MIT (@MIT)9/4/13 5:29 AM
"I remember seeing Lobby 7...and I was just really, really happy." #MIT2017 mitne.ws/17NjDl2pic.twitter.com/aHouO2RcR7
The teen scientist, who hails from Colorado Springs, Colo., first became interested in biofuels seven years ago, when she learned that her neighbors were powering their car with vegetable oil.
“I was fascinated about the idea that you could take this kitchen ingredient and convert that into a renewable fuel,” Volz says.
“The thing I’m most looking forward to is being surrounded by peers who are genuinely interested and motivated,” Volz says, “and having that sort of passion for science be the norm rather than the exception.”
Volz is one of 1,548 students accepted to MIT this year, out of a pool of 18,989 applicants — an admission rate of 8.2 percent. Of those admitted, 1,125 students have enrolled in the freshman class, for a yield of 72.7 percent.
from MIT, Tripathee hopes to return to his home country to help. “For young people to help solve Nepal’s problems, that is a small step to change the system,” he says. “If I come back and work on similar projects, I think that will be really good for Nepal.”
imagine that now... not in four yrs
Upon her return, Katz, who is of Jewish and African-American descent, immediately signed up for her high school’s international studies program. As the leader of a human-rights focus group, Katz taught her fellow students about rights violations in Europe, as well as Africa and South America
In school, O’Brien was equally driven. When she found out that her high school only offered an AP class in the less rigorous AB calculus, she decided to learn the more in-depth, comprehensive BC calculus on her own. She and a few other students formed a study group, and taught themselves the curriculum.
“We were scared … but we pulled through in the end,” recalls O’Brien — who earned a top score of 5 on the AP calculus exam.
“We were scared … but we pulled through in the end,” recalls O’Brien — who earned a top score of 5 on the AP calculus exam.
common.. ness
should/could
In his junior year of high school, stress seemed to come from multiple directions for Dominiquo Santistevan. The teen, who grew up in Pueblo, Colo., was working two jobs to pay for his car insurance while trying to keep up with schoolwork and serve as captain of his high school’s cross-country team.
A typical day for Santistevan began at 4 a.m., when he started his first job, delivering newspapers around town. From there, he would head to school, after which he would either lace up and run laps with the cross-country team, travel with the team to track meets, or go to his second job.
A typical day for Santistevan began at 4 a.m., when he started his first job, delivering newspapers around town. From there, he would head to school, after which he would either lace up and run laps with the cross-country team, travel with the team to track meets, or go to his second job.
Debora Collins (@dcmcollins)9/3/13 5:48 PM
I just bought: 'How Children Succeed: Grit, Curiosity, and the Hidden Power of Character' by... via@AmazonKindle amazon.com/dp/B0070ZLZ1G/…
ok. with so many raving about it - me too.
and so far.. it's just frustrating me..
what if how to help kids succeed is the wrong problem/question - if we don't back up one more iteration and let people define their own success.
what if all our research is based on an ecosystem of people - manufactured by the ecosystem.
curious about such things as this.. city as school ness:
Fred Bartels (@fredbartels)9/4/13 5:53 AM
How often do you get to play a part in evolving the social neocortex? citymooc.weebly.com#MoreOftenThanYouThink #cityMOOC #cities
Documentally (@Documentally)9/4/13 5:59 AM
Have you seen the teaser for the Hudson river Project at hudsonriverproject.com ? By @H_R_Projectand @james_bowthorpe
Greg Satell (
watch - ness