Sleepless Nights

Sleepless Nights You’ve probably heard the oft-repeated MIT adage about having to choose two between school, a social life, and sleep. I tend to think that there’s a way to balance the three as long as youre organized and realize that there are only so many hours in the day. I just didn’t do a particularly good job of finding that balance this semester. :D I took on a lot the second half of this year. I’m taking five classes; I’m doing research in CSAIL; I joined a club on campus; and I’m leaving time to keep meeting all the incredible people attending this school with me. Unfortunately, that means that sleep is the shortchanged leg of the trinity. So I thought there was no better way to summarize second semester than by relating some of the most interesting things Ive done while I probably should have been sleeping. 1) Honing my crepe-making skills. I recently joined the student group SaveTFP. Our official mission (as taken from our official website) is “reducing stress and facilitating student social activities while increasing health awareness and curbing dangerous behaviors at MIT”. In effect, this takes the form of organizing campus-wide social get-togethers and feeding people. Our events this year have ranged from Fondue and Trivia Night to our annual costume-party-meets-ice-skating event Spooky Skate, from classic Waffle Night to our Spring Carnival on Kresge lawn filled with games, cotton candy, and lemonade. The current members of SaveTFP! This semester, I helped organize crepes night! For four hours from 8:00-12:00, the members of SaveTFP mixed, ladled, and flipped countless trays of crepes from scratch. By the end, we had gotten pretty pro. Look at these beautiful swirly crepes! Props to Niyati :) People gathering around the condiment table at Crepes Night! One of the best parts about being a member of SaveTFP is just seeing the number of people that show up to our events. For popular events (popular=lots of food), we get around 300 people coming through from all parts of campus, taking a break from the workload of MIT to hang out with friends and enjoy some delicious chow. 2) Getting decked out for dinner. And then making a giant stuffed horse heador two. Mid-March was one of the most exciting weeks of the semester: Boston Restaurant Week. For fourteen days minus a Saturday, restaurants all over Boston offer special discounted Dine-Out Boston menus, so that even cash-pinched college students can treat themselves to a mix of the citys tastiest cuisine. My friends and I were determined to take full advantage of the opportunity. Restaurant Week wasn’t just a chance to stuff ourselves with amazing foodâ€"it was a chance to take our noses off the grindstone for an afternoon, dress up, and treat ourselves to a day off-campus exploring downtown Boston. A picture from our girls day out! We had brunch at an adorable French restaurant and then wandered around the common and the shops on Charles Sreet. A couple of friends and I decided that while we had the opportunity, we had to try to squeeze in another restaurant visit before the week was over. Even though work was bad that week, and even though midterms were piling up on the horizon, we decided to schedule dinner for a cute restaurant we found on Yelp. The only problem was, reservations were (understandably) very hard to come by. The only available time was at 9:00 p.m. on a Wednesday. We went for it. I have pretty much the same visceral response to a booked OpenTable page as I do to the blaring red x you get when you incorrectly answer a physics pset problem :( As Wednesday approached, I became more and more apprehensive about my productivity prospects for that evening. I had an important presentation due the next day, and a bunch of work still left to complete for it. And I wasn’t quite sure where in my evening the hours for that work were going to come from. But in the true spirit of work-play balance, I decided to banish all thoughts of projects and presentations for those few hours. I spent an amazing dinner focusing on nothing but hanging out with some of my best friends (plus, I got to eat some of the most delicious food I’ve had access to this semester.) By the time our enormous dessert portion came aroundâ€"a baseball-sized scoop of ice cream, an equally intimidating chocolate cake, a box of truffles, and a bowl of berries and whipped cream, we were utterly and happily defeated. Good food and good company! And then we returned to campus, and it was time to get back to work. I traded in my party dress and heels for business attireâ€"uggs and crazy pants. No more fooling aroundâ€"I had to make a stuffed horse. What MIT class demands plushie construction as a required skill? If you haven’t heard of the famous 2.00b Toy Design, I refer you here and here and here  (and even here), where many generations of bloggers have already done it justice. My team was currently exploring the idea of building a bike that looks and interacts like a real-life ponyâ€"and our prototype was lacking a cuddly equine head to test how kids would interact with the Speedy Stallion. I spent the rest of the night in my workstation for the eveningâ€"the McCormick sewing room. A friend kept me company as I skillfully employed everything from sharpees to slipstitching to hot glue to produce a resemblance of a horse bust. After a long night spent hand-drawing patterns and packing stuffing, I emerged at 4:00 a.m. with these beauties. Meet Speedy and Spunky, all ready for an exciting adventure in the Wild West. Not the first time I’ve stayed up all night sewing, but definitely the first time my end result has sported its own style choices. 3) Plane hopping and UROPing.   The days before getting on a plane are never good for my sleep schedule. I tend to leave all the travel prep for the last minute. A late night (even by MIT standards) combined with an early departure time (even by non-MIT standards) leaves little time in the middle for sleeping. The Friday before spring break was even worse than usual. I had just finished up a week of midterms and projects and all I wanted from life was to be able to collapse on a Southern Californian beach for a week. But MIT had other plans for me. I am currently doing some work redesigning the website for MIT’s Computational Biology group. I’m really enjoying the chance to experiment with website design and gain more experience with front-end programming. I was pretty much handed a prominent, data-rich website and given free rein to make it as cool as possible. That’s why the UROP program for undergraduates is so valuable: the research groups of MIT become giant sandboxes where even inexperienced freshman can explore their field of interest and learn skills they can apply to coursework and internships. A few days before I left Boston, my supervisor sent me an email saying that he would like to have the changes I was working on pushed out, in some form, before spring break. The only time I had to finish the project was the evening before I hopped on a plane. Ultimately, I was able to get my room cleaned, my luggage packed, and a preliminary draft of the websites searching features  done before I had to leave for Logan Airport at 4:30 in the morning. I clocked a grand total of 45 minutes of sleep…which is my all-time low. Also, I can’t sleep on planes. D: Fortunately, when I got home to Los Angeles, I was able to sleep from 5:00 in the afternoon clean through to the next morning, which was the perfect start to spring break :D And I got the beach I was looking forward to, which made me very happy!!! 4) Being literally in the middle of a thunderstorm. One of my favorite classes I’ve taken thus far at MIT is 6.s04, Fundamentals of Programming, an experimental computer science class slated to join the core curriculum next year as 6.009. Most of the work of the class takes the form of a lab that we have to complete every week and that explores a new algorithm or programming concept that was covered in lecture. Each lab involves coding a really neat, interactive mini-project. For instance, in the first week of class we produced a simple music player. We’ve created image processors, gas particle simulations, or, most recently, a virtual implementation of the classic board game Clue. This is a screenshot of the UI for our Bacon number lab. The purpose of the project was to write an algorithm finding the number of degrees of separation between Kevin Bacon and a given actor, and then we were able to visualize the connections on this nifty graph! 6.s04 really speaks to me because it gets to the heart of why I declared Computer Science as my majorâ€"you can use it to create useful, exciting programs that people can interact with and benefit from. I get really into the labs every week, and often find myself puzzling out how to implement a certain feature in the back of my mind until I’m finally able to complete the assignment. On top of that, I’m a stubborn bug-fixer. I dont want to step away from a project while something is still broken. That’s a problem, because the more tired I get, and the more imminently I should be heading to bed, the less likely I am to find the error that’s stumping me. One night in particular, I was up late struggling with a truculent piece of code. I was so engrossed in my computer screen that at first I didn’t realize that the weather outside had gone from rainy to tempestuous. In fact, the cloud cover over MacGregor had turned into a full-out thunderstorm. From my window on the 10th floor of my dorm, I watched lightning arc across the horizon right in front of me and heard thunder reverberate through the building. At one point, the lightning and thunder perfectly coincided, and I realized that I was 100 feet up in the air literally in the heart of a raging storm. Even though I didnt end up finding the bug that night, staying up to see the storm was worth it. 5) …This blog post.   …Whoops  :D It took me about halfway through the semester to finally admit that I had too much on my plate. I feel like I’m constantly concerned on checking the box on a laundry list of homework and projects, without really absorbing my assignments or the full breadth of extracurricular and social opportunities that MIT offers. Not to mention, I tend to operate better when I get 4 hours of sleep. Next semester, Im definitely going to cut back, so I can put my full energy into the projects I do decide to undertake. On that note, off to bed! The sunrise over Boston.

Different Ways And Ideas About Their Sexuality Essay

Through-out America adolescents are exposed do many different ways and ideas about their sexuality. Looking back over the past many years, the views on sex have changed drastically. Those many years ago, sex was a private experience for married couples. This was an act of love between the married man and woman. This act of love they shared would then start their family. They gift of a small, sweet, lovable baby is what they had always dreamed of. They would paint a picture of how love was to be, one day at a time. The love they had for each other would build their lives together for worse or for better, through the good and the bad. This is a story my grandmother shared with me as I grew up. However as the years have passed, the act of love my grandmother spoke of, turned into something vastly different. In today’s generation, sex is openly accepted for both married people as well as the younger and older single adolescence. Social influence through generations of parental gu idelines has changed the way in which parents teach their adolescence about sexual conduct. The approach many of our parents had and/or have towards their children’s sexual experiences is just one of the many. The adolescence’s parents have changed their views of the act of sex. Many of the parents were brought up in the time where â€Å"save yourself of marriage† was the going trend. They were to follow in their parents footsteps and marry as virgins, but now many of their views have changed to â€Å"be safe†Show MoreRelated`` The Company Of Wolves And Dracula 928 Words   |  4 PagesSociety has set rules in place that are constricting of new ideas and behaviours. If history has taught us anything, it is that we as a society need to be more open minded, specifically with sexuality. It is 2015 and we are aware that woman’s sexuality is a very real thing that should be celebrated, ‘The company of Wolves’ shows us that we havenâ€⠄¢t always embraced woman’s sexuality with open arms. Throughout history people who were homosexual were often thought of at sinners, rebellious or even possiblyRead MoreThe Search For One’S Purpose And Identity In The World1421 Words   |  6 Pagespeople, such as race, gender, class, sexuality, etc.--exist to avoid social anxiety. The problem lies not just with the existence of stereotypes, but the seemingly blind consent to follow. To combat the invalid views of groups that today’s society use as a social crutch, authors, such as Gloria Naylor, Robert Max Johnson, Rosario Morales and others, attempt to expose the discrimination and stereotypes that target sexuality and gender. 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Both Alice Munro and John Updike both illustrate the idea of sexuality and personal growth in very different ways. â€Å"The Found Boat† by Alice Munro, deals with sexuality in an aggressive manner while â€Å"AP† by John Updike, deals more with the idea of sexualityRead MoreGender And Sexuality : Article On Sexualised Insult Fag By American Teenage Boys1626 Words   |  7 PagesBoth terms ‘gender’ and ‘sexuality’ are very common, broad and the meaning of it differs from person to person. Eugenically the term ‘gender’ is defined to have socially composed roles, activities, behaviours, and peculiarity that a given society considers right for men and women (WHO, 2015). Whereas the term â⠂¬Ëœsexuality’ has various meanings, it is described as feeling or having attraction or having sexual thoughts and preferences towards same sex or opposite sex (reachout.com, 2015). This essayRead MoreHow Heteronormativity And Media Stereotypes On Queer People Express Their Sexualities1655 Words   |  7 PagesRunning head: HOW HETERONORMATIVITY AND MEDIA STEREOTYPES IN SOCIETY INFLUENCES HOW QUEER PEOPLE EXPRESS THEIR SEXUALITIES How heteronormativity and media stereotypes influences how queer people express their sexualities Vanessa Gomes Ryerson University â€Å"Who is the man in the relationship?† â€Å"Who tops or bottoms?† These questions have become a fundamental part in queer people’s lives. Why do non queer people need for queer people and their relationships to imitate heternormativeRead MoreHuman Sexuality And Its Impact On Society896 Words   |  4 Pagesfrom, human sexuality can mean different things. In essence there really is only a perspective on what sexuality means; â€Å"Human sexuality refers to the ways in which we experience and express ourselves as sexual beings. Our awareness of ourselves as females or males is part of our sexuality, as is the capacity we have for erotic experiences and responses. Our knowledge of the gender roles in our culture also has a profound influence on us.† (Rathus, 2014) Our views on sexuality are different around theRead MoreHomosexuality1494 Words   |  6 Pages Sexuality means many different things to different people, especially sexuality of a homosexual nature. Everyone has their own personal ideologies about sexuality, many of which have been forced on us by mainstream societys portrayal of what of is right or wrong. Bersanis objective is to take these societal sexual idiosyncrasies and turn them upside down to reveal how he feels gay male sex should be. In Bersanis article, Is the Rectum a Grave?, he entertains ideas of the self, sexuality (especiallyRead MoreSexuality Education : An Important And Compulsory Part Of The New Zealand ( Nz ) Curriculum1640 Words   |  7 PagesSexuality education is an important and compulsory part of the New Zealand (NZ) Curriculum. Sexuality education is important so young people can feel empowered about their sexuality and make positive informed decisions. Sexuality education across the country follows a similar outline regulated by the Ministry of Education (MoE) but different students have various ex periences and learn different knowledge of sexuality in schools. I went to a religious all-girls school and throughout this assignmentRead MoreSexuality and Gender: Foucaults Construction of Sexuality1458 Words   |  6 PagesSexuality and gender: Foucaults construction of sexuality According to Foucaults theory of sexuality, both heterosexuality and homosexuality are constructs, rather than are ideas that are innately part of the individuals genetic makeup or sexuality. Before the 19th century mania for classifying persons and documenting medical disorders, there were only homosexual acts. Now, there are homosexual persons because of the medicalization of the language of homosexuality. Heterosexuality was also

Should School Uniforms Be Banned - 2190 Words

Many people have different views on whether or not students should have to wear school uniforms. There are many different reasons why students should and shouldn’t have to wear them. Whether it be in favor them due to less bullying, less pressure on what to wear in the morning, lower cost, less violence, the ability to recycle the uniforms, or the ability to prepare students for the real world. The people against them feel that they take away from the ability to freely express yourself, uniforms cost more upfront, there will be bullies from other schools, it will lower comfort zones, and enforcing the rules will be difficult. But in my opinion school uniform will provide many different things like cost efficiency, safety for the students, increased mental focus, and the ability to prepare students for the real world. â€Å"Young students should feel safe, secure, and free from threats of violence to perform better academically. (King, 1998) The fact that some students fe el scared while they are in school due to bullies makes the school not a safe environment for them. Making all students wear the same thing would then cut down on the reasons that a bully would have to pick on a student. Wearing school uniforms in high gang related areas also reduces the ability for students to wear gang related colors and insignias to school which in the end will reduce gang related violence in those areas and allow students to focus more on the learning. Wearing a school uniformShow MoreRelatedSchool Uniforms Should Be Banned902 Words   |  4 PagesSchool uniforms Whether you re for them or against them, this hot debate refuses to go away. It s a great idea for school to have uniform because with uniform student can get the benefit of school. This can also bring out the positive impact of school dress code. Uniform is required because it bring out promotion for school safety. But there are others that don t think school you uniforms is required in public scho ols. Because of anti- individual s of freedom. Adding to that wearing school uniformRead MoreShould School Uniforms Be Banned?1667 Words   |  7 Pagestold me when I was little, â€Å"Schools should be schools, not fashion shows.† The debate as to whether there should be uniforms at school only began in the 20th century. In 1994, Long Beach California School District integrated school uniforms for all elementary and middle school students, in order to address safety issues challenging the district. According to the school district data, within one year of the implementation of uniforms, crime rates dropped by 91%, school suspensions dropped by 90%,Read MoreShould School Uniforms Be Banned?920 Words   |  4 Pagescoming under fire in an unlikely place like public high school classroom. This issue is school uniform. Should public high school students be allowed to make individual decisions about clothing, or should be required to wear a uniform? I think school uniforms are the better choice. Therefore, I believe that school uniforms should made compulsory in all high school classrooms for the following reasons. First, wearing school uniforms would help make students’ lives simpler. Students wouldRead MoreSchool Uniforms Should Not Be Banned1646 Words   |  7 PagesSchools with Uniforms Should students have to wear school uniforms? Schools are always debating whether or not schools should enforce students to wear uniforms, or if it should not be necessary for students to wear uniforms. There are many reasons on why wearing uniforms in school is an amazing idea. For example, when students go on field trips during a regular school day, they are required to use uniforms. This allows students to be located, so that a teacher, or any adult designated to watch overRead MoreShould School Uniforms Be Banned?983 Words   |  4 PagesShould Students Wear Uniforms One of the biggest debates is about the effectiveness or the use of uniforms in public schools. Should students in public schools have to wear school uniforms? For the past few years now; parents, students and schools have had a clash over the issue surrounding the school attire. Researchers are divided over the impact that wearing school uniforms have on the students, if any, and how it does affect their learning. Some view school uniforms as unfair while others viewRead MoreSchool Uniforms Should Not Be Banned1440 Words   |  6 PagesSchool uniforms began in the sixteenth century. England was the first to use school uniforms. The uniforms were for the poor children attending charity schools to distinguish them from the other students. Three hundred years later, better English schools were making the students wear school uniforms. The controversy for school uniforms in American schools began in the nineteen eighties (â€Å"History†, n.d.). Although school uniforms were foun d in private schools, in nineteen eighty seven the first publicRead MoreWhy School Uniforms Should Be Banned1002 Words   |  5 PagesThe idea of school uniforms seems like an obsolete concept for many individuals. Unless a child goes to private school, it is not usually practiced by children and families. But around the world, trying school uniforms is the norm. Students studying in schools that require school uniforms normally perform very well educationally and seem happy wearing the same outfit daily. There are many benefits to wearing school uniforms that schools should force into their public schools. One of the biggestRead MoreArgument Against School Uniforms Should Not Be Banned1556 Words   |  7 PagesArgument Against School Uniforms My disagreement against school dress code is that public schools should not make the student go to school uniforms. Students should be able to wear any appropriate clothing they want to wear. School uniforms are not the way to be unsuccessful in education. School uniforms are a waste of time to have in a public school system. Teachers should make the students go home and change into school appropriate clothes. Public schools should give students a chance on what theyRead MorePersuasive Essay On School Uniforms1671 Words   |  7 Pages Hari Mainali South University School Uniform â€Æ' Abstract Freedom of dress is violated by restricting on school uniform. A school and university have their own dress code which does not require a particular dress. Some researcher and scholar suggest misbehavior in the student are the result of banning uniform. But misbehavior is what they acquired in their life. Banning uniform, student can exercise their right to express themselves freely. Student will be able to focus on education and saveRead MoreThe Pros And Cons Of School Uniforms791 Words   |  4 Pageshave the school uniform policy (research conducted in 2017). This means that one-fifth of the country’s students who are in school are not allowed to wear their own clothes. The statistics indicate that a majority of the United States disapprove of school uniforms since the percentage remains low. The topic about school uniforms has created two sides of the issue. Some believe that students should wear school uniforms to provide an equal learning environment. Those who oppose school uniforms believe

Mycorrhiza Free Essays

The symbiotic relationships that establish involving the roots of major plant species and fungi are called Mycorrhizae. These symbiotic relationships differentiated by the two-way movement of nutrients whereby carbon runs to the fungus. The fungus then facilitates the movement of the inorganic nutrients towards the plant, in that way, it gives a vital connection between the soil and the root of the plant (Smith, 1997). We will write a custom essay sample on Mycorrhiza or any similar topic only for you Order Now The absorbed nutrients by the mycorrhizal fungi can direct to enhanced plant development and reproduction. Accordingly, mycorrhizal plants are frequently more viable and more capable to endure ecological strains than non-mycorrhizal plants. Mycorrhizal relationships differ extensively in structure and purpose. Basidiomycetes that cultivate among root cortical cells of various tree species which create a Hartig net are called Ectomycorrhizal fungi (Smith, 1997). On the other hand, fungi that under the order Glomales and create extremely pronged forms called arbuscules, contained by root cortical cells of numerous herbaceous and forested plant species are called Arbuscular mycorrhizal. Through mycorrhizal fungi, plant is able to respond to colonization (can vary from remarkable development promotion to development depression. Known elements that affect the response of the plant are the following: the nutrient condition of the soil, the inoculum possibility of the mycorrhizal fungi, and the mycorrhizal dependence of the horde crop. Crop rotation, fallowing, and tillage are among management practices that may negatively distress the number of mycorrhizal fungi in the field. Inoculation techniques and methods may be employed in the case wherein native inoculum is short or unproductive. Through the advanced pace of technology in the contemporary and scientific world, inoculation is mainly practicable for uprooted crops as well as in regions where soil interruption has significantly abridged the local inoculum potential. What Mycorrhiza Is A relationship or symbiosis involving plants and fungi which takes over the cortical tissue of roots throughout the stages of active development of plant is referred as mycorrhiza. Such relationship is described by the shift of the carbon produced by the plant towards the fungus as well as the movement of obtained nutrients by the fungus to the plant. In 1885, a German forest pathologist Frank first employed the term mycorrhiza (which denotes â€Å"fungus-root†) to the relationship that he observed from between the tree and fungus. From then on, the symbiotic relationships observed between plants and fungi are characterized by mycorrhiza (Smith, 1997). Increased development and yield or environmentally by enhanced condition characterize the advantages that the plants get from their symbiotic relationships. In such ways, the advantage accumulates mainly for the fact that mycorrhizal fungi establish a vital connection between the soil and the roots of the plant (Varma Hock, 1999). Mycorrhizal fungi generally propagate mutually in the soil and in the root. The extramatrical hyphae (or the soil borne) adopt nutrients drawn from the soil solution and transfer them towards the plant’s root. In this process, mycorrhiza enlarges the productive absorptive exterior part of the plant. In soils which lack nutrient or moisture, nutrients engaged in extramatrical hyphae can result to enhanced plant development and reproduction. In effect, mycorrhizal plants are frequently more viable in defense of ecological hazards than those plants that are not mycorrhizal (Varma Hock, 1999). What Mycorrhiza Does In cases when there is a lack of soil solution in a nutrient, the surface area is the vital root factor which controls the uptake. The hyphae of mycorrhizal have the possibility to significantly amplify the part of the surface area of the root which main function is to absorb the nutrient. Moreover, it is noteworthy to take consideration on the allocation and role of the extramatrical hyphae. The hyphae must be allocated away from the nutrient reduction region that progress around the root if the mycorrhiza is to be productive in the uptake of nutrient (Smith, 1997). In the case when the nutrients are detached from the soil solution more hastily than they can be reinstated by transmission, a nutrient reduction region is developed. A jagged and thin reduction region is developed near the root in the case of a poorly-mobile ion, for example phosphate. Together with a sufficient amount of phosphorus, hyphae can voluntarily link this reduction region and develop into soil. Mycorrizhae improves the uptake of micronutrients (e.g. copper and zinc) for the reason that these elements are also transmission-bounded in major soils (Varma Hock, 1999). The reduction region is broad and it is less probable that hyphae develop at length into the region that is not only affected by the root in case of more mobile nutrients, for example nitrate. The narrow diameter relative to roots effectively helps in the absorption of nutrient which is among the significant factors. The abruptness of the distribution incline for a nutrient is conversely associated to the radius of the absorbing unit (Smith, 19970. Consequently, the soil solution should be less exhausted at the outside of a contracted absorbing unit like a hypha. In addition, contracted hyphae can cultivate into undersized soil stomas unreachable to roots as well as to root hairs. Access to band of phosphorus not voluntarily obtainable to the plant is another benefit characterize to mycorrhizal fungi. One method to obtain such access is by the means of physiochemical discharge of organic and inorganic phosphorus from organic acids as a result of the low-molecular-weight organic anions’ action like that of oxalate which can function to either substitute phosphorus absorbed at metal-hydroxide shells y means of ligand-exchange effects, or liquefy metal-oxide shells that absorb phosphorus, or intricate metals in solution hence averting moisture-generation of metal phosphates (Fox et al., 1990) How the World Sees Mycorrhiza Mycorrhizal relationships differ generally in composition and role. Notwithstanding the countless exclusion, it is likely to affirm wide-ranging oversimplifications concerning altitude, structure, soil properties, and roles of the various mycorrhizal forms that take over the leading undergrowth in a pitch of climatic zones (Read, 1884). Ericaceous plants (which control the acidic, high-organic heath land soils of subarctic and subalpine areas) are taken over by a cluster of ascomycetous fungi which give ascend to the ericoid-type of mycorrhiza (Smith, 1997). A wide-ranging development inside the cortical cells yet have small expansion into the soil characterizes this mycorrhizal variety. The fungi generate extracellular enzymes that break organic substances which enable the plant to absorb nutrients drawn from organic complexes derived in the colloidal substance contiguous on the roots. Heading alongside the ecological ascent, coniferous trees put back ericaceous shrubs as the prevailing foliage. These trees are taken over by an ample array of typically basidiomycetous fungi that cultivate amid root cortical cells establishing the ectomycorrhizal variety of mycorrhiza (Varma Hock, 1999). Ectomycorrhizal fungi may generate huge amounts of hyphae in the soil and on the root (Smith, 1997). These hyphae work in the assimilation and transfer of location of water and inorganic nutrients as well as discharge nutrients from waste deposits through manufacture of enzymes implicated in the â€Å"mineralization† of organic substance. Grasslands frequently establish the principal foliage during the more humid and more parched finish of the ecological pitch. Nutrient employment is elevated and phosphorus is often a restrictive factor for development. A broad range of plants and even grasses are taken over by fungi fitting to the order Glomales. These fungi establish arbuscules or extremely divided structures within root cortical cells which necessitated the arbuscular variety of mycorrhiza. The Glomalean fungi may manufacture wide-ranging extramatrical hyphae and can drastically enlarge phosphorus-inflow charges of the plants they take over (Smith, 1997). The variety of these root-fungal relationships benefits plants with a variety of techniques and methods for well-organized carrying out in an arrangement of plant-soil scheme. The purpose of this paper is to offer an outline of this variety and to analyze the functions and potential for administration of the mycorrhizal symbiotic relationships in local and controlled ecosystems. References Read, D.J., Lewis, D.J., Fitter, A.H. Alexander, I.J. (1992).   Mycorrhizae in ecosystems. CAB  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   International. Fox, T.R., Comerford, N.B. McFee, W.W. (1990). Kinetics of phosphorus release from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   spodosols: Effects of oxalate and formate. Soil Sci. Soc. Am. J. 54:1441-1447. Smith, S.E. Read, D.J. (1997). Mycorrhiza Symbioses (Second ed.). Academic Press. Varma, A. Hock, B. (1999). Mycorrhiza: Structure, Function, Molecular Biology and   Biotechnology (Second ed.). Springer. How to cite Mycorrhiza, Essay examples

This problem question deals with the law of adverse possession of land Essay Example

This problem question deals with the law of adverse possession of land Paper In order to advise Jason as to his position, the principles that govern this area of law must first be identified. Once identified, these rules can be applied to the specific situation at hand. The idea behind adverse possession is that of title by long possession. It is an accepted commentary that certainty of title to land is a social need and occupation of land which has long been unchallenged should not be disturbed. Under the rules of property law a person who takes possession of land immediately assumes property rights over all but those persons who, like the landowner can assert a better title. 2 The law of adverse possession makes it possible for this person to become the legal owner of the land through mere lapse of time by extinguishing the title of the paper owner if he does not take action to recover his land within a given time period. The policy behind this rule is that those who go to sleep upon their claims should not be assisted by the courts in recovering their prop erty. Before there can be a successful claim of adverse possession certain statutory and common law requirements must be fulfilled. The statutory rules are found in the Limitation Act 1980. The legislation says that no action can be brought by a landowner to recover his land after the expiration of twelve years from the date on which the right of action accrued to him, or from the date on which the right accrued to some person through whom he claims. The right of action is seen as having accrued once a landowner has been dispossessed of his land or has discontinued use of it and the land is in the adverse possession of some other in whose favour the period of limitation can run. 5 The result of land being adversely possessed for the entire period of limitation is that the original landowners title is completely extinguished,6 putting the adverse possessor of the land in the position of having a possessory title which is good against the whole world. We will write a custom essay sample on This problem question deals with the law of adverse possession of land specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on This problem question deals with the law of adverse possession of land specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on This problem question deals with the law of adverse possession of land specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I will look first at the situation involving the adjoining farmland on the east side. Although Jason purchased Holly Cottage in 1991 and so cannot have been in possession of the disputed land for twelve years, it is still possible for Barrys title to have been extinguished. The legislation states that the adverse possession must be continuous against the landowner7 but need not be maintained by the same individual for the entire time. Successive periods of squatting can be cumulative in effect so there is a possibility that the land has been adversely possessed for sufficient time. If Jason is to prove that Barry has lost his right of action, his chances will initially rely on whether he can show that Jill exercised adverse possession of the disputed land in her time at Holly Cottage. The requirements needed to prove successful adverse possession are to be found in the common law and were reviewed in the Court of Appeal case Buckingham County Council v Moran. 8 Firstly, the owner must lose possession. Possession can only be lost through discontinuance or dispossession. Discontinuance is particularly difficult to prove as even when the landowner is not in actual possession of the land there is a presumption that he has constructive possession of it. 9 Dispossession requires some act, or ouster by the squatter that results in depriving the landowner of use of the land. Secondly, the intruder must take factual possession of the land. This possession must be open rather than in secret, must be gained without the use of force and must not be with the consent of the landowner. Possession must be exclusive10 and the alleged possessor must have exercised an appropriate degree of physical control over the land. Decisions on the sufficiency of possession are dependant upon a situations specific facts, and acts that imply possession in one case may not be adequate to prove it in another. Factors that should be taken into account include the character and value of the land, its natural mode of use and whether the alleged possessor has dealt with the land as an occupying owner might have been expected to deal with it. 11 The third provision is that the possession must be inconsistent with the landowners title. This is the adverse requirement for a successful claim. Any possession that is concurrent with the landowners is not sufficient to support a claim. 12 Possession that is exercised with the permission of the landowner13 or under some lawful title can never be adverse in nature. 14 Finally, the adverse occupier must have an intention to possess the disputed land. The intention required comprises an intention, in ones own name and on ones own behalf, to exclude the world at large, including the owner so far as is reasonably practicable and so far as the processes of the law will allow. 15 Jill used the land for growing fruit. This seems to be a reasonable mode of use as the land is farmland so there is a good chance that Jill will be seen as having took factual possession. The existence of the letter tells us that since at least 1976 her possession would have been without the consent of Barry and therefore adverse to his title. The fact that Barry had an intent to use the land in the future would have no bearing on the claim. It is long sustained possession that is the root to a successful claim,16 not the intentions of the paper owner. 7 We do not know if Jill carried out any equivocal acts that would serve as evidence of her intention to possess the land but it is suggested that she had the necessary intention of exercising her control of the land for her own benefit. 18 Whether or not Barry lost possession is more doubtful and is essential to the claim. If it were found that Barry had lost possession and the other requirements had also been fulfilled, his title wou ld have been extinguished before Jill had sold the property and therefore he would be statute barred from bringing an action against Jason. However, there is no evidence of an ouster on Jills part and it would most likely be presumed that Barry had retained possession. In this case Jills time at Holly Cottage would be irrelevant and Jason will only be able to rely on his own residency. When Jason took occupation of Holly Cottage he fenced in the boundaries and in doing so incorporated the farm land into his own. This act of taking control of the land would be sufficient to dispossess Barry. 19 It would also be evidence of his intention to possess the land, as it would have the effect of excluding all others from the land. 0 It is unclear what Jason uses the farmland for but by excluding all others he has exercised exclusive control over it, so it is likely that he would be deemed to have taken possession of it. His possession is not with the consent of Barry and so is adverse to Barrys title. Jasons mistaken belief that the land was actually his will not hinder his claim as adverse possession can arise through ignorance or mistake. 21 Jason has exercised adverse possession but has not yet done so for the limitation period of twelve years so Barrys title has not yet been extinguished. Written communication such as the letters that Jason has received are insufficient to stop the limitation period running. 22 To end the limitation period Barry must start possession proceedings and bring an action for possession. Jason should remain in possession of the disputed land and if proceedings are not begun within the limitation period Barry will be statute barred from bringing an action and his title will be extinguished. Jason would then have a possessory title that was good against the whole world and could apply to the Chief Land Registrar to be registered as the proprietor. In so far as the barn on the west side of the cottage, as with the farmland there seems to have been no ouster performed by Jill and it is unlikely that the courts would find that the true owner had abandoned it. Jason carried out structural work on the barn and has since used it as a mechanical workshop. There is a good chance that a court would find that Jason took possession of the barn, and the structural work he carried out can be seen as evidence of his intention to possess. He does not have the consent of the landowner so his possession is adverse. The only real doubt about Jason exercising adverse possession in relation to the barn is whether or not the true owner lost possession. It would be for the court to decide if Jasons actions had dispossessed the landowner or if he had discontinued use of his land. If the landowner has not lost possession of the barn Jason could come to some agreement that would entitle him to use it under a form of license. On the other hand, if Jason were found to be exercising adverse possession and the true owner failed to initiate possession proceedings within the limitation period, the title of the true owner would be extinguished. The fact that Jason said he was willing to pay for the use of the barn would not harm his claim, as it does not mean that he does not intend to possess the barn. 23 So if the true owners title is extinguished then Jason has a better title in relation to all others and can apply to be registered as the proprietor. The law of adverse possession is soon to be reformed by the Land Registration Act 2002. This act will only apply to registered estates, and is intended to reduce the scope of adverse possession claims so as to introduce certainty to the law. The idea behind the new scheme is to put the onus of taking the initiative on the squatter, and to give the registered owner notice and opportunity to terminate the adverse possession. This will put a stop to unaware landowners losing out through mere lapse of time. Basically, the position24 will be that after ten years of adverse possession a squatter can apply to become the registered proprietor. The registered proprietor and others with interests will be notified and be given two months to object. If there is an objection the application will be rejected unless the squatter can establish his entitlement, for instance proving that he reasonably believed the land belonged to him. If the application is rejected but the squatter remains in adverse possession for a further two years he can then apply once more to be registered. There can be no objections to this application and the squatter will acquire the property. Under these new regulations Jason may have had a better claim to the disputed pieces of land. In both cases he has been in possession of the land for ten years, meaning he could apply to be registered. If he could prove that it was reasonable for him to have believed the land was his he would have acquired the title to it. If this could not be proved Jason could still gain the land through the inactivity of the true landowners.

4 Top Tips for Writing Stellar MIT Essays

4 Top Tips for Writing Stellar MIT Essays SAT / ACT Prep Online Guides and Tips MIT admits 7% of students every year. If you want to be one of them, you’ll need to write some killer MIT essays as part of your own Massachusetts Institute of Technology application. In this article, we’ll outline the MIT essay prompts and teach you how to write MIT supplemental essays that will help you stand out from the thousands of other applicants. What Are the MIT Essays? Like most major colleges and universities, MIT requires its applicants to submit essay examples as part of your application for admission. MIT has its own application and doesn’t accept the Common Application or the Coalition Application. The MIT essay prompts you’ll answer aren't found on any other college's application. There are five MIT supplemental essays. You’ll need to answer 5 short MIT essay prompts (none more than 250 words) on various aspects of your life: what you do for fun, what department you’re interested in at MIT, a way that you contribute to your community, a description of your background, and a challenge that you have faced in your life. The MIT essay prompts are designed specifically to get to the heart of what makes you you. These essays help the admissions committee get a holistic picture of you as a person, beyond what they can learn from other parts of your application. Want to get into MIT or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. 2018-19 MIT Essay Prompts The MIT supplemental essays are short, and each one addresses a different aspect of your identity and accomplishments. You’ll submit your essays along with an activities list and a self-reported coursework form as Part 2 of your MIT application. MIT structures its application this way because they rely on a uniform application to help them review thousands of applicants in the most straightforward and efficient way possible. You need to respond to all five of the MIT essay prompts for your application. Here are the 2018-19 MIT essay prompts: We know you lead a busy life, full of activities, many of which are required of you. Tell us about something you do simply for the pleasure of it. (100 words or fewer) Although you may not yet know what you want to major in, which department or program at MIT appeals to you and why? (100 words or fewer) At MIT, we bring people together to better the lives of others. MIT students work to improve their communities in different ways, from tackling the world’s biggest challenges to being a good friend. Describe one way in which you have contributed to your community, whether in your family, the classroom, your neighborhood, etc. (200-250 words) Describe the world you come from; for example, your family, clubs, school, community, city, or town. How has that world shaped your dreams and aspirations? (200-250 words) Tell us about the most significant challenge you’ve faced or something important that didn’t go according to plan. How did you manage the situation? (200-250 words) Now that we know what the prompts are, let's learn how to answer them effectively. MIT Essays, Analyzed In this section, we’ll be looking at each of the five MIT essays in depth. Remember, every applicant must answer every one of the MIT essay prompts, so you don’t get to choose which essay you would like to write. You have to answer all five of the MIT essay prompts (and do so strongly) in order to present the best application possible. Let’s take a look at the five MIT supplemental essay questions and see what the admissions committee wants to hear from each. MIT Essay Prompt #1 We know you lead a busy life, full of activities, many of which are required of you. Tell us about something you do simply for the pleasure of it. (100 words or fewer) This MIT essay prompt is very broad. The structure of the prompt indicates that the committee is interested in learning about your curiosity inside and outside of the classroom, so don’t feel like you have to your work to what you love about academics and school. This MIT essay is your opportunity to show a different side of your personality than the admissions committee will see on the rest of your application. This essay is your chance to show yourself as a well-rounded person who has a variety of different interests and talents. Choose a specific activity here. You don’t need to present a laundry list of activities - simply pick one thing and describe in detail why you enjoy it. You could talk about anything from your love of makeup tutorials on YouTube to the board game nights you have with your family. The key here is to pick something that you’re truly passionate about. Don’t feel limited to interests relating to your potential major. MIT’s second prompt is all about that, so in this first prompt forget about what the school â€Å"wants to read† and be yourself! In fact, describing your experience in or passion for a different field will better show that you’re curious and open to new ideas. If you love playing games, the first MIT essay prompt is the time to talk about that passion. MIT Prompt #2 Although you may not yet know what you want to major in, which department or program at MIT appeals to you and why? (100 words or fewer). This question sets you up for success: it targets your area of interest but doesn’t pigeon-hole you. This essay is where your formal education will be most important. They want to know what kind of academic life you may lead in college so keep it brief, but allow your excitement for learning to drive these words. You are, after all, applying to MIT - they want to know about your academic side. You should demonstrate your knowledge of and affinity for MIT in this essay. Don’t just say that you admire the MIT engineering program - explain exactly what it is about the engineering program that appeals to you. You can call out specific professors or classes that are of interest to you. Doing so helps show that you truly want to go to MIT and have done your research. MIT Prompt #3 At MIT, we bring people together to better the lives of others. MIT students work to improve their communities in different ways, from tackling the world’s biggest challenges to being a good friend. Describe one way in which you have contributed to your community, whether in your family, the classroom, your neighborhood, etc. (200-250 words) This MIT prompt is by far the most specific, so be specific in your answer. Pick one experience that’s meaningful to you to discuss here. The prompt doesn’t specify that you have to talk about something academic or personal. It can be anything that you’ve done where you have contributed to any community - your dance troupe, gaming friends, debate team teammates. A community can be anything; it doesn’t just refer to your hometown, scholastic or religious community. The trick to answering this prompt is to find a concrete example and stick to it. Don’t, for instance, say that you try to recycle because the environment is meaningful to you, because it won’t sound sincere. Rather, you can talk about why picking up garbage in the park where you played baseball as a child has deeper meaning because you’re protecting a place that you’ve loved for a long time. You should talk about something that is uniquely important to you, not the other thousands of students that are applying to MIT. Pick something that is really meaningful to you. Your essay should feel sincere. Don’t write what you think the committee wants to hear. They’ll be more impressed by a meaningful experience that rings true than one that seems artificial or implausible. MIT Prompt #4 Describe the world you come from; for example, your family, clubs, school, community, city, or town. How has that world shaped your dreams and aspirations? (200-250 words) Don’t repeat information that the committee can find elsewhere on your application. Take the time to share fun, personal details about yourself. For instance, do you make awesome, screen-accurate cosplays or have a collection of rock crystals from caving expeditions? Think about what you love to do in your spare time. Be specific - the committee wants to get a real picture of you as a person. Don’t just say that you love to play video games, say exactly which video games you love and why. MIT wants to know about your community - the friends, family, teammates, etc. who make up your current life. All of those people have affected you in some way - this prompt is your chance to reflect on that influence and expand on it. You can talk about the deep bonds you have and how they have affected you. Showing your relationships to others gives the committee a better idea of how you will fit in on MIT’s campus. All in all, this MIT essay is a great opportunity to have some fun and show off some different aspects of your personality. Let yourself shine! MIT Prompt #5 Tell us about the most significant challenge you’ve faced or something important that didn’t go according to plan. How did you manage the situation? (200-250 words) The most important thing to remember with this essay prompt is to be specific. The committee doesn’t want you to wax poetic on how you try to keep a positive outlook on life; they want to see how a real-life example has affected you. The example you pick doesn’t have to be large or earth-shattering. In fact, it can be small - maybe you forgot your notes for your debate and were worried about how you would let your teammates down. Maybe you broke your leg right before the final game of the season and had to sit on the sideline. The experience you choose doesn’t have to be universally seen as difficult; it just has to feel that way for you. Make sure that you show how you overcame the problem. Your strategy doesn’t have to be perfect. In fact, the prompt specifically asks you how you managed things that didn’t go according to plan. You’ll want to show that you are flexible, quick on your feet, and open to new situations. You can talk about how you were frustrated or angry or scared as the events were unfolding, but you ultimately want to show that you were able to emerge on the other side with a lesson learned. How to Write a Great MIT Essay Regardless of which MIT essay prompt you’re responding to, you should keep in mind the following tips for how to write a great MIT essay. #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think MIT wants you to be. You're the star of the show in your MIT essays! Make sure your work reflects who you are as a student and person, not who you think the admissions committee wants you to be. #2: Avoid Cliches and Overused Phrases When writing your MIT essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Your work should be straightforward and authentic. #3: Check Your Work It should almost go without saying, but you want to make sure your MIT essays are the strongest example of your work possible. Before you turn in your MIT application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your MIT essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. #4: Demonstrate Your Love for MIT MIT’s five essay prompts are specific to MIT. Keep that in mind as you’re answering them, particularly when you attack prompt two. Show why MIT is your dream school - what aspects of the education and community there are most attractive to you as a student. MIT receives thousands of applications, from students who have different levels of interest in the university. The more you can show that you really want to go to MIT, the more the school will be interested in your application. Your passion for MIT may even give you a leg up on other applicants. What’s Next? Exploring your standardized testing options? Click here for the full list and for strategies on how to get your best ACT score. Are you happy with your ACT/SAT score, or do you think it should be higher? Learn what a good SAT/ACT score is for your target schools. Your MIT essays are just one part of your college application process. Check out our guide to applying to collegefor a step-by-step breakdown of what you'll need to do. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

[WATCH] How women can advance in their careers despite failure

[WATCH] How women can advance in their careers despite failure Daily Fuel sat down with the President and CEO of one of the nation’s leading women’s business organizations; Terry Barclay of Inforum.   Terry shares the best advice she can offer to any aspiring professional, and provides some fascinating statistics involving women and their ability to advance in their careers.And while Terry is specifically speaking to women, her insights apply to everyone.   Listen as she talks about the importance of courage and how our ability to summon it at crucial moments at work can often determine whether we will lead the lives we imagine for ourselves.Source: [DailyFuel]