilibrium, carry out a Lowry assay for protein (p) so that you can calculate specific QNB binding in fmol QNB per mg protein, and compare your value to that given in the Yamamura Snyder paper. The data from this experiment may be analysed by Scatchard analysis. This will be discussed during the following session. Further information about this and other methods of analysis can be found at: http://www.curvefit.com/introduction75.htm Dispose of your radioactive equipment and toxic chemicals in the correct places. Data analysis Questions to think about: How many dpm should be present in each assay? (Calculate this.) What is the likely nature of the non-specific binding? Comment on the rate of binding for the specific and the non-specific binding. What other methods are available for measuring receptor-ligand equilibria? If the off-rate were fast (e.g. half-life of around 1 second) what method of assaying the receptor-ligand binding might be suitable? Does the QNB concentration affect the IC50 of atropine? LOWRY ASSAY FOR PROTEIN Reagent 1: 0.5 ml copper tartrate has been mixed with 50 ml alkaline carbonate on the day of use. copper tartrate (0.1 g CuSO4.5H2O added to 0.2 g NaK tartrate in 20 ml water) alkaline carbonate (2 g NaOH in 20 ml water and adding 10 g Na2CO3, made up to 100 ml with water) Reagent 2: Commercial Folin-Ciocalteau reagent 1:1 in water Method: In a series of test tubes, add the volume of membrane announced at the start of the class and make this up to 1 ml with water. Prepare tubes containing 0, 50, 100 150 and 200 ÃŽÂ ¼g bovine serum albumin (BSA) made up to 1 ml water. The concentration of BSA you are supplied with is 1 mg.ml-1. Add 1.5 ml Reagent 1. Mix well and leave to stand for 10 min at room temperature. Add 0.3 ml Reagent 2, mix well and leave for 30 min. Read at 660 nm. Plot the data from the standard BSA tubes and calculate the protein concentration in the membranes. PREPARATION OF RAT BRAIN TISSUES Rat brain membranes for QNB binding experiment Rat brains were homogenised in 10 volumes ice-cold 0.32 M sucrose/0.1 mM PMSF with a Teflon-glass Potter homogeniser. This was centrifuged at 12000g x 10 minutes and the pellet resuspended in original volume of sucrose and frozen in aliquots. (PMSF = phenylmethylsulphonylfluoride half-life in water c. 3hr)

Internal Medicine :: Medicine College Admissions Essays

Internal Medicine Brought up in semi-urban environment, my parents taught the lesson "survival of the fittest". As a part of such lessons I soon realized the true picture behind, those efforts which made me what I am today. My individuality fortunately rests on an enriched cultural heritage and family values. Entry into medical school was out of fascination for the intricate human architecture and its functioning. A free mind should not be restrained; hence working vigorously I was exposed to the various difficulties encountered by medical students and it was the search for solutions which made me dig out details from medical texts. My encounter with the world of medicine could not deter me from enjoying various facets of student life as I marched ahead to win laurels for my alma mater. Being a part of the team, which performs efficiently with positive results, was a satisfying experience while acting as medical officer at Pramukhswami college. It was a nice experience working as a team with assistants and technicians, helping a fellow resident in other department, assisting during invasive procedures, performing conventional investigations, being on call, attending patients of trauma, all this in harmony with machines and computers. This generated a sense of team spirit and professional coordination amongst my colleagues from different clinical and para-clinical faculties. Sometimes the responsibilities as a guide for undergraduates in addition to thrice a week emergencies was tough, but great cooperation and compassionate approach from my smiling colleagues never let me down. All the efforts seem to be worth when the patient says "thank you doctor" with a smile. The process of achieving better training began at my own medical school and as the quest still remains, I preferred United States for further education and training. This motivated me to pass USMLE at first attempt with competitive scores. I anticipate a career in general medicine. I am eager to maintain my interest in teaching through patient education and through involvement with student training.