Undergraduate / "I'm not a type of guy" - Common application [6]

Hi everybody ! i already submitted this essay but i would want to hear your points of view about it if possible ! Thank you ! (it is passionate, just begin the reading it will lead you to its end :D)

I have always known I have something different from others. During my whole life, I have never felt like I represented a "type of guy", a "topos". But that thing that has made me different, I need to express as a quality, not a way to show off.

During my childhood, teachers always considered me as an excellent pupil, and I used to have special relationships with them as if we had an agreement that had to urge me to show my abilities.

But once in junior high school, I did not feel I was needed. There were so many students there that teachers did not remember my name while however I was the teachers focus during elementary school. That was hard at first, but I got used to it even though my scores were not as good as I knew they could be. I was not a bad student, but even if i had good marks, I was not satisfied with it.

The turning point of my schooling was in my 10th grade, when I began "Economics and social studies*" courses. For the first time since elementary school, I felt that my abilities could finally be expressed thanks to Mr Hervieux, my "E and SS*" teacher. He made me understand that I did not have to wait for recognition from teachers. Knowing that I had the "thing" that made me different from others, he encouraged me and I renewed that special relation with teachers again. But I was more mature this time. My childhood experience with teachers helped me not to repeat the same mistakes. I sometimes used to stay with him after the courses, and talk about everything, and nothing: the objective was not to make me feel comfortable or become friends but we both knew what it was about without saying it, we both knew that the "thing" I had hidden for so long; it was time to reveal it. Even if my scores were not always the best in his courses, the real objective was accomplished. I was mature enough to understand the mechanisms of this world. He gave me the self-confidence that I needed. Since then, my level has increased and I definitely know that whatever I have to do, I had to do it for myself, not to have someone's recognition. Now, I focus on my abilities, always trying to do the best and to reach the top.

Outside school, I have learnt to be more understanding and open-minded, considering that anyone can undergo the same experience. Even if I know that i will not always receive a reward, I set the objective to succeed in everything I would start. I am aware now that there is one singular rule that is simple, and has always existed: this world does not give you what you deserve; it gives you what you fight for. Based on this rule, I fought for everything i wanted, mainly success. To my point of view, there is nothing more worthy of the merit of somebody than his success. And by success I do not mean money or school reports. Of course they are include it, but for me success means doing what you love to do, and being good at it and what I love to do, is to succeed at school. Like if a take a revenge for all these years of contempt. But now it's up to you to decide if I have succeeded or not, according to you, even though I know deep inside that I am doing great things, which are not measured by my results, but by my personality. And I hope that one day my experience will become true, so I could give all I have and all I learnt to people that may need something I have.

Mr Hervieux did not change my abilities; my brain and my soul stayed the same. But what changed is my view of this world. Finally I understand that what I have is for me an opportunity to raise myself to a level I have not thought I can reach. I hope you will see this essay beyond the pretentious words I use to see in it a promise of full implication in my studies and great unselfish ambitions that I hope to realize one day.

Undergraduate / "Teachers' balance of power between them and students" -Essay about honord code [3]

Hi every body, sorry to post another thread but i have to upload the document now and i really need your advises ^^

The Honor Code at Haverford creates an environment of deep trust, respect, and collegiality between professors and students which, in turn, fosters open dialogue and free intellectual exchange. Talk about the conditions you think are essential to allowing this type of dialogue and exchange in both academic and non-academic settings.

During my whole scolarity, teachers always have needed to create a balance of power between them and students. The most appreciated teachers were those who have not thought that founding this kind of relation was necessary. Unfortunately, the french education system is based on this relation of authority, where dialogue and intellectual exchange are the last priority of teachers. This is why I believe that equality and considering others like mature and responsabe persons are the first condition for dialogue and intellectual exchange, in both academic and non-academic settings.

Professors. Why should I deal with students ? They are immature, and what would I gain from this relation ? This is what professors can think if they do not consider students as their intellectual equals. Sharing culture and knowledge is not reserved only for adults. An open-mind can easily see in every student an intellectual spirit hungry of knowledge and full of the will to learn from experimented persons. The first basic condition deals with that : otherness. Everyone must believe that his mates are able to exchange with him; if any one thinks that he is above the community, the exchange can not be realized because there will not be this relation, this confidence to each other, a considering for what is exchanged. Thus, i think that professors are the first persons who must convey this philosophy that is essential for establishing dialogue and intellectual exchanges between professors and students and also between students.

Students. They are the body of university; its value depends of its students. One comes from Africa, Asia or Europe. The other is jewish, muslim or christian. Another one speaks arabic while his friend speaks hebrew, but in the same time all students speak the same language that is not english. They all speak the language of honor and respect, the universal language that makes students cling to each other and make a strong community. They are like puzzle pieces. The objective is to make this puzzle assembled as to create an harmonious picture, which can not be complete whithout one of the pieces. This is to say that students are complementary and their relations based on respect, fraternity and honor lead to intellectual exchange and an open dialogue and this is what makes the puzzle of the university harmonious and full of meaning. It may seem utopic but this is what every university should look to. This whole metaphore is just a way to show that tolerance between students, wherever they come from and whatever are their religions is the basic of intellectual exchange and dialogue. Every single student must be linked to any other one by this hunger of knowledge and building the Honor community.

Finally, the Honor code is a sort of contract, a promess made by every Haverford College student for foundind an intellectual community, which includes every single person working with or for the college.

This is how man become brothers. This is how brothers become a family.