Inspirational Quotes from Mother Teresa

Inspirational Quotes from Mother Teresa These quotes from Mother Teresa would be great additions to graduation or other classroom speeches. Use these in conjunction with themes and speech writing techniques. Yesterday is gone. Tomorrow has not yet come. We have only today. Let us begin.Give yourself fully to God. He will use you to accomplish great things on the condition that you believe much more in His love than in your own weakness.Little things are indeed little, but to be faithful in little things is a great thing.We cannot do great things on this Earth, only small things with great love.Let no one ever come to you without leaving better and happier.If you judge people, you have no time to love them.Kind words can be short and easy to speak, but their echoes are truly endless.God doesnt require us to succeed, he only requires that you try.We know only too well that what we are doing is nothing more than a drop in the ocean. But if the drop were not there, the ocean would be missing something.Reach high, for stars lie hidden in your soul. Dream deep, for every dream precedes the goal.I can do things you cannot, you can do things I cannot; together we can do great things.Do not wait for leaders; do it alone, person to person. More Information: Inspirational Quotes for Speeches

How to Approach Identifying Sentence Errors SAT Writing Strategies

How to Approach Identifying Sentence Errors SAT Writing Strategies SAT / ACT Prep Online Guides and Tips Note:The current version of the SAT no longerincludes this type of question. For up-to-date SAT writing tips, check out our top guide here. Identifying Sentence Errors (ISE) questions, which ask you to pick the error in a sentence out of four underlined sections, seem like they should be the easiest part of the SAT Writing section. After all, you only have to find the error, you don't have to fix it. The test writers, however, are extremely adept at camouflagingthe mistake in each sentence- if you don't know what to look for, you can easily find yourselfassuming there's no error in as many ashalf of the sentences. As such, it's vital that you take a systematic approach to the Identifying Sentence Errors questions. If you count on spotting the error by simply glancingover the sentenceor by lookingfor sections that "sound" weird, you'll miss a lot of questions. In this post, I'm going to detail themost effectiveapproach to these questions and the common errorsyou need to look for: Step-by-step Identifying Sentence Errors strategy Full breakdown of errors to check for Walkthrough of real ACT questions Summary of key Identifying Sentence Errors tips General Strategy for ISE Questions As I mentioned above, you absolutely must have a standardized approach to these questions. Following the three steps below will help you efficiently and reliably determine the answer to ISE questions. #1: Read the Sentence All the Way Through The first step to answering an ISE question is always to read the entire sentence- even if you think the error is choice A make sure to read all the way to the end. This approach will help prevent you from falling into traps. Once you've read through the whole sentence, the error may jump out at you, especially on the earlier, easier questions.Before marking anything down, however, make sure you can articulate why the underlined word or phrase is wrong. Many answers may sound odd without being incorrect. It can also help to double check the other choices to ensure that they're all correct. If you don't find the error, then move onto step 2! #2: Check Each Underlined Portion If you don't find a verifiable error the first time through, then you need to check each underlined section individually. Look at each answer and consider what the possible errors are. For example, if you're looking at underlined verb, you'll want to check if there's an issue with tense or agreement. As you may havesurmised, this step requires a solid knowledge of what concepts these questions actually test. I've created a checklistof errors tolook for below, and you can take look at a full breakdown ofwhat the SAT Writing actually tests. Make sure to eliminate the answer that don't have an error. #3: Confirm Why the WordYou Picked is Wrong It's not enough to pick an answer because it sounds weird or because it's not the word you would use. In order to be the answer, it has to be wrong according to the rules of SAT Writing. (The one semi-exception to this rule isidiom questions,which revolve around common usage rules.) As such, you need to be able to explain what error the answer you picked contains. If you can't do so, it's probably not the right choice. What Errors to Look for in EachSection of the Sentence As I noted in step 2 of the general strategy, it's vital that you know what errors to check for. To help you think through the best way to look for these errors, I've created a full breakdown of the questions you'll want to ask yourself bywhat type of wordis underlined. This list is very long and probably seems overwhelming, but don't panic! You don't need to memorize the whole thing- instead it's meant as study aid. First, make sure you're familiar with all the concepts on the list: if anything looks unfamiliar, just click the link. Then, use this printable version to work through a few ISEsections, to help you get the hang of what errors to look for. When you first try this, it will probably take a really long time. With practice, you'll get much faster though. Finally, keep the list handy for when you review your answers- use the list to go back through the questions and find the error you missed. If nothing else, keep in mind these twokey points: Check each underlined section independently Start with verbs and pronouns Full Error Checklist This checklist outlines the questions you need to ask about each part of speechor common category of word. I've also marked when a specific issue is especially rare (though these topics do still appear). The word types are arranged in the order you should check them, though not every question will be relevant in a given sentence. Keep in mind that some underlined sections may contain more than one type of word: the most common such pairs are pronoun/verb, adverb/adjective, and verb/pronoun combos. When you see these, just check each part. #1: Verbs Is the verb in the correct form and tense? Does itagree with the subject? #2: Pronouns Does the pronounagree with the noun it's replacing? Is it in the correct case? #3: Gerunds (-ing verbs) Is the gerund replacing a main verb and creating a sentence fragment? Is it part of a list that isn't parallel? Has it been incorrectly switched with an infintive? #4: Prepositions Is the preposition idiomatically correct? Does it incorrectly complete a word pair? #5:Adjectives and Adverbs Is themodifier of the correct type? Are -er and -est used appropriately? (Rare) #6: Conjunctions Is the conjunction creating a sentence fragment? Does it logicallyconnectideas? #7:Nouns Is the noun part of a faulty comparison? Is the sentence consistent in its use of plural andsingular nouns? (Rare) #8:Relative pronouns (who, which, that, etc.) Is the correct pronoun used for the context? Does the pronoun have a clear noun antecedent? Other issues to watch out for "Any" underlined often indicates an illogical comparison The presence of comparison words like "than," "like," and "as" also tends to indicate illogical comparisons A sentence with a list often hasa parallelism issue Make sure to watch for redundancy: the use of different two words Concepts thatWon'tBe Tested on the Identifying Sentence Errors There are a number of grammar concepts that students are often concerned or uncertain about that aren't actually tested by the ISE questions. Let's go over these, so that you can have fewerthings to worry about as you prepare! Writing style One of the most challenging aspects of the ISE questions is that the sentences are often phrased in unusual ways that sounds like they could be wrong but usually aren't. Once again, remember that an choice is only correct if you can articulate the error it includes. I've collected some of the common words and phrases that often trip students up but are perfectly acceptable below: a means of long since alike that, whether, and what + a noun (e.g. "That book was boring" or "Whether he likes it or not isn't the question." Who vs. whom Although many students are concerned about the difference between "who" and "whom," the SAT doesn't test that concept: you will never see "who" where you need "whom" or vice versa.Instead of worrying about swapping one for the other, focus on whether the pronoun is correctly referring to a person. Pronoun order Because of the way pronouns are taught in school, it's very common for students to be concerned about the order of pronouns connected by "and" or "or" (e.g. "me and him" vs. "him and me"), but the SAT doesn't test this concept. As long as thepronouns are in the correct case and agree with the words they're replacing, it doesn't matter what order they're in. Reflexive Pronouns Reflexive pronouns, the weird words like "herself" and "myself," tend toseem wrong, since many students don't know much about them. However, on SAT Writing, these words are usually used correctly. If you see one that's underlined, just make sure that the pronoun agrees with the noun it's replacing (e.g. the sentence doesn't use "himself" when talking about a woman). Practice is the key to success on SAT Writing. SAT Examples: Putting the Strategies into Practice I've collected some Identifying Sentence Errors questions from real SATs. For each, I'll walk through the process one step at a time so you can get a sense of how best to approach these questions. Because there are so many different concepts involved in answering these questions, I don't go into very much depth with any of them. If you're uncertain about the details of a specific topic, check out the links above. Example 1 Step 1: Read the whole sentence When going through this sentence, you mightnotice that it'sactually a fragment.If so, the next step would beto determine which underlined part could be changed to fix that issue- that's the correct choice. (Hint: the sentence is currently missing a verb.) However, let's assume you're not sure what the problem is and move onto step two. Step 2: Check each answer choice As I noted above, it's quickest to go through the answers by starting with the types of words most likely to have an error. There aren't any verbs or nouns underlined, so we'll look at B, "containing," which is a gerund, first. The three main gerund issues are parallelism, idiomatic usage, and fragments. Let's go through them one at a time. Is the gerundpart of a list or comparison? No. Therefore, it can't have a parallelismerror. Would the sentence be clearer if you switched the gerund (-ing verb) for an infinitive(to + verb)? Let's check: Formed by volcanic eruptions over the last five million years, the Hawaiian Islandsto containan incredibly wide variety of species- many found nowhere else on Earth. That version doesn't seem obviously clearer, so it's probably not an idiom error. Does the gerund create a fragment?Let's look at just the main clauseof the sentence: the Hawaiian Islandscontainingan incredibly wide variety of species This is clearly a fragment. The gerund "containing" should be replaced with the conjugated verb "contain." As such, B is the correct answer choice. Step 3: Confirm what the error in your answer is Choice B is the answer because it creates a fragment rather than a complete sentence. Moreover, a quick look over the other answer choices confirms that none of them contain an error: A and D are idiomatically correct prepositions andC is an appropriately used adjective/adverb combo. Example 2 Step 1: Read the whole sentence Reading this sentence, I don't notice anything jump out, although D sounds kind of weird. Even if that answer seems tempting we can't pick it until we determine what the error is. Step 2: Check each answer choice First let's check B for errors, since it includes both a pronoun and verb. In general, if you see a pronoun/verb combo underlined, any errors will be with the pronoun (since the verb's conjugation is dependent on the subject pronoun), but make sure to confirm that the verb works. Let's go through the possible errorsfor choice B one at a time. Is the pronoun in the correct case? Yes. "It" is acting as subject for the verb "makes," which is perfectly acceptable. Does the pronoun agree with its antecedent? Yes. "It" is standing in for "the common cold," which is a singular non-gendered noun. Is the verb correctly conjugated?Yes. "It" is a singular pronoun and "makes" is a singular verb. Is the verb in the correct tense? Yes. It's in the present tense, which is consistent with the rest of the sentence and the fact that it is making a general true statement about the common cold. We can now officially declare choice B error free and rule it out. Written out in detail, that process was a complicated, time-consuming one, but with practice you'll be able to do it much more quickly. Let's move on to choice D, "you and me," which also includes pronouns. This section sounds a little weird, but remember that pronoun order doesn't matter- we only need to check agreement and case, like we did above. Do the pronouns agree with theirantecedents?There's no agreement issue, since the pronouns are referring to the person who is saying the sentence and the person he or she is peaking to (even though both of them are abstract). Are the pronouns in the correct case?This question is a bit trickier. It would sound just fine to replace "me" with "I"- "it makes no distinction between you and I"- but "between" is a preposition, so the object case "me" is correct. Although D sounds odd, it doesn't contain an error. We can eliminate it and move onto C, which includes a noun and preposition. We'll check the preposition first since it's more likely to include an error. Is the preposition idiomatically correct?Yes. "Distinction between" is a common expression. Does it incorrectly complete a word pair?No. "Between" is correctly followed by two prepositions connected by "and." Is the noun part of a faulty comparison? No. "Distinction" isn't being compared to anything. Is the sentence consistent in its use of plural andsingular nouns?Yes. There's no issue with agreement. Since we didn't find any issues with C, we'll move onto checking the last answer, A, "one of our most." Given the many different types of words in this phrase, it doesn't make sense to check them all individually (the pronoun, for example, is clearly correct), so we'll just consider some of the bigger potential issues. Is the phraseidiomatically correct?Yes. "One of our most indiscriminate diseases" is a clear and acceptable phrase. Is the superlative/comparative correct? Yes. The common cold is being compared toall of the other diseases, so "most" is the correct word choice. We can conclude that there is no error in A, so we've ruled out all the choices, leaving only E, "no error." Step 3: Confirm what the error in your answer is This sentence doesn't have an error, so the correct answer is E. Image: Allan Foster/Flickr Example 3 Step 1: Read the whole sentence The first time through, this sentence probably seems fine. Ideally, you wouldnoticethe "any" in choice D, since that word is often a clue for an illogical comparison, but it's perfectly fine if you don't. Step 2: Check each answer choice We'll start with A, which is a verb. Is the verb correctly conjugated?Yes. The subject "builders" is pluraland "construct" is a pluralverb. Is the verb in the correct tense?Yes. The present tense is consistent throughout the sentence. Next let's move on to the preposition/noun combo in choice B. Is the preposition idiomatically correct?Yes. "Houses of stone" is a completely acceptable construction. Does it incorrectly complete a word pair?"Of"isn't part of a pair here, so we can just skip this one and go straight to the noun. Is the noun part of a faulty comparison? No. "Stone" isn't being compared to anything. Is the sentence consistent in its use of plural andsingular nouns? No other noun in the sentence refers to the same thing, so there's no issue with agreement. There's no error in choice B, so we can rule it out and move onto choice C, which is the adverb "still." Is themodifier of the correct type? "Still" is describing when the builders use the hammer, so it's correct as an adverb. Are -er and -est used appropriately? There's no superlative or comparison used, so we can skip this question. Finally, let's check choice D. "Tool" is a noun and "any" often indicates a comparison error so let's start by checking for that. Is the noun part of a faulty comparison? The underlined phrase comes immediately after "than," which indicates a comparison. We need to determine what "any tool" is being compared to: it's "the hammer." That comparison seem fine, but it actually includes an error. A hammer is a tool, so it must be compared with anyother tool, rather than just "any tool." D is the answer. Step 3: Confirm what the error in your answer is Choice D is the answer because it creates an illogical comparison. We've also definitely ruled out the otherchoices (except no error). Example 4 Step 1: Read the whole sentence It's possible to spot the error in this sentence right away, but most students don't. Let's go straight to step 2. Step 2: Check each answer choice Once again we start with the verbs, which are in choices A and C. When there are two portions that seem equally likely to contain an error, I generallycheck them in order. Let's look at A, "are truly," first. Is the verb in the correct tense?Yes. The present tense is used consistently throughout the passage. Is the verb conjugated correctly?To determine whether the subject and verb agree, we need to figure out what the subject is. It's tempting to assume that it's "goby fish and striped shrimp" but the compound noun is actually part of the prepositional phrase "betweengoby fish and striped shrimp."(Besides, fishcan't be symbiotic.) Instead, the correct subject is "the relationship." This noun is singular, so the plural verb "are" doesn't agree. A has an error. Step 3: Confirm what the error in your answer is Choice A is the answer because the verb doesn't agree with its subject. A quick review of the other three choices shows that there are no errors in the other options: they sound slightly odd, but the verb is conjugated correctly and the prepositions make sense. Image: Anne Worner/Flickr Round-Up of Strategies and Tips for ISE Questions Now that we've gone through the best ISE approach in detail and put it into practice on some examples, let's review some of the mainpoints that you'll want to keep in mind for your SAT study. As complicated as the process may seem, it will get much easier with practice. But if you're really struggling, even just keeping a few of the simple rules in mind will boost your score. KeyIdentifying Sentence Errors Strategies Always read the entire sentence When looking for the error, examine each choice individually Check verbs and pronouns first, since they're the most likely to include errors When an answer choice contains more than one type of word, check both Don't be afraid to pick E, "no error," if you've ruled out all the other choices Always make sure you can explain what errorthe answer contains Even if you think you know the answer, quickly check the other choicesto confirm HelpfulIdentifying Sentence Errors Tips Watch for comparisons and lists as you readthe sentence; both oftencreate errors when they appear "Any" often indicates a faulty comparison Longer phrases are less likely to contain an error What's Next? Make sure you know how to approach the other types of SAT Writing questions- Improving Sentences and Improving Paragraphs- as well. Don't forget the essay!Here are some tips for boosting your score, a step-by-step guide, and strategies for getting a perfect 12. Finally, check out some key big-picture strategies, like these4secrets to acing SAT Writing and these tipsfrom a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Microeconomic Principles Essay Example | Topics and Well Written Essays - 1000 words

Microeconomic Principles - Essay Example Private property exists in the free market economy, while there is no existence of private property in the command economy. Free markets promote important virtues and they, however are treated with less attention. Free markets promote integrity and cooperative values. A free market system has its reliance on property rights and provides the best possible opportunities for repeat exchange. The social market economy is a type of free market based economy, which is based on a free price system and private property. This also includes government regulation, which promotes competitive markets. But social inequalities or inequalities with respect to income are results of free market economies or free market price systems. Private property is completely different from personal property, because private property is considered as a means of production unlike personal property. â€Å"In addition, the free market performs a constant process of selection with respect to the ownership of capital † (Reisman 8). Another virtue of the free market price system is that this type of price system penalizes people for making irrational choices, especially with respect to financial loss. 2) President Barrack Obama has provided a number of speeches with respect to international trade.... Obama in his various speeches on international trade also said about various policies relating to various countries like, US should tighten its trade sanctions with Zimbabwe and how it should develop measures to increase trade with India. To shorten, Obama has released a number of speeches with respect to international trade. 3) Economists are critical of price floors and price ceilings. A price ceiling is the upper limit of the price of a commodity above which no seller can raise a price. Price ceilings are usually set below the market price of a product. Price floors are completely opposite to price ceiling. Price floor is the minimum price for a product and this is done to benefit the sellers. Both these measures are done in order to have a control over the price of products. Economist are critical of both price floors and price ceilings because somehow they viewpoint that these prices should be established through market equilibrium only. 4) A wage is compensation, typically fina ncial, received by employees in exchange for their work. Compensation in conditions of wages is specified to workers and compensation in terms of salary is given to employees. Compensation is an economic benefit given to workers in return for the services given by them. The labor supply largely resolved by population development and migration; i.e. as labor supply increases, population development increases. Labor demand mostly determined by the growth and size of the financial system, in terms of more economic development, more business actions, more jobs formed. The wages are mainly of two types, they are Market-determined or equilibrium wage and Government-mandated minimum wage. Market-determined wage means the level of

MPH502-Introduction to Public Health (Module 3 SLP) Essay

MPH502-Introduction to Public Health (Module 3 SLP) - Essay Example In this step it is assessed as to how much a certain disease is prevalent and what has been done in this regard. In this step the government takes data of different hospitals and analyzes which disease or disorder is increasing and needs to be addressed. It also analyzes if the health care programs are fulfilling the needs of the individuals who are suffering from such problems. Moreover all this is analyzed by the government officials and specific figures are taken. These figures are then compared and a proper research method is carried out to see how much the disease has affected people and how much is being done in this regard. This particular step is mainly developed by the federal government as they are the ones who design policies. And it is the state and local governments who have to follow these policies later. In this step specific policies are developed so as to counter act on the analysis of different diseases that have been found in the region. These policies also include health care programs for workers and other civilians. Programs such as Medicare, Medicaid and Children’s Health Insurance program are examples of the policies designed by the government. These programs help to provide insurance to those people who have a low income or are above the age of 65. Similarly environmental policies are also implemented which aim at lowering the incidence of a certain disease such as the swine flu. All these policies were developed in the aim of lowering the prevalence of a certain disease and increasing health coverage to all the individuals living in the society. However more policies are needed regarding the prevention of certain diseases and disorders, for example coverage for all the individuals living in the society for free and without any exceptions. State governments are mainly responsible for the health promotion activities. Health promotion activities such as the prevention of AIDs have been widely

Ethics Essay Essay Example for Free

Ethics Essay Essay There are different systems in which an individual or a company could make ethical decisions. They can vary depending on the issue at hand and they relate and different in certain ways. In this writing I will compare the similarities and differences between virtue theory, utilitarianism, and deontological ethics. I will include a description of the differences in how each theory addresses ethics and morality. And I will give a personal experience to explain the relationship between virtue, values, and moral concepts as they relate to one of the three theories. Ethical systems based on abstract values are described as virtue theory. Virtue theory is based on character ethics. It is the viewpoint that in living one’s life one should try to cultivate excellence in all they do and in all that other do. This is the system that would address ethics and morality from the perspective of living with high values and with great character (Boylan, 2009). Quoting Boylan (2009) from our book, â€Å"Utilitarianism is a theory that suggests that an action is morally right when that action produces more total utility for the group than any other alternative† (pp. 153). Utilitarianism focuses on what is best for the group or team as a whole. This theory asks, â€Å"What ethical decision will profit the most for the largest amount of people?† Deontology is a moral theory that emphasizes one’s duty to do a particular action just because the action, itself, is inherently right and not through any other sorts of calculations (Boylan, 2009). Calculations like what the consequences of that action might be. Deontology is a duty-based theory when addressing ethics and morality. In comparing these three, a utilitarian working for ATT might overlook a bad credit report to make a deal because the deal would help the company and the  client. Therefore it’s a win-win. A deontologist might make the same decision based on the fact that the client needs a cell phone to be able to take care of business in order to take of her children. The simple fact that the action is inherently right regardless of the consequences is the bases for the deontologist. And to the contrary only a virtuous worker would have integrity and do what was in the best interest of the company. A personal experience of mine to relate these topics would be a girlfriend of mine just got out of a bad relationship where she was not married, but had a child with this man. She lived with the father of her child for many years although he was abusive and was providing home that was unsafe and insufficient for her and her child. She stayed for many years making decisions as a utilitarian until one day she changed to a deontologist. She chose to leave the state and ignore the rights of the father on the grounds that he was abusing both her and her son. She valued her and her son’s health over anything. She was virtuous in that she rose above the desire to retaliate and pursued only their protection. And all of her actions where based on her moral concepts, according to her beliefs and understanding. In conclusion, there are many different theories and ways to make ethical decisions. I have related and compared the virtue theory, utilitarianism, and deontology. I have also shared a personal experience to relate virtue, values, and moral concepts to one of these theories. Life and business are about making decisions and these concepts and theories are a foundation to a healthy life and a healthy business. References Thompson, S. (2014). What is the relationship among virtue, values moral concepts in individual and business contexts?. Retrieved from http://smallbusiness.chron.com/relationship-among-virtue-values-moral-concepts-individual-business-contexts-69097.html Boylan, M. (2009). Basic Ethics. : Prentice Hall.

The Lord of the Rings Essay -- literary Analysis, J.R.R. Tolkien

J.R.R. Tolkien was motivated by different elements in his life to write The Lord of the Rings. Tolkien was an admirable British writer and scholar best known for the author-illustrated children’s book The Hobbit and its adult sequel The Lord of the Rings (O’Neil 1529). The Hobbit is the biggest part of why he wrote The Lord of the Rings, along with every feature of his successful life. In 1930, Tolkien jotted a few enigmatic words about â€Å"a hobbit† on the back of an examination paper he was grading. â€Å"Names always generate a story in my mind,† he observed, and eventually he found out what hobbits were like (Rollyson 4462). The few words Tolkien jotted down led his imagination run wild and his mind hungry for more words. On September 21, 1937, Tolkien’s fantasy and children’s novel, The Hobbit was published (Rollyson 4456). Shortly after this novel was published, Tolkien’s publisher wrote him that his public would want to hear more about the hobbits next year. So in December, he began to construct a new book, The Lord of the Rings (O’Neil 1543). The Hobbit was one of the big things that made Tolkien keep writing, and it took him up to twelve years to write (O’Neil 1544). Everyone, even his friends and family wanted more. His personal life also encouraged him to write The Lord of the Rings, not only that, but just to write in general. His childhood played a significant part in his love and passion for writing. As a little boy, Tolkien has always been fascinated by different themes. The memory of his younger years at Sarehole, the happiest of his boyhood, gave him an abiding love of nature, which formed the basis for one of his principal concepts, â€Å"The inter-relations between the ‘noble’ and the ‘simple’† (Rollyson 4460). Tolkien... ...n England, where Tolkien found even more stirring ideas to include in The Lord of the Rings. The Inklings were a literary group that shared works together and influenced each other (O’Neil 1538). In the group, Tolkien had read bits and pieces of The Lord of the Rings to Lewis and others, each giving back affirmative remarks and urging comments to â€Å"keep going!†(Kellman 2598). The importance of the Inklings cannot be frazzled enough, especially the friendship with Lewis, who had been an astonishing inspiration on the work of The Lord of the Rings (Rollyson 4459). In conclusion, every element of Tolkien’s life has a spot in The Lord of the Rings. His love for themes and languages as a young boy, his World War experiences, his wife and kids love and passion, C.S. Lewis’s positive words, and the Inklings. Each may serve as having its own little chapter in the novel.

ENG Assignement

Solomon Material Assignment 2: Research Proposal Research and Report writing Professor Barry D. McCullough Date: 10/28/2013 – Thesis, Major points, and Plan ENG-215 Due to inadequate and deceptive information, poor quality control on food by FDA and due to environmental exposures, people are suffering to public health problems. Confirming the precision of food labels requires time and care. We as people need to do more to both understand this problem and develop procedures in place that better protect us.The techniques to improve the quality control of food in the Food and Drug Administration need to be changed. America is a country where food supply locally produced and large quantities imported from abroad. FDA is the responsible government agency which controls all foods quality. According to Tucker Foreman, Carol L (As cited in Who's At Risk for Fodder, illness American interest, Mayday' the equivalent of sickening people is 1 in 6 Americans each year, and these illnesses result in an estimated 128,000 hospitalizing and 3,000 deaths due to food borne diseases†.Standards ought to be set, but there is lack of adequate standards quality controls for food by FDA. A high number of approved condiments used in American foods raise health and safety fears on the society. These condiments involved in large quantities in many food products, such that they could become hurtful or dangerous due to the unhealthy conditions that result from eating. Secondly national and international distribution increases the problem. A significant portion of the vegetables consumed in the United States shipped from a different state ofAmerican large farms across the country. They transported long hours in an inadequate protection, and then be contaminated. Fresh-bagged lettuce, sprouts, berries and unappreciated juices have all been courses for food- borne illness. Farmers plant foods in soils with already high levels of arsenic chemical substances and then As Range, Ravis h (as cited in Transcript: Challenges in setting credible standards for food labeling and safety, summer 2013) â€Å"applying arsenic laden pesticides. † Regardless of the source, arsenic is still unsafe once it gets into food.That arsenic is highly dangerous†. The government fails to regulate arsenic in foods or even established action levels. As per Consumers report (Novena 2)† Arsenic not only is a potent human carcinogen but also can set up children for other health problems in later life. † Finally, very confusing marketplace for consumers with food labels has controlled to a marketplace that is confusing and dishonest. Both sugar and salt are examples of ingredients that can be involved in limitless capacities in any food product.

An Epic Hero: Beowulf Essay

Beowulf is an epic from the Anglo-Saxon period about a hero who takes on extreme challenges. The main character, Beowulf, embodies the virtues of the Anglo-Saxon culture and beliefs. He also embodies the traits of the Anglo-Saxon society: strength, bravery, honor, and the want and need to help others around them. Beowulf is faithful to his word and shares any and all of his winnings and gifts that he has received. His being faithful to his oaths links him to the Anglo-Saxons. Beowulf makes an oath to kill Grendel and he does (page 37). After Grendel is killed, the people tell Beowulf of Grendel’s mother and he tells them he will have her dead as well and indeed he does (page 41). Anglo-Saxons are very generous when it comes to sharing their wealth. Hrothgar offers treasure and gold to Beowulf in exchange for the death of Grendel’s mother (page 39). Wiglaf speaks of how Beowulf gave him and the warriors gold and other gifts, so they in turn should help Beowulf defeat the dragon and defend their leader (page 47). In order for Beowulf to be like the Anglo-Saxons, he would have to have these characteristics and he did. Beowulf made allegiances between leaders, but relied on fate a lot which is exactly the trait of an Anglo-Saxon. His reliance on fate was a big rise for him, but when he faced the dragon fate was no longer on his side. Before the dragon, Beowulf believed that if he was given a task then fate would make it so. For example, he says, â€Å"†¦ death was my errand and the fate they had earned† (lns 158-159). At the end of Beowulf’s speech to the king, he exclaims, â€Å"Fate will unwind as it must! † (line 189) which shows how he relies on fate. The allegiances he made helped him look better by giving him more fame. After Beowulf’s speech to the king, Hrothgar replied, â€Å"No one strange to this land has ever been granted what I’ve given you, no one in all the years of my rule. Make this the best of all mead-halls yours, and then keep it free of evil, fight with glory in your heart! Purge Herot and your ship will sail home with its treasures full† (lns 385-391). With that, Hrothgar finally decides to allow Beowulf and his men to take down Grendel. Beowulf’s allegiances and beliefs embody the traits of the Anglo-Saxons. Love of fame, pride, and boastfulness are the downside to the Anglo-Saxon characteristics and Beowulf holds all three of these traits inside of himself. His pride and boastfulness is what intimidates others to keep them thinking that he is better than them and no one could beat him and Beowulf lets everybody know it. When Unferth challenges Beowulf, Beowulf replies boastfully on how there is nobody that swims in the sea like him and how nobody is as strong as he is (page 30). Beowulf later goes on to tell a tale of him and a friend, â€Å"He could never leave me behind, swim faster across the waves than I could, and I had chosen to remain close to his side† (lns 274-276). His love of fame and success is not uncommon among the Anglo-Saxon culture. Beowulf loves to hear his success stories, so he tells about how he â€Å"drove five great giants into chains† and â€Å"chased all of that race from the earth† (lns 153-155). These downside characteristics are the values of an Anglo-Saxon. Beowulf has inside of him all of the traits and characteristics of the Anglo-Saxon people. This epic hero is a perfect example of the Anglo-Saxon values. These traits, good and bad, are what make up Beowulf as well as the Anglo-Saxon society.

Criminolgy Assignment Essays

Criminolgy Assignment Essays Criminolgy Assignment Essay Criminolgy Assignment Essay Criminology- SMT231 Instructor: Professor Rachel Singer Student: Carlos Fuertes June 30, 2010 Homework Assignment: Page 207 Questions for Review 1. What are the central assumptions of biological theories of crime? How do such theories differ from other perspectives that attempt to explain the same phenomena? A: The brain is the organ of the mind and the locus of personality. The basic determinants of human behavior, including criminal tendencies, are to a considerable degree, constitutionally or genetically based. Observed gender and racial differences in rates and types of criminality may be at least partially the result of biological differences between the sexes and between really distinct groups. The basic determinants of human behavior, including criminality, may be passed on from generation to generation. Much of human conduct is fundamentally rooted in instinctive behavioral responses characteristic of biological organism everywhere. The biological roots of human conduct have become increasingly disguised, as modern symbolic forms of indirect expressive behavior have replaced more primitive and direct ones. At least some human behavior is the result of biological propensities inherited from more primitive developmental stages in the evolutionary process. The interplay among heredity, biological, and the social environment provides the nexus for any realistic consideration of crime causation. I believe these theories are different from other perspectives, because in the biological theory, they tend to emphasize genetics as the cause of someone’s criminal behavior pattern, where in other theories, they tend to emphasize other factors; such as psychological and sociological factors. 2. What biological factors does this chapter suggest might substantially influence human aggression? A: The biological factors that might substantially influence human aggression are hormone, testosterone, androgens, and fluctuation. 3. What have research studies in the field of genetics had to say about possible causes of crime? A: Carlos Fuertes Page 1 Research studies in the field of genetics have shown that genes are the major determining factor in human behavior. Therefore, researchers believe that criminal behavior is mostly inherited. 5. What are some of the constitutional factors that this chapter identifies as link to criminality? A: Some of the constitutional factors that this chapter identifies as link to criminality include the following: Age Gender Body type Intelligence Personality Carlos Fuertes Page 2

ACT Test Day What to Expect and How to Prepare

ACT Test Day What to Expect and How to Prepare SAT / ACT Prep Online Guides and Tips Are you taking the ACT soon? This complete guide will go over exactly what to expect on test day, from when to arrive at your testing center to when it’s safe to turn your cell phone back on. Beyond the logistics, we’ll discuss what you can do in the days and weeks leading up to the test to fully prepare and feel confident. Read on to learn what to expect on ACT test day when you arrive, take the test, and finish up, alongside the most useful tips for doing your best throughout the day. ACT Test Day: Arrival The doors to your test center are open for just a fifteen-minute window of time, between 7:45 and 8 AM. A closed door means you won't be allowed in, so it’s absolutely essential that you arrive on time. There may be a line of students waiting outside the test center. When doors open, you should be greeted by helpers that check you in and direct you to your testing room. In the rare instance that there aren’t enough helpers, you should be able to find your locationby consulting lists outside each room. Typically, students are assigned to a room alphabetically. After you check in with your ID and admission ticket, you’ll put your bags, jacket, and any other belongings in adesignated area. This area may be a locker or simply under your desk. Seats are usually assignedin alphabetical order, so you’ll take your seat according to the test proctor’s instructions. Once everyone’s packed away their things and taken their seats, the proctor will start to pass out testing materials, namely the test booklets and answer sheets. You can’t open any of these materials until told to do so and will spend the next half hour to an hour listening to instructions and filling out identifying information, like your name, email, and address. All of this should be a highly structured process, but there are a few ways you can approach the morning to make sure everything goes smoothly. Read on for tips around your arrival to your ACT testing center. Doors close at 8, so don't be late! No amount of rhyming will help fix your timing. Tips for Arrival It’s essential that you arrive on time to your ACT testing center, as latecomers won’t be admitted to the test. I’d suggest planning to be there around 7:30, or a little earlier if you’re concerned about logistics like parking. Arriving much earlier could mean you turn into a nervous wreck waiting around outside the school; much later and you’re rushing to get in after students have already started to enter. Right around 7:30 is the sweet spot. So how can you set the conditions that will enable you to arrive on time? First, you should prepare everything you need the day before, a checklist I’ll elaborate on below. You should at least try to get to sleep early, as well as get up when your alarm goes off rather than adding an extra half hour via the snooze button. Leave yourself enough time to get ready in the morning, and plan out your clothes and breakfast the night before so you don’t waste time searching for clean clothes or discovering that you just ran out of your favorite granola. In addition to preparing the day before, you should also familiarize yourself with the route before test day if you’re testing somewhere other than your usual high school. On a similar note, you should consider what traffic conditions will be like to account for any unusual delays. Underestimating the time it takes to get there would be a highly stressful way to start your day. When you enter the testing center, make sure you know where your belongings are supposed to be and double check that your cell phone is turned off. ACT, Inc. is strict in prohibiting any technology that makes sound or could possibly record testing materials, so a mistake here could result in your test getting cancelled. Finally, make sure to listen to all the proctor’s instructions and follow them to a T. The whole process is rather rigid, and you need to fill out everything correctly to make sure your test scores don’t get delayed. Plus, just as a ringing cell phone could result in your scores getting cancelled, so too could opening and looking at the test booklet before the test officially begins. The proctor will instruct you when to start, so wait for her green light before commencing on your first section. Once you’ve gotten through this morning process, you’ll finally start in on the main event: taking the ACT. Proctor says, get started! By the way, if your proctor's a Bordeaux mastiff, you should be eligible for a makeup test. ACT Test Day: Taking the Test There’s no exact time when you’ll start in on your first section of the ACT. Instead, it depends on how long it takes everything to get settled and to get through the first round of instructions. If you get through the preliminaries fast, then you’ll start around 8:30. If your group takes its time, then you’ll start around 9:00. Most test-takers will start somewhere in between. The ACT consists of four sections, or five if you opt to take the essay. These sections are always in the same order: English, Math, Reading, Science, and optional Writing. Once you start testing, the next few hours will look like this: Begin with the 45-minute English section. When instructed, move immediately onto the 60-minute Math section. Take a 5-minute break. Touch your toes, have a snack, use the restroom. Then return to your desk to complete the next two sections. Take the 35-minute Reading section. When your proctor tells you to do so, move right onto the 35-minute Science section. Gather your things and leave quietly if you’re not taking theWriting section. Enjoy a 5-minute break if you will be writing the essay. After you complete this 40-minute section, you’ll be all finished with the ACT! If you’re not writing the essay, then you’ll be finished around 12:15, perhaps a little earlier or later depending on when you started testing and how strict your proctor was about limiting the breaks to five minutes. If you do write the essay, then you’ll finish around 1:00 in the afternoon. Just as the proctor will lead you through the morning steps with instructions, so too will she tell you when to start and stop each section. She may also give you a five or ten-minute warning when the section’s about to end, perhaps writing the time left on the board. While you’ve done everything you can at this point to prep for taking the ACT, is there anything extra you can do as you test to ensure that everything goes smoothly? Prep with timed practice tests to help you win your race against the clock. Clocks don't have legs, so you're a crowd favorite for first place. Tips for Taking the Test As you’re taking the test, your prep and planning should kick in, helping you with time management strategies and the concepts you studied for the ACT. You should also have familiarized yourself with the order and timing of the test, so that you know exactly what to expect going in. Of course, you should still listen carefully to your proctor’s instructions, but ideally you already know exactly what she’s going to say. You also have to make sure to resist the temptation of flipping forward or backward in your test booklet. Getting a preview of a future section is strictly prohibited, as is going back to fill in an answer or double check a question from a section that’s already concluded. This strict structure is all part of ACT’s confidentiality thing; make sure you don’t look at any section except the one currently open, as shuffling through could result in, you guessed it, score cancellation. This rule also means that you should direct your focus on the task at hand. If you struggled with the English section, try to push it out of your mind and concentrate next on math. Try not to let one section or passage trip you up for the others. You can practice sharpening your focus and mindfulness in the months leading up to the test. In between test sections, you should also definitely take advantage of your designated breaks. The ACT is a long and demanding test that requires a lot of energy. Physically moving around and stretching will get your blood flowing and re-energize you for the sections to come. Looking away from your test will also help reduce eye strain that comes from focusing up close for a long time. Take a walk, stretch, drink water, have a snack; all of these little behaviors will help you recharge and take on the rest of the test. Finally, just as you should be familiar with the structure of the ACT, you should also be aware of your rights as a test-taker. You’re entitled to afive-minute break, or twoif you’re taking the essay. You should get a quiet testing space free of disruptions. The unfortunate reality is that not all testing centers have equal conditions, and many students have had to deal with distracting noise problems, like construction outside their window. Testing environment inequities are one more way that the ACT may not test students on such an equal playing field as it likes to claim. However, you can ensure the best possible testing conditions by being aware of your rights and speaking up if they’re not honored. If your test proctor skips over your designated break, speak up and make sure you get that time to move around and recharge. If you prepare totake the test, focus on the sections at hand, and take advantage of your break times, then you’ll be able to maximize your performance on test day. As for after the test, what do you need to know about finishing up for the day? Tip #1 for finishing up: don't start your 70s-style disco party until you've passed in your test and left the testing center. ACT Test Day: Finishing Up As you read above, your exact end time will vary depending on when you started testing and whether or not you’re taking the essay section at the end. Any discrepancies in break times could also have a small effect on end time. For the most part, students taking the ACT without Writing will be finished around 12:15, while those staying for the essay will be done around 1:00. When you’re finished, the proctor will ask all students to close their test booklets. The proctor will instruct you about any last minute tasks and finally, collect all the testing materials. When you get the green light, you can leave the testing center. Once you’re outside, you can turn your cell phone back on, call for a ride or head home, and enjoy the rest of your day! Tips for Finishing Up While you may feel like turning your cell phone on and sharing with the rest of the world that you finally finished the ACT, I’d advise waiting until you leave the testing center. Especially if you’re not taking the essay section, you should respect that people are still in testing mode and leave quietly so as not to break their concentration. All students should refrain from discussing specific test questions with one another or writing about them online. Just as ACT, Inc strictly prohibits technology, so too does it forbid the sharing of specific test questions. Basically, you should think of your test as being preserved in a big orange envelope with â€Å"Confidential† stamped across it, like a file in the Pentagon. Who knew standardized tests came with such high stakes? Once you leave the testing center, though, feel free to throw your hands up and celebrate all your hard work! Congratulations, you finished the ACT. You’ll get your scores back in about two weeks (and your essay score about two weeks after that). Now that you know the ins and outs of test day, let’s move beyond logistics to discuss what else you can do to prepare yourself for the challenge of test day. What steps can you take to tie up any loose ends and boost your confidence before the big test? How can you channel a lion, nature's most confidentand well-coiffed animal? How to Feel Confident on ACT Test Day There are several strategies you can use to feel calm, cool, and collected for test day. Some are operational, like packing your bag, while others have to do with promoting your physical, mental, and emotional well-being. Let’s go over the most important ones that will help you manage your time and stress and feel your best for the ACT. Pack Your Bag the Night Before Nothing can start the day off on a stressful foot quite like losing your admission ticket. Take this possibility off the table by preparing everything you need the night before. The essential materials are your printed admission ticket, an acceptable photo ID, No. 2 pencils (with erasers), and a calculator. Beyond these necessities, you should probably also bring nutritious snacks and a hydrating drink, like water or Gatorade. You might also bring a watch, as long as it’s silent, to keep track of time. If a watch is just distracting, though, then leave it home. Finally, you could bring along backup batteries for your calculator, just in case! Make sure you don’t have any prohibited materials, like technology with audible alarms or recording capabilities (or, if you do, that they’re turned off and don’t leave your bag). You can’t bring these out at all during the test, not even during break times. Pack your bag in an organized way so that you can easily access everything you need. As long as you put everything together the night before, you can rest easy with the knowledge that the only thing you need to do the next morning is tograb your bag on the way out the door. Prioritize Self-Care Taking care of your well-being should always be a top priority, and it becomes perhaps even more important during times of stress and pressure. Taking the ACT, along with the whole college admission and planning for your future process, certainly qualifies as one of those times. By taking care of your mental, emotional, physical, and perhaps, spiritual state, you can stay healthy and happy and meet these challenges with confidence and self-awareness. How you go about self-care varies by individual, but you should set time aside to engage in activities that you enjoy and that bring you peace of mind. Some of these may include spending time outside, listening to music, doing yoga, practicing meditation, spending time with friends and family, or writing in a journal. Time management techniques might also help you reduce stress in your day to day life and divide up your responsibilities in a manageable way. Self-care is about listening to your internal voice and being kind to yourself. Seek out environments that make you feel good (or clean up the one you’re in). If you haven’t recently, drink a big glass of water. Little gestures of self-care may make you feel better, stronger, and prepared to meet the challenges coming your way. Exercise can also play a big part in the self-care equation. As we learned from Elle Woods (or, at least, my generation did), "Exercise gives you endorphins. Endorphins make you happy. Happy people just don't [crash and burn during the ACT]." (Legally Blonde/MGM/EOnline) Harness the Power of Exercise Exercise is another great way to take care of your physical health, and it can significantly improve your mental and emotional health too. Being active can boost your endorphins, which are neurotransmitters that boost happiness and reduce stress. Getting immersed in exercise can also serve as a sort of meditation, clearing your mind of its typical chatter and allowing you to lose yourself in the present moment. Overcoming physical challenges, furthermore, can make you feel even more capable oftackling other challenges that come along, like taking the ACT. If you play on a sports team, then great; you’ve likely already got a routine of exercise, plus you can enjoy the benefits that come from being part of a team. If exercise isn’t a big part of your schedule, try to make room for walking, running, dancing, swimming, or even an at-home yoga practice. Start at least a month before the ACT, at least for half an hour three times a week, and see if it has any effect on your mood and outlook. If you’re prone to test-taking anxiety or just want to boost your confidence before test day, throwing on your running shoes or rolling out your yoga mat might just be the game-changer you need. Set the Conditions for Quality Sleep Sleeping a peaceful, uninterrupted eight hours the night before a big test mightbe more aspirationthan reality for you, but you can, at least, set the conditions to maximize your sleep before the ACT. Sleep will help you feel positive and alert, plus it’s essential for meeting that early morning wake up call before your 7:30 AM testing center arrival. So how can you try your best to sleep well? There are a few methods you can use. One, you should use the day before your test to relax. You might do a light review, but don’t worry about last-minute cramming - at this point, you’ve done all the studying you can to prepare. In the hour or two before bed, you should try a calming activity, like reading or writing. Screens just stimulate your brain, so try to put away your cell phone or computer before you want to sleep. Researchers also suggest that "blue light" can wreck your sleep, so try dimming the lights or even usinga blue light-blocking app to set sleep-conducive lighting conditions. Calming music can help, as well as sleep-boosting foods like yogurt, milk, bananas, oats, and herbal tea. Just like in our discussion of self-care above, you can consider a holistic approach to getting a good night’s sleep, considering your environment, food, and activities before you go to bed. Bananas have been shown to make people happier. So has looking at pictures of cute animals. So eating a banana while looking at this picture of a squirrel eating a banana has got to be the ultimate happy experience. Fuel Your Brain and Body with Nutritious Snacks The ACT requires a lot of brainpower, and all that power needs to be fueled by an energy source. Wholesome foods and water will sustain you as you work your way through a long morning. Plan out what you’ll eat for breakfast, ideally opting for something with protein and whole grains. Avoid foods that are primarily sugar, as they’ll just give you a spike of energy followed by a big crash. Eat breakfast before you leave, and bring a supply of snacks and drinks to reenergize during breaks. Avoid a mid-morning grumbling stomach so you can focus all your energy on taking the test. Wear Comfy Layers Just as an empty stomach would be distracting, so too would feeling cold, hot, or uncomfortable. Wear layers to prepare for unpredictable classroom temperatures, and choose clothes that are comfortable and make you feel confident. Pick these out the day before to help you get ready faster and easier the morning of the ACT. Think Positive! Have you ever heard about the power of positive thinking? Or of looking at a glass like it’s half-full instead of half-empty? Thinking optimistically can be a choice, to some extent, and it can both reduce stress and improve your performance on high-pressure endeavors, like taking the ACT. To be able to think positively, you have to understand the concept of self-talk. We often have a narrative running through our heads, drawing conclusions, shaping our perceptions, and causing our feelings. Someone who talks very negatively about herself and her surroundings will probably have a harder time succeeding in something like a big test, or, at least, will experience a good deal of stress. Someone who talks more positively about her circumstances and personal abilities may have a heightened chance of success, as well as experience lower levels of stress. Of course, people have all different experiences and circumstances, and some are more naturally prone to pessimism or optimism. Regardless of other variables, though, you can still cultivate awareness of your thoughts and how they impact your feelings and performance. By becoming more aware, you can try to challenge the thoughts that are holding you back and replace them with ones that are more likely to help you feel confident, focus, and succeed. Consider the words of encouragement you’d give to a best friend if she were nervous about the test or doubting her own abilities. Then consider giving that same pep talk to yourself. Focus on your strengths, rather than worrying about your weaknesses. Practice the power of positive thinking and be proud of yourself for taking this step toward the world of higher education! Celebrate all your fabulousstrengths, and feel proud of your commitment to higher education! To Sum Up... The ACT’s a challenging test, and you should do everything you can to prepare for test day. Empower yourself by learning exactly what to expect, and eliminate any unnecessary confusion or surprises on ACT test day. Prepare your bag, lay out your clothes, and figure out your breakfast and snacks the day before. Strike a balance with all your hard work, and prioritize self-care by making time for activities that you enjoy and that leave you feeling good. Finally, embrace the power of positive thinking when it comes to performing your best. As with all of your endeavors, you can continuously improve if you keep putting forth effort and persistence. What's Next? We’ve compiled our best content and strategy guides in one place to help you study for the ACT. Check out our ultimate guides to ACT English, ACT Math, ACT Science, and ACT Reading. Are you taking the ACT with Writing? If so, check out this expert guide to learn how to write an ACT essay, step by step. Do you have any questions about exactly how the ACT is scored? This article will explain the ACT scoring system section by section while also providing scoring charts that show your raw scores get converted to the scale between 1 and 36. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

SATURATION ANALYSIS OF D2 DOPAMINE RECEPTORS EXPRESSES IN RECOMBINANT Essay

SATURATION ANALYSIS OF D2 DOPAMINE RECEPTORS EXPRESSES IN RECOMBINANT CHO CELLS - Essay Example The experiment was successful in the sense that the inhibition constant for [3H]-spiperone at around 0.5 nM corresponded with that quoted in literature available on the subject. The experiment demonstrated that [3H]-spiperone is a very efficacious antagonist of dopaminergic activity in specific relation to receptor subtypes with very specific inhibition capabilities and very low inhibition constant. This may later prove valuable to drug development against disorders like schizophrenia that is caused by excessive dopaminergic activity. The variations in physiologic actions of dopamine are mediated by at least five distinct G protein coupled receptor types (Missale, C., et al, 1998). Kebabian and Calne (1979) distinguished two dopamine receptor types - and - that can be differentiated ‘pharmacologically, biologically, physiologically and by their anatomical distribution’ (Civelli, O., 2000). Since the analysis is on receptors only they are being discussed here. Subsequent cloning of receptors revealed that they belonged to the supergene family of the G-protein coupled receptors (Civelli, O., 2000). The three subtypes belonging to the -like sub-family are the, and ones that inhibit adenylyl cyclase and activate channels (Missale, C., et al, 1998). The genetic structure of the and vary by tissue types and species’ through alternative splicing. The subtype is highly polymorphic. Since the analysis is on receptor activity on recombinant CHO (Chinese hamster ovary) cells it is necessary to point out that-like receptor activity in the peripheral regions is evident mostly in the kidney, vasculature and pituitary where they affect sodium homeostasis, vascular tone and hormone secretion (Missale, C., et al, 1998). More specifically the analysis of the gene structure of the subtype reveals that there are six introns in the receptor-coding region. This generates two main variants – the (short) and (long) receptors – in turn