The Language of MIT :: Numbers School Education Communication Essays

The Language of MIT "I have 18.02 due at 4:00 P. M. on 11/14/00 in 16-135. Then I have to go to 8.01 in 26-100 at 5:00 P. M. and get at least a 65 on Exam 3. Do you remember the Athena cluster combination? Oh, yeah, it's 43169*." To an average person, this jargon sounds like a computer code or a series of misunderstandings. However, every MIT student has probably said and heard something like this to describe his or her schedule in a small part of the day. Numbers are the language at MIT, and they specify all sorts of places, classes, work, time, and even the students themselves. This powerful yet simple system of communication has completely engulfed this school and made organization much easier because of the clarity of numbers and the obscurity of language. Even before I considered applying to MIT, I thought of this school as a center of mathematics and science. Of course the name suggests this fact, but not until I visited the campus during the summer before my senior year of high school did I realize the truth of that statement. My visit began with directions to "Lobby 7" where I would meet with a tour guide. Coming from a high school where all the buildings were named and clearly labeled outside, I expected a giant number seven on the front edifice of a building to designate it from the others, but I had no such luck. Instead, I scanned the map of the campus several times before finding Building 7 on Massachusetts Avenue. I did not find this designation for the building anywhere outside until I went in and saw one of the doors inside surrounding the massive lobby. When my tour began, the guide led us through a myriad of identical halls and corridors until we finally went outside. She began to describe the numbering system across campus and explained that many of the buildings we walked through were distinguished on the outside only by numbers on the doors, which I had not understood quite yet. Then she listed some of the required freshman courses including multiple semesters of Calculus and the three main natural sciences. Following the tour was an information session for prospective students and their parents to ask questions about the admissions process.

Quality of Life Essay

Twenty first century is witnessing a world that has become an increasingly diverse and complex place. Changing global trends are causing a paradigm transformation of social and cultural systems. Western societies are experiencing an accelerated aging and people in general have evolved a misconception about today’s elderly. They are perceived as being sick, isolated, self-centred and a burden on society, which is totally false. There is a need to develop social cohesion between generations and within the older generation to understand the matter in correct perspective. An effort has been made in this paper to focus on this key issue and highlight the importance of inter and intragenerational relationships to quality of life to older people. The present demographic profile of the United Kingdom reflects a number of consistent and marked trends. People are living increasingly longer, the birth rate is showing a steady decline and the mean age is increasing steadily. By 2031, the over 80s population is predicted to double to 5 million, according to the Office of National Statistics. If the health of the elderly population follows current trends that will mean people spend more of their lives fighting various illnesses. Since 1981, the amount of time women can expect to live in poor health has increased by 15%. For men, the length of poor health rose by 34% (Triggle, 2004). Besides health, older people face the mobility problems, poor transport and lack of finance. Car usage declines with age and varies by sex. 77 per cent of men and 64 per cent of women aged 65-74 in 2001 in Great Britain had access to automobiles (National Statistics, 2006). Today, we can observe a significant change in family structures. The realignment of family ethos has caused varying degrees of separation between the young and old members of families and affected familial relationships negatively. As people age and their working lives end, they may have more free time available to spend in a social circle. Barriers of older life further enhance the necessity to promote inter and intragenerational relationships. This paper scrutinizes the various dimensions of quality of life at old age. It overviews the factors affecting quality of life and highlight the significance of relationships at old age. Components of Quality of Life  Quality of life is a wide ranging term. The Department for Work and Pensions of UK (2006) identifies five domains as the most relevant to assessing progress in older people’s quality of life: 1) Independence within inclusive communities. 2) Healthy, active living. 3) Fairness in work and later life. 4) Material well-being. 5) Support and care. Independence within inclusive communities necessitates to address issues like exercising independence, exercising choices that give them control over key aspects of their lives, and participation in local community through inter and intragenerational relationships. Health and active living deals with problems like access to healthcare proportionate to older people’s needs. Fairness in work and later life encompasses factors like job opportunities, involvement in decisions that affect their lives, and no age discrimination in access to goods, services and employment. Material wellbeing includes sustaining key elements of their previous lifestyle, and using their resources to best effect. Support and care encompasses the supply of care and support, availability of support in a variety of forms to meet diverse needs, affordable care, and protection to older people from abuse. Factors Affecting Quality of Life of Older People Good quality of life in old age is a realistic ambition for all. Early old age, sometimes called the Third Age, between 55 and 75 years old, is the phase of life between leaving the labour market and the onset of physical dependency. There are a number of factors that affect quality of life at this age. A research study carried out by Dr Blane (2003) concluded that quality of life for the affluent-healthy is higher than for the deprived-sick. Having control over when and when not to work has a significant bearing on quality of life. Then the quality and density of a person’s social network was more important than the number of people in the network. Importance of Intergenerational and Intragenerational Relationships to Quality of Life The term generation has a numerous contemporary meanings, incorporating biological, familial and social factors (Back, 1987). An intergenerational perspective (between and across generations) highlights the reciprocal obligations, rights and influences between different generations. An intragenerational perspective identifies similar age groups and the succession of individuals who are distinguished by the bounds of a society and set apart by time and common experience (Fredriksen, 1993). Historically, within the UK, there had been a strong tradition of the young learning from the old in their role as respected elders or through structures such as apprenticeship schemes and trade guilds (Hatton, 2002). Significance of intergenerational relationships is evident from a survey which reports that to the elderly, welfare of children and grandchildren is twice as more important than their own health and money (Roy, 1999). Older parents have always been providing financial support in the forms of donations, gifts and regular monetary contributions to their children. They are also important sources of instrumental support (shopping, cleaning, home maintenance, childcare) and emotional support (advice, validation) for their children (Bengtson, Rosenthal & Burton, 1990). Many elderly people continue to provide support for adult children and the provision of a home for one’s children can extend well beyond middle age (Evandrou, Falkingham, Rake & Scott, 2001). Living arrangements are a key dimension of quality of life and well-being in old age. Older people living alone are more likely to enter an institution than those living with other people (Breeze, Slogett & Fletcher, 1999). Involvement of older persons in local communities contributes to their quality of life, as well as to the functioning of the community. The relationship between different groups of older persons is therefore very crucial in maintaining the quality of life (UN-Economic and Social Council, 2002). Altered patterns of mortality and fertility have made intergenerational structures in the family more â€Å"top heavy† and vertically extended. While horizontal, intragenerational ties are shrinking, vertical ties across generations are more complex and durable than ever before in history (UN-Department of Economic and Social Affairs, 2005). Importance of social groups and networks in later part of life is quite evident from a research study carried out in Scotland (Philip, Gilbert, Mauthner and Phimister, 2003). The participant observations and questionnaires have provided useful insights into the levels and types of participation in social groups among older people in the study area. The report finds that there is high level of participation and involvement in social groups amongst older people (aged over 60). As a whole, respondents attended 68 wide-ranging types of groups including civic participation (e. g. local government), voluntary activities (e. g. Red Cross; Meals on Wheels), friendship, social, leisure, religious, cultural, heritage and special interest groups. Those aged in their seventies and early eighties were the most likely to be involved in social activities Another study summarises that older people preferred the company of others, had a higher level of contact with friends and lower levels of psychological problems (McKee, 2002). In 2002 around three in ten men aged 80 and over and nearly one in five women in England said they owned a mobile phone. Use of mobile phones and the Internet helps older people to remain independent by making it easier for them to communicate with their family and friends or to access public and commercial services (National Statistics, 2006). Conclusion Society in the UK is changing. More people are living longer in greater prosperity. In the next decade, the numbers over 50, over 65 and over 80 will all increase to levels never seen before. We need a coherent strategy to manage that demographic change. Elaborate and diligent plans are required to enable older persons to continue to participate fully in all aspects of life. For a better quality of life, we need to promote the development of a society for all ages through the strengthening of intergenerational and intragenerational solidarity. Young generations have responsibilities and a special role in building a society for all ages. Older generations have equal role to play.

Mandala And Sunyata Are Codependent - 1146 Words

The mandala and sunyata are codependent, as the mandala allows one to fully comprehend sunyata. However, in order to understand sunyata, one must first acknowledge and comprehend the Theravada Buddhist teachings. Teachings, such a dependent variation, the no self, and even impermanence, are also intertwined with both each other, the sunyata, and the mandala. Therefore, while both sunyata and the Theravada Buddhist teachings may be taught through the mandala, these teachings are crucial in demonstrating the sunyata. The mandala provides a religious experience through visualization and are often employed to dissociate a human from their ego and the egotistic perceptions humans tend to cling to. Creating a mandala takes a lot of time and†¦show more content†¦Just like the seed, various different elements, past practices, and studies throughout years and years were necessary for the creation of the seed. The creation of the seed and its journey into existence is similar to tha t of the mandala. Both creations took significant effort, an excessive amount of time, and the presence of the right elements to form the creation. Another Theravada Buddhist teaching used to understand sunyata, is anaatman, or the no self. To begin, anaatman explains that one does not recognize that everything is casually connected; rather, people cling to words such as â€Å"I† and â€Å"self,† believing they have a fixed personality. This is not the case as we do not have a fixed independent self rather, we exist in a constantly changing and advancing process. The mandala demonstrates anaatman because of the fact that it a tool used to transform behavior through psychic realization. As stated previously, the mandala is a design to connect the universe with human being’s consciousness and matter, representing a way to reach enlightenment. Because of this, the mandala should be viewed as a tool that can communicate, and even deliver enlightenment. While viewing the mandala, it works to bring you to experience a sacred world by striving to bring the human to the â€Å"manda† or its center or essence and works as a â€Å"la†