nileriver15
Nov 27, 2009
nileriver15
Nov 27, 2009
Undergraduate / Cornell - take full advantage of the opportunities [5]
Any suggestions would be appreciated.
The prompt is as followed: Describe your intellectual interests, their evolution, and what makes them exciting to you. Tell us how you will utilize the academic programs in the College of Arts and Sciences to further explore your interests, intended major, or field of study.
Starting at the age of eight, the degree of my stutter has fluctuated. "It runs in the family," my father said as we addressed my speech impediment. He called it our "stuttering gene" and explained how a lot of children from his side of the family stuttered as children. At that time, my difficulty to hold a full conversation clouded any scientific concern I possessed for the condition. As time progressed, however, my speech impediment had ceased to a less than mild condition. As it became increasingly easier to orally read text and converse with my peers, my interests in genetics and development took root.
The idea of an unknown gene causing a disruption in my normal speech flow began to entice my imagination and intellectual interests. These interests further intensified as I began to investigate the works of scientists studying the condition. To my surprise, however, scientists were still baffled by the genetic cause of the speech impediment; while some argued the root of the problem originated at Chromosome 12, others believed it to be Chromosome 18. Eventually, this research into genetics developed into a severe desire to study and solve the mysteries behind genetics and neurogenic development.
As I shifted through the piles of college brochures on my table, the genetics and development program at Cornell University caught my attention. With a program of study that taught through discussion and research rather than the old-fashioned textbook approach, Cornell became my ideal learning environment. The chance to learn under Cornell's national and international leaders in the field of genetics and development became my dream to strive towards. Even the list of required classes for the program, ranging from Speciation to Developmental Neurobiology, further excited my intellectual interests in genetics. After a few more days of research, I became certain that Cornell University was my school of choice. At the School of Arts and Sciences, I would be able to undertake my own independent study and research in development and behavioral genetics, rather than studying the research of others.
At Cornell University, I would take full advantage of the opportunities offered in disciples of genetics and development. As a future biologist, the student organizations that foster independent research would also provide me with essential experience needed in the fields of science. Furthermore, the high-quality education in the School of Arts and Sciences would allow me to expand my interests and further explore related fields in the biological sciences. The genetics and development program at the School of Arts and Sciences in Cornell University is a perfect match for my interests.
Any suggestions would be appreciated.
The prompt is as followed: Describe your intellectual interests, their evolution, and what makes them exciting to you. Tell us how you will utilize the academic programs in the College of Arts and Sciences to further explore your interests, intended major, or field of study.
Starting at the age of eight, the degree of my stutter has fluctuated. "It runs in the family," my father said as we addressed my speech impediment. He called it our "stuttering gene" and explained how a lot of children from his side of the family stuttered as children. At that time, my difficulty to hold a full conversation clouded any scientific concern I possessed for the condition. As time progressed, however, my speech impediment had ceased to a less than mild condition. As it became increasingly easier to orally read text and converse with my peers, my interests in genetics and development took root.
The idea of an unknown gene causing a disruption in my normal speech flow began to entice my imagination and intellectual interests. These interests further intensified as I began to investigate the works of scientists studying the condition. To my surprise, however, scientists were still baffled by the genetic cause of the speech impediment; while some argued the root of the problem originated at Chromosome 12, others believed it to be Chromosome 18. Eventually, this research into genetics developed into a severe desire to study and solve the mysteries behind genetics and neurogenic development.
As I shifted through the piles of college brochures on my table, the genetics and development program at Cornell University caught my attention. With a program of study that taught through discussion and research rather than the old-fashioned textbook approach, Cornell became my ideal learning environment. The chance to learn under Cornell's national and international leaders in the field of genetics and development became my dream to strive towards. Even the list of required classes for the program, ranging from Speciation to Developmental Neurobiology, further excited my intellectual interests in genetics. After a few more days of research, I became certain that Cornell University was my school of choice. At the School of Arts and Sciences, I would be able to undertake my own independent study and research in development and behavioral genetics, rather than studying the research of others.
At Cornell University, I would take full advantage of the opportunities offered in disciples of genetics and development. As a future biologist, the student organizations that foster independent research would also provide me with essential experience needed in the fields of science. Furthermore, the high-quality education in the School of Arts and Sciences would allow me to expand my interests and further explore related fields in the biological sciences. The genetics and development program at the School of Arts and Sciences in Cornell University is a perfect match for my interests.
nileriver15
Nov 24, 2009
Student Talk / Should I apply for Early Action Program? I want to get my results faster. [5]
Some colleges look at SAT or ACT scores and SAT Subject Tests. Other colleges give you the option to send your SAT scores and SAT Subject Tests OR just ACT with Writing scores. Brown University and UPenn allows you to do so. Remember that the SAT tests your critical thinking skills, while the ACT tests your content-based knowledge. Becaucus of this, more and more colleges are starting to prefer the ACT's over the SAT's. So dont loose hope just because your SAT scores are low. The ACT's may be easier for some people. Just remember that standerized tests are very important regardless of what people say. They are the first thing your colleges will look at! If you dont fall under a certain range, your application will be put in a low-priority pile. YOU DO NOT WANT TO BE IN THAT PILE. so do not utilize the early action policy if you are not confident with your scores. Take the SAT's again and the ACT's!
Some colleges look at SAT or ACT scores and SAT Subject Tests. Other colleges give you the option to send your SAT scores and SAT Subject Tests OR just ACT with Writing scores. Brown University and UPenn allows you to do so. Remember that the SAT tests your critical thinking skills, while the ACT tests your content-based knowledge. Becaucus of this, more and more colleges are starting to prefer the ACT's over the SAT's. So dont loose hope just because your SAT scores are low. The ACT's may be easier for some people. Just remember that standerized tests are very important regardless of what people say. They are the first thing your colleges will look at! If you dont fall under a certain range, your application will be put in a low-priority pile. YOU DO NOT WANT TO BE IN THAT PILE. so do not utilize the early action policy if you are not confident with your scores. Take the SAT's again and the ACT's!
nileriver15
Nov 24, 2009
Undergraduate / The Republic of Trinidad and Tobago - Columbia University [2]
I wrote this essay for Columbia University. Any suggestions would be much appreciated. Thanks!
The Republic of Trinidad and Tobago, a place I associate with white sands, crystal clear waters and exotic foods, came to take on a different meaning for me in the summer of 2006. As I walked around the streets of the small town in which my family and I were vacationing, I noticed a young, brown-haired boy playing in the grass. His tattered jeans and dirt-stained shirt were a clear indicator that the child was subject to poverty and misfortune. However, such a sight was a regular scene in this rural village, so I continued along my path, away from the naive, freckle-faced boy.
When my aunt and I drove past that same grassy field a few days later, we saw that same child running around in the dirt with a branch firm in his grasp. To my surprise, my aunt informed me that the seemingly innocent, carefree child who was easily amused by an inanimate object was also plagued by an illness. My two-weeks in Trinidad and Tobago were packed with planned activities, so I never saw that naive child again. His lack of presence, however, did not stop my mind from dwelling on the fact that behind the child's seemingly happy, healthy expressions was an ill, helpless boy. As I traveled back home, I continuously reminded myself that there was nothing I could do for him. However, as this feeling of helplessness surged throughout my body, my desire to help him only strengthened.
After several weeks, I realized my conscience would continue to entrap me in this feeling of despair if I continued to do nothing. It was clear that there was a strong possibility that I would never be able to help that young child, but I grew more and more determined to help individuals like him. As the days passed by and this new sense of determination flowed through my veins, my desire for a profession as a doctor took root. Never again would I feel this helpless at the sight of an ill stranger.
I am still flabbergasted that those mere two observations of a complete stranger and a simple statement from my aunt had such an influential impact on my life. As I look back in the last two years, my decisions to volunteer with the Meadowlands Hospital and the Kipnis Physical Therapy Center and to sign up for the Fairview EMT courses this coming January has all been motivated from a small child whom I never once spoke to. However, I know that this experience will guide me throughout my years in college and allow me to gain the experience and knowledge needed to help individuals like that naïve, innocent young child in Trinidad and Tobago.
I wrote this essay for Columbia University. Any suggestions would be much appreciated. Thanks!
The Republic of Trinidad and Tobago, a place I associate with white sands, crystal clear waters and exotic foods, came to take on a different meaning for me in the summer of 2006. As I walked around the streets of the small town in which my family and I were vacationing, I noticed a young, brown-haired boy playing in the grass. His tattered jeans and dirt-stained shirt were a clear indicator that the child was subject to poverty and misfortune. However, such a sight was a regular scene in this rural village, so I continued along my path, away from the naive, freckle-faced boy.
When my aunt and I drove past that same grassy field a few days later, we saw that same child running around in the dirt with a branch firm in his grasp. To my surprise, my aunt informed me that the seemingly innocent, carefree child who was easily amused by an inanimate object was also plagued by an illness. My two-weeks in Trinidad and Tobago were packed with planned activities, so I never saw that naive child again. His lack of presence, however, did not stop my mind from dwelling on the fact that behind the child's seemingly happy, healthy expressions was an ill, helpless boy. As I traveled back home, I continuously reminded myself that there was nothing I could do for him. However, as this feeling of helplessness surged throughout my body, my desire to help him only strengthened.
After several weeks, I realized my conscience would continue to entrap me in this feeling of despair if I continued to do nothing. It was clear that there was a strong possibility that I would never be able to help that young child, but I grew more and more determined to help individuals like him. As the days passed by and this new sense of determination flowed through my veins, my desire for a profession as a doctor took root. Never again would I feel this helpless at the sight of an ill stranger.
I am still flabbergasted that those mere two observations of a complete stranger and a simple statement from my aunt had such an influential impact on my life. As I look back in the last two years, my decisions to volunteer with the Meadowlands Hospital and the Kipnis Physical Therapy Center and to sign up for the Fairview EMT courses this coming January has all been motivated from a small child whom I never once spoke to. However, I know that this experience will guide me throughout my years in college and allow me to gain the experience and knowledge needed to help individuals like that naïve, innocent young child in Trinidad and Tobago.
