Undergraduate / Responsibility, Humility and Kennedy -> Amherst Supplement [3]

"It seems to me incumbent upon this and other schools' graduates to recognize their responsibility to the public interest... unless the graduates of this college... are willing to put back into our society those talents, the broad sympathy, the understanding, the compassion... then obviously the presuppositions upon which our democracy are based are bound to be fallible."

John F. Kennedy, at the ground breaking for the Amherst College Frost Library, October 26, 1963

The weight of societal responsibility has been driven into each of our individual characters; whether we like it or not, it's a responsibility that we will all eventually have to answer to. However, there's a keen difference between merely recognizing the truth in Kennedy's words and being able to actually put his ideas into motion; as eager as I am to start doing good for this world, I have to admit that, at this stage of my life, I simply don't have what it takes - maturity, experience and education included - to substantially better my society.

What I do have, in great abundance no less, is a vision of what I want to make of my abilities and interests. For these past four years, almost every single endeavor I've undertaken has been in an attempt to further my understanding of public policy, law, political science and government. My participation in organizations like Model United Nations and Policy Debate has rewarded me with insight into the mechanics of international affairs and domestic political reform; through Mock Trial and Moot Court, I am capable of perceiving the inherent worth of jurisprudence and legal forensics. All of these extracurricular achievements are rounded-out by the knowledge I've accumulated in my Government and History classes, along with my self-studying of economics.

I've long-since realized that law and politics is the environment most conducive to my talents, and that I may one day channel these talents into resolving societal issues. Nevertheless, I also understand that being purpose-driven does not equate to readiness in pursuing such grandiose aspirations; I look to Amherst because I see that an education here will create the foundation I need to enter into politics and law, the areas that I have the greatest capacity in giving back to our world.

Urgent help needed.

Undergraduate / participation in organizations + extracurricular resources - Hopkins supplement [3]

1. Johns Hopkins offers 50 majors across the schools of Arts and Sciences and Engineering. On this application, we ask you to identify one or two that you might like to pursue here. Why did you choose the way you did? If you are undecided, why didn't you choose? (If any past courses or academic experience influenced your decision, you may include them in your essay.)

For these past four years, almost every single endeavor I've undertaken has been in an attempt to further my understanding of public policy, law, political science and government. My participation in organizations like Model United Nations and Policy Debate has rewarded me with insight into the mechanics of international affairs and domestic political reform; through Mock Trial and Moot Court, I am capable of perceiving the inherent worth of jurisprudence and legal forensics. All of these extracurricular achievements are rounded-out by the knowledge I've accumulated in my Government and History classes, along with my self-studying of economics.

But truthfully, I don't turn to politics solely because of its utility. That politics allows for us to resolve issues on the societal scale is a powerful motivator, but my fascination with this science caters to a much deeper need: more than anything else, I love listening to the ideas of others. It's that sudden rush of comprehension when I hear another opinion more informed, reasoned and correct than my own - a feeling of pure frustration and humility - that I've come to crave. In the political world, the environment that is most conducive to such an experience, I'll be forced to accept that there will always be debates above my level of comprehension, arguments that I am incapable of winning, and points that I just can't rebut. Arriving at this conclusion is what ultimately allows for me to refine my intellect and improve upon my character.

2. A Typical student at Johns Hopkins spends less than 15 hours each week in a classroom, leaving lots of time for volunteer opportunities, clubs and organizations, athletics, social events, and other on- and off-campus activities. Aside from the academic interests you've already expressed, in what activities do you plan to engage as an undergraduate at Johns Hopkins?

I've been told that education is less than half of the total Hopkins experience, so ignoring the extracurricular resources your school has to offer would be doing me a horrible disservice. Primarily, I've always been immensely interested in collegiate-level Model United Nations and I hope to join the Hopkins program. Model United Nations is something that has become inextricably connected with my life, so whether it's having a spot on your school's travel team or contributing to the Johns Hopkins Model United Nations Conference, I anticipate keeping this passion of mine alive for another four years. Moreover, because I want to continue the development of my speech and debate skills, I find the Hopkins Policy Debate Team, the Woodrow Wilson Debate Council and the Mock Trial Association to be exceptionally compelling. The assets that are accrued through such organizations, such as eloquence in public speaking and analytical prowess, will undoubtedly enrich both my political studies and my stay at Hopkins as a whole.

But that's not to say that I'm stubbornly committed to only academic competition-related extracurriculars. I have been perennially interested in one particular activity - an activity that has also consistently eluded my grasps due to financial and geographical reasons: sailing. There's just something unmistakably attractive about being on the open water while there's a palpable level of uncertainty in the air; I hope to take advantage of Hopkins' access to the Chesapeake's Outer Harbor in earning my very first pair of sea legs.

I really need some help with these...

Undergraduate / the School of Social Education and Social Policy - Northwestern Supplement [7]

What are the unique qualities of Northwestern - and of the specific undergraduate school to which you are applying - that make you want to attend the University? In what ways do you hope to take advantage of the qualities you have identified?

Of all the reasons why I could possibly be attracted to Northwestern, none interests me more than the idea of studying Social Policy under the auspices of the School of Social Education and Social Policy. That's not to say that I don't find other aspects of your school to be compelling - Northwestern's curriculum offerings, cozy location on Chicago's north shore and Big Ten-status are hard to overlook - but, for quite some time now, I've known that I wanted to pursue an education in social policy. For these past four years, almost every single endeavor I've undertaken has been in an attempt to further my understanding of public and social policy, law, political science and government. My participation in organizations like Model United Nations and Policy Debate has rewarded me with insight into the mechanics of international affairs and domestic political reform; through Mock Trial and Moot Court, I am capable of perceiving the inherent worth of jurisprudence and legal forensics. All of these extracurricular achievements are complimented by the knowledge I've accumulated in my Government and History classes, along with my self-studying of economics.

I look to Northwestern because I recognize that it is one of the few Universities that actively devotes resources to undergraduate-level public and social policy. The more I learn about the School of Education and Social Policy and the Institute for Policy Research, the more I want Northwestern to become my home. From SESP's academic advising policies that will help me in deciding the right concentration and its core curriculum that stresses public policy in a pragmatic, societal context, to the ease at which SESP students can earn double majors at the Weinberg College and engage in interdisciplinary specialties - the School of Social Education and Social Policy has precisely what I'm looking for in my collegiate education. Here, I would be enrolled in a program that caters directly to the interests and talents that I've already spent years trying to develop. Moreover, the Institute for Policy Research and the dozens of professors in its ranks act as an on-campus utility through which I'll be able to apply my public policy studies. After seeing a few of the publications released by the IPR and its faculty members, I hope that I too may contribute to the Institute during or after my stay at Northwestern.

Additionally, I find the Northwestern Model United Nations Club, the highly-decorated Northwestern Debate Society and the Northwestern Mock Trial Team to be exceptionally compelling. These extracurricular activities easily relate to my intended major and will act as the most conducive environment in preparing me for real-life Social Policy issues. My familiarity with Speech and Debate aside, becoming involved with these clubs at Northwestern is an appropriate way of rounding-out my education at the School of Education and Social Policy, while at the same time acting as a strong segue into graduate- and professional-level political studies.

I could really use a better opening line, but I was trying to get to the point succinctly with all of my supplements.

Thanks for the help!