moozikgurl95
Dec 27, 2012
Undergraduate / Make a difference/ Kids/ Hospital; Stanford Supp: What matters/why?/ Volunteering [4]
thank you so much!
do you mind editing another supplement for Stanford as well? The prompt is: Stanford students possess an intellectual vitality. Reflect on an idea or experience that has been important to your intellectual development.
Tears begin to cascade down my cheeks abruptly as a look of chagrin spreads across my face. My arms flail in a rhythmic sequence. On cue I force the tears to stop spilling. One, two, three - it is time for the snide retort. I am May, a homeless schizophrenic from Eastern Standard.
First semester junior year I took an acting class as an elective. I was a member of the drama club in my middle school and expected this to be a cinch. What I didn't expect was for the class to spur an in-depth exploration of cognition and behavior. After a month of acting games, the class was given the first assignment: to pick a partner and memorize a scene from a list of plays to perform in a month. Amongst all the other characters, May was the chaotic, vivacious persona who would give me the greatest challenge.
In the midst of the month leading up to the performance, I recalled a paper I had written for a math team contest; the paper was about the syntax behind various forms of cryptography. A bell went off in my head. What if I were to combine the two principles of behavioral neurology and cryptography? The most obvious combination seemed to be artificial intelligence, but I had a distinct approach in mind. What if I were to apply the principles of artificial intelligence to myself, except in reverse? I tried to figure out how a mentally healthy individual could perfectly mimic the abnormal actions typically caused by intricate gene sequencing and motor neurons.
It is fascinating how a mere play scene shed light on the interdisciplinary nature of learning for me. Instead of just approaching the assignment as a basic exercise in performing, I dug deeper into the rudimentary buildup of my character. In turn, I developed a greater interest in cognition.
thank you so much!
do you mind editing another supplement for Stanford as well? The prompt is: Stanford students possess an intellectual vitality. Reflect on an idea or experience that has been important to your intellectual development.
Tears begin to cascade down my cheeks abruptly as a look of chagrin spreads across my face. My arms flail in a rhythmic sequence. On cue I force the tears to stop spilling. One, two, three - it is time for the snide retort. I am May, a homeless schizophrenic from Eastern Standard.
First semester junior year I took an acting class as an elective. I was a member of the drama club in my middle school and expected this to be a cinch. What I didn't expect was for the class to spur an in-depth exploration of cognition and behavior. After a month of acting games, the class was given the first assignment: to pick a partner and memorize a scene from a list of plays to perform in a month. Amongst all the other characters, May was the chaotic, vivacious persona who would give me the greatest challenge.
In the midst of the month leading up to the performance, I recalled a paper I had written for a math team contest; the paper was about the syntax behind various forms of cryptography. A bell went off in my head. What if I were to combine the two principles of behavioral neurology and cryptography? The most obvious combination seemed to be artificial intelligence, but I had a distinct approach in mind. What if I were to apply the principles of artificial intelligence to myself, except in reverse? I tried to figure out how a mentally healthy individual could perfectly mimic the abnormal actions typically caused by intricate gene sequencing and motor neurons.
It is fascinating how a mere play scene shed light on the interdisciplinary nature of learning for me. Instead of just approaching the assignment as a basic exercise in performing, I dug deeper into the rudimentary buildup of my character. In turn, I developed a greater interest in cognition.
