Sophomores Upcoming MIT Events

HS Juniors/Sophomores Upcoming MIT Events Beginning this coming Sunday, April 26th, MIT will be going on the road with Brown Yale Universities for meetings in Southern California and the Mid-Atlantic states. Details can be found here: brownmityale.org These meetings will be a great opportunity for high school sophomores and juniors to hear from three great universities all in one place. Each school will talk a little about what makes it unique, and will also describe common philosophies on admissions, financial aid, and more. Each session, including QA, will run about 90 minutes. You can RSVP at brownmityale.org. In addition, we will also host breakfast meetings for your guidance counselors. Were excited to have these conversations with your counselor about the state of admissions. Counselors can RSVP at brownmityale.org. Note as well that later this summer, the same three schools will be touring the Mountain West/Pacific Northwest states. Of course, well also be visiting a number cities across the country in the fall (cities/dates TBA), so if were not in your area now, hopefully well be nearby in September or October. We look forward to seeing you!

Nanofiber Research Paper - 720 Words

Frequency dependence of the electromagnetic interference shielding effectiveness (EMI SE) of carbon fiber (CF)-epoxy composite laminates have been investigated on the basis of attenuation due to reflection and absorption measurements in the range of X-band (8.2-12.4 GHz) and Kuband (12.4-18 GHz). The shielding by absorption is observed to be the dominant mechanism. The use of nylon-66 nanofiber interleaving for increasing the shielding effectiveness of multilayered quasi-isotropic composite laminates has been investigated. Further enhancement of EMI SE is achieved by ÃŽ ³- irradiation of the composites. The results have highlighted the usefulness of the carbon fiber composites for shielding in the range of microwave frequencies. Index†¦show more content†¦Kunigal Shivakumar is with the Center for Composite Materials Research, Department of Mechanical Engineering, College of Engineering, North Carolina A T State University, Greensboro, NC 27411, USA. J. Sundara Rajan is with the VTU Research Centre, Central Power Research Institute, Bengaluru-560080, India. [2] and the ease of processing and manufacturing. A polymer matrix is electrically insulating and does not contribute to EM shielding on its own. However, polymer composites with conductive fillers are influenced by the interconnectivity of the conducting fillers within the polymer matrix. A conducting polymer has many advantages like reduced weight, lower density, flexibility of control of conductivity and lower manufacturing costs [3], [4]. In recent years, polymer based carbon filled composites consisting of a sandwich of a conductive polymer between a conductor and microwave absorber have been used in wideband microwave shielding [5]. The most frequently used EM absorbers consist of materials with high dielectric losses and magnetic loss materials. These materials include carbon filament [6], carbon fiber (CF) [7], carbon nanotubes [8], [9], carbon black [10], graphite [11], graphene oxide [12], metal fiber [13] and ferrites [14]. Microwave shielding of conducting polymer composites depends on the dielectric and magnetic properties of the materials used. In these materials, to achieve the benchmarkShow MoreRelatedComponents Of Thermoregulation ( Tm ) Systems And The Latent Thermal Energy Storage ( Ltes ) Essay1375 Words   |  6 PagesmK−1) greatly limits their heat dissipation performance in thermal management applications. Currently main focus of research is to increase the thermal conductivity of the PCMs. In this regard different kinds of materials such as metal and carbon composites with PCMs are produced. 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Hence, Nanotechnology refers to the development of devices, structures and systems by controlled manipulation of size and shape with at least one typical dimension measured in nanometers (atomic, molecular, and macromolecularRead MoreNanotech 1AC Essay13565 Words   |  55 PagesDevelopment Studies Universidad Autà ³noma de Zacatecas Zacatecas, Mà ©xico, â€Å"Nanotechnologies in Latin America,† pg online @ http://www.rosalux.de/fileadmin/rls_uploads/pd fs/Manuskripte_81.pdf //um-ef) At the beginning of 2002, all nanotechnology-related research became an area of strategic importance, with some funding directed to support its development. The Programa Especial de Ciencia y Tecnologà ­a 2001-2006 (Special Program for Science and Technology 2001-2006), which is embedded inside the National Development

The Story of the Puppet - 1696 Words

Not even four feet tall the stocky, little man in patchy, homemade overalls was every bit of invisible behind the massive haunches of Tiny, the circus’s eldest, and in his opinion, smelliest, African Elephant. Muttering obscenities beneath his breath, never missing a beat, Puppet shoveled heavy scoopfuls of dung off the boxcars floor and into an old wheelbarrow, pausing only long enough to lean the shit stick against the wall before he grabbed the handles of the wheelbarrow, his dark complexion reddening from the weight, and headed out to ditch the stink someplace where it wouldnt be noticed until the circus was just a memory. He hated this work, hated how all the fancy pants, the trapeze artists, the animal trainers, even the side show freaks treated him as nothing more than a trained pet; existing only to clean up after them or serve them in whatever fashion they so desired. He was even forced to bed down with the tamer animals. He blamed the ringleader, Master Drachen, who since coming upon an abandoned toddler boy of color in the middle of Arkansas during the early forties had rescued him only to make him a perpetual slave and personal object of ridicule. When Puppet was young hed been grateful to Master Drachen, quietly obedient, but as the years wore on the insults piled up; the sound of laughter around the campfire, almost always directed at him, began echoing in his ears, their taunts making his eyes sting and his heart ache more than the frequent beatingsShow MoreRelatedEssay on Wayang Kulit960 Words   |  4 Pageswith the puppet itself or the whole puppet theatre performance. History: Wayang is a general term meaning traditional theatre in Indonesia. This art was imported from India or China, both of which have a long tradition of shadow puppetry and theatre in general. 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Capital punishment in the Islamic Republic of Iran Free Essays

In recent years, many Muslims have come to accept the notion of democracy but there is a variety of opinion as to its precise meaning. They have sought to delineate Islamic forms of democracy, or popular political participation, seeking to provide an Islamic rationale whose legitimacy finds its roots in tradition. The Islamification of democracy has been based on a modern process of reinterpretation of the traditional Islamic concepts of political deliberation or consultation, community consensus, and personal interpretation or reinterpretation to support notions of parliamentary democracy; this also extends to include representative elections, and religious reform. We will write a custom essay sample on Capital punishment in the Islamic Republic of Iran or any similar topic only for you Order Now Islamic organizations such as the Muslim Brotherhoods in Egypt and Jordan, Algeria’s Islamic Salvation Front, Indonesia’s Muhammadiya and Nahdatual Ulama ostensibly have advocated the principle of democratic elections and, have participated in parliamentary elections (Common Dreams NewsCenter, 2005) As with the interpretation of Islam, notions of democracy and the structuring of administration of justice take on different forms in different Muslim countries with different experience. Throughout the Islamic world, governments have adopted varying degrees of self-representation in response to unique historical circumstances. Turkey, for example, is a parliamentary, secular democracy. Indonesia is one of the world’s largest republics, but an uncertain one as the nation still struggles to evolve a representative political system after decades of repressive authoritarian rule. Iraq is currently a case study in nation-building in the aftermath of the dictatorial regime of Saddam Hussein and Iran is a theocratic republic with a growing democratic reform movement. Whilst many Islamic states have moved closer to democracy, the aforementioned groups and States along with several other Islamic States, particularly in the Middle East, advocate the death penalty as a capital punishment for many different types of crimes. It has been claimed that Iran’s execution rate is second in the world only to that of China. However, this assertion has also been variously dismissed by the regime as exaggeration of the facts (Gelbart, 2010). Nevertheless, the death penalty is legal and permitted for certain crimes in Iran. Capital punishment can be administered for the crimes such as treason, rape, sodomy, terrorism, murder, the trafficking of drugs, paedophilia, kidnap and armed robbery (FIDH, 2011). The present Iranian regime has been a subject of controversy and stringent criticism in the West for some time now. The current central disputes focus predominantly around the research and manufacture of nuclear weapons although it has also received controversy for its policy on execution and capital punishment, perhaps the most controversial occurring over the execution of those under 18, considered by law as not yet adult (minors). These State-legitimised executions have been raised as issues because they directly violate the Convention of the Rights of the Child, a treaty signed by Iran which protects children from execution (EMINE, 2012). Iran has attempted to defray these allegations by claiming dispensation in these cases (and some others) because certain sections of the Convention have been deemed incompatible with ‘Islamic jurisprudence’ (DN. SE, 2008). The Iranian regime has also received criticism for the alleged use of stoning as a means of exacting the death penalty, although these allegations have been denied by the Iranian judiciary as Western propaganda, along with the allegations of the execution of minors (BBC NEWS, 2005). In February 2012 a new penal code was adopted by Iran which officially legislated against the administration of the death penalty to minors (those under the age of 18) and those of who are subject to diminished mental development. In some rare instances the death penalty can still be applied to minors who commit murder between the ages of 15 and 18 years old but only if the judge is completely confident that the crime was entirely and absolutely premeditated and that the perpetrators in question are as mentally developed as adults (Bozorgmehr, 2010). The issue of Iranian executions carried out against minors has also been a salient point in the campaigns of numerous human rights groups. These groups claim that in spite of Iran’s signing on the Convention on the Rights of the Child they are actually the largest executor of minors in the world. This may be due to the disparity of definition regarding children in Iran. The Islamic Penal Code (Article 49) defines a child in Iran, as stipulated by Islamic law, as ‘someone who has not reached the age of bulugh (puberty)’ (Human Rights Watch, 2008). This discrepancy may be due to Iran’s use of the lunar Islamic calendar for the determination of criminal responsibility, as opposed to the standard solar calendar, which is longer. This means that in some cases a criminal who faced the death penalty Iran would be tired as an18 year old in accordance with Islamic years but only be 17 years old in the Western standard solar calendar (O’Toole, 2007). As Marx (1843) famously asserted ‘Religion is the opium of the masses’. Throughout all history, religion has played the starring role in much of human conflict, with philosophical, political, sociological, as well as physical repercussions. Most of religions profess and share positive life philosophies and values, although it is commonly recognised that some religious entities and States have used their power to realise crimes against humanity. Some religious regimes have also used the respective doctrine of their associated religions, to carry out perceivably draconian brutality against their people, be it for political disagreement or legal dissent. It is difficult to foresee how Islamic societies can realise their tremendous potential without genuine political reform. Evidently, it is not Islam that is the greatest obstacle to serious democratisation and reform against the death penalty. On the contrary, the most important impediment is the continuing resistance of established political regimes, whose leaders espouse the language of democracy but rarely permit political liberalisation beyond that which they can orchestrate and control. Mona Yacoubian (Gelbart, 2010) makes a persuasive case for greater international involvement in urging the Iranian government toward greater reform. The key to the success of democratisation and reformation of the death penalty in Islamic societies is imposition of more freedom, expanding freedom of the press, freedom of religion, freedom of thought, and freedom to form independent organisations. The process may be long and slow but it must be real, sustainable, and measures should be taken to prevent the reversal of it. History shows that many governments in the Muslim world have become adept at promising democratic reforms only to fail on their promises ad deliver more oppression. In this regard, the international community needs to exert sustained pressure on the existing governments to sue for liberalisation, democratisation and extension of civil liberties: only through such routes can true societal freedom be attained. Real and genuine reforms are needed; liberal and moderate voices cannot be heard in an environment of fear and repression. The United States and European countries should stop implicitly and explicitly supporting all Middle Eastern dictatorships and oppressive regimes (rather than just those who operate in accordance with their political machinations); this they should do in the name of stability and to promote peace and strengthen the voices of liberal Islam, rather than propagating sometimes spurious propaganda in order to exercise military power and at the same time undermining their own arguments. Muslim countries must also gain experience with democratic institutions and practices. Nonetheless, the success to the development of democracy will necessarily be dependent on the success of the citizens to ultimately resolve their inner crisis, but this situation in turn will always be hampered unless the general unrest and political instability either plateaus or resolves of its own volition. How to cite Capital punishment in the Islamic Republic of Iran, Papers

Midwest Community College Needs To Expand Its Child Day Care Center To

Midwest Community College needs to expand its child day care center to help students attending classes at night. The day care center needs to be open from 5 p.m. to 10:30 p.m. so children can be cared for safely while their parents attend class. To raise money for funding the extended hours, the Student Government Association (SGA) wants to offer a computer software, music CD and cassette, and movie exchange. Items that are accepted at the exchange include: IBM and Macintosh business shareware IBM and Macintosh shareware IBM and Macintosh educational software Music CD's Music cassette tapes Video tapes Individuals wishing to trade software; used CD's, cassettes, and videotapes will be charged a $1.00 admission fee. Those not trading will be charged $2.00. SOFTWARE, CD, CASSETTE, AND VIDEO EXCHANGE When? Where? Time April 6 Lincoln Room 8- Noon April 7 Ford Room 10-3 April9 Lincoln Room 5-9 p.m. The (SGA) has been able to acquire many shareware programs and is asking students to donate used software, CD's, cassette tapes, and videos that can be sold or traded at the exchange. Students will be able to browse and view demos of the software before making a purchase. HELP OPEN THE CHILD DAY CARE CENTER IN THE EVENING ARELIS ORTA- Computer IV

Life or death essays

Life or death essays Life and Death- In the Matter of Karen Ann Quinlan Today, modern medicine is nothing short of a miracle, and almost every living creature in our civilized world depend on the great wealth of knowledge occupants in this field of work contain. Today with the advancement of medicine, doctors can take patients from being close to death, and revive, or sustain them, through circumstances that otherwise would have killed them. Around the early seventies many major technological and medical advances began to arise in the U.S. During this time period many more people began to have long-term hospitalizations thus making people who would have otherwise died before, live longer. This happened to be the case with Karen Ann Quinlan of New Jersey in 1975. Karen had been in a comatose state for many months, living off of her vital organs and a respirator. Because medicine and technology were advancing so rapidly in the United States, many people had problems at first with the facts of how ethical this new technology was, and how effective it would be to sustain life for long periods of time. Another problem many people faced was the ethical problem of sustaining a person in a vegetative state. Because technology could sustain someone who had become vegetative for long periods of time, was it morally right to allow a person to continue living if they could not understand or communicate with the world? This was the question that New Jersey superior court had to rule on in the case of Karen Quinlan. There were two parties involved in this case, the plaintiff, Joseph Thomas Quinlan, and the defense, the court, which stood for Karens rights as an individual to remain on life support until she died of natural causes. Joseph Quinlan is called to the stand to testify and explain his reasoning behind his decision to ask the court to order the hospital to remove his daughter from her respirator. The defense attorney first begins questioning J...

Top German Mistakes Made by Beginners

Top German Mistakes Made by Beginners Unfortunately, there are much more than ten mistakes you can make in German. However, we want to concentrate on the top ten kinds of mistakes that beginning students of German are likely to make. But before we get to that, think about this: How is learning a second language different from learning a first? There are many differences, but the most significant difference is that with a first language there is no interference from another language. An infant learning to speak for the first time is a blank slate- without any preconceived notions of how a language is supposed to work. That is definitely not the case for anyone who decides to learn a second language. An English  speaker who is learning German must guard against the influence of English. The first thing any language student has to accept is that there is no right or wrong way to construct a language. English is what it is; German is what it is. Arguing about a languages grammar or vocabulary is like arguing about the weather: you cant change it. If the gender of Haus is neuter (das), you cant arbitrarily change it to der.  If you do, then you risk being misunderstood. The reason languages have a particular grammar is to avoid breakdowns in communication. Mistakes Are Unavoidable Even if you understand the concept of first-language interference, does that mean youll never make a mistake in German? Of course not. And that leads us to a big mistake that many students make: Being afraid to make a mistake. Speaking and writing German is a challenge for any student of the language. But the fear of making a mistake can keep you from making progress. Students who dont worry so much about embarrassing themselves end up using the language more and making quicker progress. 1. Thinking in English Its only natural that youll think in English when you begin to learn another language. But the number one mistake made by beginners is thinking too literally and translating word-for-word. As you progress you need to start to think German more and more. Even beginners can learn to think in German phrases at an early stage. If you keep using English as a crutch, always translating from  English to German, youre doing something wrong. You dont really know German until you start to hear it in your head. German doesnt always put things together like English.   2. Getting Genders Mixed Up While languages such as French, Italian, or Spanish are content to have just two genders for nouns, German has three! Since every noun in German is either  der, die,  or  das,  you need to learn each noun with its gender. Using the wrong gender not only makes you sound stupid, it also can cause changes in meaning. It can be aggravating that any six-year-old in Germany can rattle off the gender of any common noun, but thats the way it is.   3. Case Confusion If you dont understand what the nominative case is in English, or what a direct or indirect object is, then youre going to have problems with case in German. Case is usually indicated in German by inflection: putting different endings on articles and adjectives. When  der  changes to  den  or  dem, it does so for a reason. That reason is the same one that makes the pronoun he change to him in English (or  er  to  ihn  in German). Not using the correct case is very likely to confuse people a lot! 4. Word Order   German word order (or syntax) is more flexible than English syntax and relies more on case endings for clarity. In German, the subject may not always come first in a sentence. In subordinate (dependent) clauses, the conjugated verb may be at the end of the clause. 5. Calling Someone Sie Instead of du Almost every language in the world- besides English- has at least two kinds of you: one for formal use, the other for familiar use. English once had this distinction (thou and thee are related to German du), but for some reason, it now uses only one form of you for all situations. This means that English-speakers often have problems learning to use  Sie  (formal) and  du/ihr  (familiar). The problem extends to verb conjugation and command forms, which are also different in  Sie  and  du  situations. 6. Getting Prepositions Wrong One of the easiest ways to spot a non-native speaker of any language is the misuse of prepositions. German and English often use different prepositions for similar idioms or expressions: wait for/warten auf, be interested in/sich interessieren fà ¼r, and so on. In English, you take medicine for something, in German  gegen  (against) something. German also has two-way prepositions  that can take two different cases (accusative or dative), depending on the situation. 7. Using Umlauts German Umlauts (Umlaute  in German) can lead to problems for beginners. Words can change their meaning based on whether they have an umlaut or not. For example,  zahlen  means to pay but  zhlen  means to count.  Bruder  is one brother, but  Brà ¼der  means brothers - more than one. Pay attention to words that may have potential problems. Since only a, o, and u can have an umlaut, those are the vowels to be aware of. 8. Punctuation and Contractions German punctuation and the use of the apostrophe is often different than in English. Possessives in German usually do not use an apostrophe. German uses contractions in many common expressions, some of which use an apostrophe (Wie gehts?) and some of which do not (zum Rathaus). Related to the prepositional hazards mentioned above are German prepositional contractions. Contractions such as  am,  ans,  ins, or  im  can be possible pitfalls. 9. Those Pesky Capitalization Rules German is the only modern language that requires the capitalization of all nouns, but there are other potential problems. For one thing, adjectives of nationality are not capitalized in German as they are in English. Partly due to  German spelling reform, even Germans can have problems with spelling hazards like  am besten  or  auf Deutsch. You can find the rules and a lot of hints for German spelling in our capitalization lesson and try our spelling quiz. 10. Using the Helping Verbs Haben and Sein In English, the present perfect is always formed with the helping verb have. German verbs in the conversational past (present/past perfect) can use either  haben  (have) or  sein  (be) with the past participle. Since those verbs using to be are less frequent, you need to learn which ones use  sein  or in which situations a verb may use  haben  or  sein  in the present or past perfect tense.