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[A tale from your childhood can pique the
reader's interest along with underscoring the earnestness of your intended
academic pursuits, as this essay illustrates.]
My interest in photojournalism began when I was
nine years old. After a couple of years of collecting baseball picture-cards
and accumulating more than ten-thousand treasured images, my interest in acquiring
posed mug shots and static faces decreased, so I liquidated my assets and
discovered a new hobby: reading the sports sections of my father's newspapers.
I became captivated by the genuine, timely and action-packed pictures of the
1964 Phillies appearing regularly in the Philadelphia Daily News and Inquirer.
A short time later, I began a nightly ritual of clipping and collecting the
grainy black-and-white photos accompanying detailed descriptions of our home
team's performances.
In 1979, I resumed the practice of clipping tear-sheets,
when my byline started appearing under photos and short concert reviews published
in several South Philadelphia community newspapers. After some success selling
articles and pictures to local, small circulation publications, I enrolled
in college, determined to pursue a career in photojournalism, and became the
only member of my family to graduate from an academic institution of higher
education when I received a BFA in documentary photography. Although I am
extremely satisfied with my current employment as a photographer for a world-renowned
eye hospital and will continue to write articles and to photograph events
on a free-lance basis, I would also eventually like to teach. With my previous
experience in photojournalism, travel, politics, medicine, sports and entertainment,
and as the overseer of our department's medical photography internship program,
I feel that I will make a significant contribution to the learning environment.
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"To be nobody but yourself--in
a world which is doing its best, night and day, to make you everybody else--means
to fight the hardest battle which any human being can fight; and never stop
fighting." When I first read this passage by E.E. Cummings, I realized I have
been fighting the same battle my whole life. When choosing the direction for
my future, I have often accepted jobs based on a compromise between my own
dreams and what others thought my dreams should be. This, of course, has led
to an unfulfilling career.
Looking
back, I always knew that I wanted to work in public service; but I also knew
my staunchly conservative
father would not be pleased. To him, the government is too big, too intrusive
and too wasteful. I see things differently. And yet, his approval means a
lot to me and his opinion has certainly influenced my the direction of my
career. But I have finally come to understand that I must pursue my own path.
After careful deliberation, I am confident that public service is, without
a doubt, the right career for me.
Ever
since my childhood I have detected in myself a certain compassion and innate
desire to help others.
I was the kid that dragged in every stray cat or dog I came across--and I
still do. When I was eight years old, I rescued a rat from my sister's psychology
lab and brought her home. I even coaxed my father into taking Alice--I called
her Alice--to the vet when she became ill. But aside from my humanitarian
kindness to animals, as a child I learned first-hand about America's need
to reform and improve medical care. I spent years of my childhood on crutches
and in hospitals because of a tumor that hindered the growth of my leg. Without
adequate health insurance and proper care, I might still be on crutches, but
I was fortunate. Today, as a public servant, I still desire to help others
who are not so fortunate. Providing health care to 44 million uninsured Americans,
while keeping insurance affordable, is one of the most difficult challenges
facing policymakers. I want to work in state or local government to resolve
this health care crisis and ensure that the disadvantaged get the care they
need and deserve.
In
order to succeed in my endeavors toward public service, I now realize that
a master's degree in public policy
is essential. But when I graduated from college in 1990, I didn't know how
to continue my education, only that I should. For a while, I considered such
options as law school or international relations, but I always returned to
my desire to impact public life. My career in public policy began as a legislative
assistant at the American Legislative Exchange Council (ALEC), a non-profit
educational organization that couples voices from the state legislature and
the private sector to work on salient policy issues. My enthusiasm for ALEC's
mission was evident, as I quickly moved up from legislative assistant to the
director of two task forces. As manager of ALEC's task force on federalism
and its tax and fiscal policy task force, I explored these issues thoroughly,
never quite satiating my appetite for more information and knowledge. I found
my integral role in the legislative process to be the most valuable and worthwhile
experience I've had in my career to date.
Following
ALEC, I took a position as a junior lobbyist for the Automotive Parts and
Accessories Association
(APAA). As a lobbyist, I voiced the APAA's concern over regulatory and environmental
issues affecting the automotive aftermarket. Although I was able to help small
automotive parts manufacturers battle the "Big Three" automakers, I quickly
realized that being an advocate for the automotive aftermarket was not my
calling in life. I wanted to promote policies which had the potential to improve
life for the greater public, for I could not see myself spending a lifetime
working within an isolated industry.
With
that frame of mind, I accepted employment as a policy analyst in the National
Federation of Independent
Business (NFIB) research department in Washington, D.C. Helping small business
owners is a cause close to my heart. For nearly 30 years, my family has owned
a barbecue restaurant in the Washington, D.C. area. I've worked in the business
at several different times, since the age of 14. Because of my involvement
in my family's business, I understand the unique problems facing small business
owners. At the NFIB, I valued my contributions because I know small businesses
have a huge economic impact on our country and they are unquestionably an
important constituency. Nevertheless, I felt uncomfortable working for a special
interest group--even for one I deeply cared about.
From
my experiences at the APAA and the NFIB, I have learned how I want to shape
my future. My goals
are now clear: I want to develop and advocate policy decisions that will benefit
society as a whole, not just a few influential special interest groups. I
want to uncover the objective truth of issues and tackle them in the best
interests of the nation, not distort the facts for the benefit of a small
group. I know I am able to look beyond partisan politics to solve problems
for this country. Because of these unbending desires to reveal truth and to
remain committed to fair and equal advancement for all citizens, I think of
myself as an ideal candidate for public service.
Additionally,
I consider my active interest in politics to aid my pursuit of a career in
public policy.
I've always found my interest in politics exceptional, ever since my college
roommates used to tease me for faithfully watching C-SPAN. However, my faith
in the political process began to wane as I witnessed sensible public policy
proposals torn apart by partisan conflict. I saw advocacy groups distort facts,
and provide extreme, over-blown examples, jeopardizing prudent policy decisions.
I observed how powerful elected officials, ensnared in their own partisan
rancor, would block fair and balanced legislation which offered the most practical
solution for their constituents. But I also encountered many thoughtful and
wise people who devote their lives to public service. These devoted individuals
inspired me. Like them, I want to be actively involved in the design and delivery
of essential government services that improve the lives of the citizens in
our society today. I am positive that by avoiding partisanship and urging
the private industry, the public sector and non-profit groups to collaborate,
many difficult problems can be resolved.
In
order to be an effective public servant, I recognize the indispensability
of an advanced degree. I've
gained a lot of "real world" experience, but I need more training in the fundamentals
of economics and statistics, as well as direction in sharpening my analytical
and quantitative skills. I also want to devote time to studying the ethical
dimensions of policy decisions. In graduate school, I'll have the opportunity
to truly understand and appreciate the competing interests surrounding so
many complex issues like health care reform, environmental protection and
economic policy.
I've
chosen Duke's public policy program for several reasons. Duke's program stands
out because there is an
emphasis on quantitative and analytical skills, which are so critical to policy
analysis. As I mentioned, I feel that if I can strengthen my ability to approach
problems logically and systematically, I will have succeeded in sharpening
skills I consider necessary to succeed in the public realm. And possibly even
more importantly, Duke's program bridges the gap between abstract principles
and reality. This interdisciplinary approach is essential for responding to
today's policy problems. I am excited by the possibility of combining the
MPP program with the Health Policy Certificate Program. I am particularly
interested in studying the problem of reforming state health to reduce the
number of uninsured, and I believe Duke's curriculum will offer me a chance
to do just that. From my own research into Duke, I feel confident in my knowledge
of the public policy program and its potential to teach me. And after meeting
with Helen Ladd, the Director of Graduate Studies, I'm even more convinced
that Duke's program is right for me.
On
the road "to be nobody but" myself,
I've encountered twists and turns, and some detours--it is unquestionably
the hardest battle I could fight. However, in the process, I've accumulated
a tremendous amount of valuable experience and knowledge. My diversity of
experience is my biggest asset. Because I can relate a Duke education to concrete
examples from my own past, it is the perfect time for me to join the public
policy program. I know that my past can be used to prepare myself for the
promises of the future. At Duke, I hope to synthesize the two and truly learn
what it means to become myself.
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Having majored in literary studies (world literature)
as an undergraduate, I would now like to concentrate on English and American
literature.
I am especially interested in nineteenth-century
literature, women's literature, Anglo-Saxon poetry, and folklore and folk
literature. My personal literary projects have involved some combination of
these subjects. For the oral section of my comprehensive exams, I specialized
in nineteenth-century novels by and about women. The relationship between
''high'' and folk literature became the subject for my honors essay, which
examined Toni Morrison's use of classical, biblical, African, and Afro-American
folk tradition in her novel. I plan to work further on this essay, treating
Morrison's other novels and perhaps preparing a paper suitable for publication.
In my studies toward a doctoral degree, I hope
to examine more closely the relationship between high and folk literature.
My junior year and private studies of Anglo-Saxon language and literature
have caused me to consider the question of where the divisions between folklore,
folk literature, and high literature lie. Should I attend your school, I would
like to resume my studies of Anglo-Saxon poetry, with special attention to
its folk elements.
Writing poetry also figures prominently in my
academic and professional goals. I have just begun submitting to the smaller
journals with some success and am gradually building a working manuscript
for a collection. The dominant theme of this collection relies on poems that
draw from classical, biblical, and folk traditions, as well as everyday experience,
in order to celebrate the process of giving and taking life, whether literal
or figurative. My poetry both draws from and influences my academic studies.
Much of what I read and study finds a place in my creative work as subject.
At the same time, I study the art of literature by taking part in the creative
process, experimenting with the tools used by other authors in the past.
In terms of a career, I see myself teaching literature,
writing criticism, and going into editing or publishing poetry. Doctoral studies
would be valuable to me in several ways. First, your teaching assistantship
program would provide me with the practical teaching experience I am eager
to acquire. Further, earning a Ph.D. in English and American literature would
advance my other two career goals by adding to my skills, both critical and
creative, in working with language. Ultimately, however, I see the Ph.D. as
an end in itself, as well as a professional stepping-stone; I enjoy studying
literature for its own sake and would like to continue my studies on the level
demanded by the Ph.D. program.
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My freshman year at Harvard, I was sitting in
a Postcolonial African Literature class when Professor Ngugi wa Thiong'o (the
influential Kenyan author) succeeded in attracting me to the study of African
literature through nothing more than a single sentence. He argued that, when
a civilization adopts reading and writing as the chief form of social communication,
it frees itself to forget its own values, because those values no longer have
to be part of a lived reality in order to have significance. I was immediately
fascinated by the idea that the written word can alter individual lives, affect
one's identity, and perhaps even shape national identity.
Professor Ngugi's
proposal forced me to think in a radically new way: I was finally confronted
with the notion of literature
not as an agent of vital change, but as a potential instrument of stasis and
social stagnancy. I began to question the basic assumptions with which I had,
until then, approached the field. How does "literature" function away from
the written page, in the lives of individuals and societies? What is the significance
of the written word in a society where the construction of history is not
necessarily recorded or even linear?
I soon discovered that the general scope of comparative
literature fell short of my expectations because it didn't allow students
to question the inherent integrity or subjectivity of their discourse. We
were being told to approach Asian, African, European, and American texts with
the same analytical tools, ignoring the fact that, within each culture, literature
may function in a different capacity, and with a completely different sense
of urgency. Seeking out ways in which literature tangibly impacted societies,
I began to explore other fields, including history, philosophy, anthropology,
language, and performance studies.
The interdisciplinary
nature of my work is best illustrated by my senior thesis ("Time Out of Joint: Issues of Temporality
in the Songs of Okot p'Bitek"). In addition to my literary interpretations,
the thesis drew heavily on both the Ugandan author's own cultural treatises
and other anthropological, psychological, and philosophical texts. By using
tools from other disciplines, I was able to interpret the literary works while
developing insight into the Ugandan society and popular psychology that gave
birth to the horrific Idi Amin regime. In addition, I was able to further
understand how people interacted with the works and incorporated (or failed
to incorporate) them into their individual, social, and political realities.
On a more practical level, writing the thesis
also confirmed my suspicion that I would like to pursue an academic career.
When I finished my undergraduate career, I felt that a couple of years of
professional work would give me a better perspective of graduate school. I
decided to secure a position which would grant me experiences far removed
from the academic world, yet which would also permit me to continue developing
the research and writing skills I needed to tackle the challenges of graduate
school. I have fulfilled this goal by working as a content developer at a
Silicon Alley web start-up for two years. The experience has been both enjoyable
and invaluable -- to the point where colleagues glance at me with a puzzled
look when I tell them I am leaving the job to return to school. In fact, my
willingness to leave such a dynamic, high-paying job to pursue my passion
for literature only reflects my keen determination to continue along the academic
path.
Through a Masters
program, I plan to further explore the issues I confronted during my undergraduate
years by integrating
the study of social, cultural, and linguistic anthropology into the realm
of literature. I believe that, by adopting tools used in such disciplines,
methods of inquiry can be formulated that allow for the interpretation of
works that are both technically sound and sociologically insightful. Thus
far, my studies have concentrated largely on African and Caribbean literatures,
and I am particularly interested in studying these geographic areas in more
specific historical and cultural contexts. I also seek to increase my knowledge
of African languages, which will allow me to study the lingering cultural
impact of colonialism in modern-day African literature. Eventually, I would
like to secure an academic post in a Comparative Literature department, devoting
myself to both research and teaching at the college level.
I believe the Modern Thought and Literature program
at NAME is uniquely equipped to guide me toward these objectives. While searching
for a graduate school that would accommodate my interdisciplinary approach,
I was thrilled to find a program that approaches world literature with a cross-disciplinary
focus, recognizing that the written word has the potential to be an entry
point for social and cultural inquiry.
The level of
scholarly research produced by the department also attracts me. Akhil Gupta's "Culture, Power, Place",
for instance, was one of my first and most influential experiences with the
field of cultural
anthropology. Professor Gupta's analysis of the local, national, and foreign
realms, achieved through a discussion of post-colonial displacement and mixed
identifications, has led me to believe that -- given the complexity of modern
societies -- comparative literature's focus on borders (national and linguistic)
has been excessively arbitrary. Even more significant is the accurate rendering
of individually-lived realities that may then be synthesized with other experiences.
I believe that I could greatly benefit from Professor Gupta's teaching and
guidance in applying these ideas to the literary arena, and I believe that
his work is representative of the rigorous yet creative approach I would pursue
upon joining the department.
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My long-term
goal is to dedicate myself to the research field of neuroscience. In order
to achieve this goal, I hope to acquire
my Ph.D. at Mt. Sinai School of Medicine starting in the fall of 2000.
In 1992, I obtained
my MA degree in Molecular Microbiology from Indiana University, Bloomington.
At I.U., I received intensive
training by Dr. Roger Innes in experimental design, logical thinking, and
molecular genetics techniques. After I graduated from I.U., I became a lab
supervisor in the clinical cytogenetic laboratory at Tzu Chi College of Medicine,
Taiwan. The lab is part of TCCM's newly established genetic research team
directed by Dr. Ming-Liang Lee. My responsibilities at the lab included training
lab technicians, improving testing accuracy by consistently improving technical
skills and knowledge, and managing the lab's day-to-day operations. At TCCM,
I also taught several fundamental biology courses, including general biology,
cell biology, and medical genetics laboratory.
After five years
of working, I decided to pursue more advanced research training in the latest
techniques of microbiology.
Since the fall of 1998, I have been taking several Ph.D.-level courses at
New York University. I have performed very well in my studies there, which
have been supported by a fellowship from Taiwan's National Science Council.
My courses at NYU are Biochemistry I and II, Molecular Principles of Evolution,
Cell Biology, Molecular Controls of Organism Form and Function, Neuroimmunology
Journal Club, and Physiology Basis of Behavior. I am also researching in Dr.
Joseph LeDoux's lab for credit. At this lab, I have been using immunohistochemistry
to detect the activation of track receptors in rat brains after fear conditioning.
One of the tracks, trkB, responds to BDNF, which is related to synaptogenesis
and LTP induction in the processes of learning and memory. My results have
shown that the phosphorylation peak of trk appears in the hippocampal CA1
area 24 hours after fear conditioning. Further blocking experiments using
trk antagonist need to be performed in order to confirm this result.
My laboratory
experience has triggered my strong interest in studying cellular and molecular
mechanisms underlying neurological
diseases. The majority of patients with these diseases have chromosomal and
genetic abnormalities. Most genetic diseases lead to neurological symptoms,
and several neurological diseases are associated with strong genetic predispositions.
The genetic defects associated with Alzheimer's Disease, alcoholism, Fragile-X
Syndrome, Neurofibrmatosis, and Parkinson's Disease have already been mapped.
However, the links between genes, gene products, neuronal circuits, brain
functions, and diseases are still unclear. I am eager to help uncover these
links.
I think that
Mt. Sinai's Ph.D. program perfectly suits my interests. The faculty includes
experts in several divisions of neuroscience.
There is an especially large group studying neurological diseases. The group
uses various approaches, animal models, and behavioral paradigms to search
for the causes of diseases on the molecular, cellular, physiological, and
system levels. I am particularly interested in working in Dr. John Morrison's
lab, which studies cortical organizations, glutamate receptors, and neurodegenerative
disorders; Dr. Patrick Hof's lab, which uses comparative neuroanatomy to study
aging; Dr. Giulio Pasinetti's lab, which studies cyclooxygenase and inflammation
in Alzheimer's Disease; and Dr. Charles Mobbs's lab, which uses molecular,
histological, behavioral, and electrophysiological methods to study basic
mechanisms underlying metabolic diseases and aging.
Mt. Sinai School
of Medicine also attracts me because of its location in an extremely nice
area of Manhattan. In addition,
the strong collaboration between its neuroscience program and its other departments,
its affiliated hospital, and many other outstanding New York laboratories
will enable me to receive much technical and academic support.
In order to sponsor
my Ph.D. education, I have obtained a competitive Ph.D. fellowship from the
Buddhist Compassion Relief
Tzu-Chi Foundation, the largest nonprofit organization in Taiwan. The foundation
is dedicated to helping needy all over the world, regardless of age, sex,
race, and religion. Over the past decades, it has provided worldwide relief
and assistance. Its missions focus on charity, medical care, education, and
international relief. The founder, Master Chang Yang, was once nominated for
the Nobel Peace Prize. The foundation will support my Ph.D. education for
at least four years.
After completing
my Ph.D. education, I plan to continue my research and teaching in neuroscience.
Thus far, most of the detailed
work in studying neurological disease has of necessity been performed in experimental
animal systems. However, the progress of human genome mapping might eventually
make it possible to test whether the disease mechanisms discovered in animals
function in comparable ways in humans. Consequently, in the future, I hope
to apply my knowledge of the genes and proteins involved in neurological diseases
to develop pharmacological treatment or genetic therapies. I am confident
that one day we will have effective drugs to prevent memory loss or aging.
We may even be able to cure currently intractable neurological diseases through
gene therapies, either in utero or in live humans.
I am confident that Mount Sinai School of Medicine's
graduate program will enable me to successfully meet my goals. I also believe
that if I am accepted to your Ph.D. program, I will contribute greatly to
Mount Sinai's learning environment.
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Ever since my
first psychology lecture, I have been fascinated by the nature of human memory.
Indeed, human memory is one
of the most tenacious and enigmatic problems ever faced by philosophers and
psychologists. The discussion of memory dates back to the early Greeks when
Plato and Aristotle originally likened it to a "wax tablet." In 1890, pioneer
William James adopted the metaphorical framework and equated memory to a "house" to
which thirty years later Sigmund Freud chimed that memory was closer to "rooms
in a house." In 1968, Atkinson and Shrifren retained the metaphorical framework
but referred to memory as "stores". The fact that the controversy surrounding
human memory has been marked more by analogy than definition suggests, however,
that memory is a far more complex phenomenon than has been uncovered thus
far. I intend to spend the rest of my professional life researching the nature
of human memory and solving the riddle posed yet cunningly dodged by generations
of philosophers and psychologists.
When I first
came to psychology, however, I wanted to be a clinical psychologist. Only
upon enrolling in Dr. Helga Noice's Cognitive
Psychology course, did I discover the excitement of doing research. The course
required us to test our own autobiographical memory by conducting an experiment
similar to the one run in 1986 by W. Wagenaar. Over the course of the term,
I recorded events from my personal life on event cards and set them aside
without reviewing them. After studying the effect serial position on the recollection
of autobiographical memories, I hypothesized that events that, when I sat
down at the end of therm to recall those same events I had described on the
event cards, that events that had occurred later in the term would be recalled
with greater frequency than events that had occurred earlier. Although the
experiment was of simple design and predictable results, I found the processes
incredibly exciting. Autobiographical memory in particular fascinated me because
I realized how crucial, yet fragile, memory is. Why was my memory of even
ten weeks so imperfect? What factors contributed to that imperfection? Could
such factors be controlled?
I had ignited
my passion for experimental psychology. Suddenly, I had many pressing questions
about memory that I wanted to research.
Under the guidance of Dr. Noice, I continued to study human memory. I worked
closely with Dr. Noice on several research experiments involving expert memory,
specifically the memory of professional actors. Dr. Noice would select a scene
from a play and then a professional actor would score it for beats, that is,
go through the scene grouping sections of dialogue together according to the
intent of the character. Some actors use this method to learn dialogue rather
than rote memorization. After they were finished, I would type up the scene
and the cued recall test. Next, I would moderate the experimental sessions
by scoring the actor's cued recall for accuracy and then helping with the
statistical analysis. My work culminated with my paper, "Teaching Students
to Remember Complex Material Through the Use of Professional Actors' Learning
Strategies." My paper accompanied a poster presentation at the Third Annual
Tri-State Undergraduate Psychology Conference. In addition, I presented a
related paper entitled "Type of Learning Strategy and Verbatim Retention of
Complex Material" at the ILLOWA (Illinois-Iowa) Conference the following year.
Again, I was involved in all aspects of the experiment, from typing the protocol
and administering it to the subjects to analyzing the data and finally presenting
my results.
The opportunity
to perform this research was invaluable, particularly as I began taking independent
research seminars in
my senior year. For the seminars, I was required to write an extensive review
of the literature and then design a research proposal on any topic of my choice.
Although I had participated in all aspects of research previously, this was
my first opportunity to select my own topic. I was immediately certain that
I wanted to explore at human memory. But I spent a long time considering what
aspect of memory I found most intriguing and possible to tackle within the
confines of the research seminar. I had always been interested in the legal
implications of memory, so I to investigate eyewitness memory.
In retrospect,
my choice was also informed by my recollection about an experiment I had read
about several years earlier.
In the experiment, subjects read about Helen Keller. Later they were given
a recall test. Still later they were given an additional test to determine
the source of their knowledge about Helen Keller. The authors discovered that
subjects could not determine the source of their knowledge, that is, they
could not distinguish whether specific details of their knowledge about Helen
Keller came from the information provided by the experimenters or if the details
came from another source at an earlier time. Once their new knowledge about
Helen Keller had been assimilated into their previous knowledge about Helen
Keller, there was no way to separate the information according to the source
it came from.
I wondered what
the implications of that conclusion would be for eyewitnesses. I wondered
if an eyewitness account could be corrupted
by misleading post-event information. My research proposal was entitled "The
Rate of Memory Trace Decay and its Effect on Eyewitness Accuracy." While I
was not able to complete the experiment in its entirety, I was excited by
the fact that I created a possible research protocol. Immediately, I knew
I wanted to pursue the field of experimental psychology. My success in course
work and my passion for research demonstrated to me that I had both the interest
and ability to enter this challenging and rewording field.
I have dedicated
my undergraduate years to preparing myself for graduate work in experimental
psychology. Once receive my doctorate,
I intend to pursue research on human memory while teaching psychology to undergraduates
at a small, liberal arts college, similar to the one I attended. It was, after
all, my undergraduate research experience that gave me the opportunity to
come to psychology with an interest in counseling people, but to leave with
a passion for investigating the nature of human thinking. Undergraduates at
smaller liberal arts colleges are often left out of research, which makes
my desire to provide such experiences that much stronger. In the years ahead,
I look forward to teaching as well as continuing my research. In the company
of such greats as Aristotle, James, and Freud, I endeavor to leave behind
my own contribution on the nature of human memory.
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For the past two and a half years, I have been
a professional in the technology field, but now I am preparing to become a
professional corporate information officer. Although my work has introduced
me to specific areas of information technology, (including telecommunications,
network wiring and databases) I have recently become intrigued with the field
of information security. I am concerned about the vulnerability of the company
I work for, particularly with regard to employee and client information. The
specialty phase of your Professional program appears to be well endowed with
the resources needed to address such concerns.
While my undergraduate and MS curriculum exposed
me to a wide variety of computer science topics, I have gained extensive knowledge
in the area of network infrastructure development. As an MS student at DePaul
University, I worked as a network support technician and project manager for
Information Services. My most significant accomplishment in this capacity
involved the re-wiring of over a thousand dormitory rooms to enable the students
to have Internet access with a link to the other four campuses. In doing so,
I had to investigate the existing needs of a high-speed Internet network,
as well as the transport of bandwidth to support future demands, which are
almost impossible to determine.
As a result of my experiences in the dormitory
project, I was well prepared for the challenges that awaited me as the manager
of Information Services at the Transportation Center at Northwestern University.
My primary task was to build a state-of-the-art network infrastructure that
would support a leading graduate research center in the transportation field.
In a succinct and convincing manner, I had to demonstrate my vision in building
the foundation and developing the budget, as well as managing the project,
purchasing, installation and finally, deployment of my plan. My success in
leading this project and utilizing the newly installed technical tools to
empower the Center's goals led to the realization of similar goals and projects
in a corporate environment.
Currently, I am the manager of Information Systems
at Active Screw and Fastener, where I am responsible for the entire IT unit.
Although my strengths are concentrated in the area of Information Technology,
I do not want to limit myself to building and maintaining data networks. Through
a focused program of study, my goal is to develop expertise in information
security, an area that is becoming more and more critical to all information
systems managers. As my company grows, I must also be capable of providing
the necessary growth in its IT functions to enable people to share information
with confidence. It is imperative that sensitive data assets, be it personal
or corporate, will not be vulnerable to Cybercrime or compromised by unauthorized
users.
The key to becoming a successful Tech manager
and future CIO is the ability to demonstrate that a company's secret information
resources are in alignment with corporate priorities. The Chicago Professional
Programs in Computer Science will give me extensive exposure to information
security, and will allow me to take a step toward securing the infrastructures
that I have already built. With its strong cadre of experienced faculty, Chicago
will prepare me to become a solid senior technical manager and partner with
an enlightened vision towards the new directions manifesting in the information
security field.
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I have been planning a career in geological sciences
for several years, but as an undergraduate I concentrated on getting a solid
background in math and science. After graduation, I took a job to allow myself
time to thoroughly think through my plans and to expose myself to a variety
of work situations. This strategy has been very valuable to me in rounding
out my career plans.
During the past 18 months I have had firsthand
experience with computers in a wide array of business applications. This has
stimulated me to think about ways in which computers could be used for scientific
research. One idea that particularly fascinates me is mathematical modeling
of natural systems, and I think those kinds of techniques could be put to
good use in geological science. I have always enjoyed and been strong in areas
that require logical, analytical thought, and I am anxious to combine my interest
in earth science with my knowledge of, and aptitude for, computer-related
work. There are several specific areas that I have already studied that I
think would lend themselves to research based on computing techniques, including
mineral phase relations in igneous petrology and several topics in structural
geology.
I have had both lecture/lab and field courses
in structural geology, as well as a short module dealing with plate tectonics,
and I am very interested in the whole area. I would like to explore structural
geology and tectonics further at the graduate level. I am also interested
in learning more about geophysics. I plan to focus on all these areas in graduate
school while at the same time continuing to build up my overall knowledge
of geology.
My ultimate academic goal is to earn a Ph.D.,
but enrolling first in a master's program will enable me to explore my various
interests and make a more informed decision about which specific discipline
I will want to study in depth.
As far as long-term plans, I hope to get a position
at a university or other institution where I can indulge my primary impulse,
which is to be involved in scientific research, and also try my hand at teaching.
Sample
Essay Note: This
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[Notice how this successful applicant avoids
the expository-resume approach by focusing on two or three particular experiences
and evaluating them in terms of her current outlook and educational goals.
Also notice how the discussion about her children's activities, while seemingly
unnecessary to make her central point, helps to bring the essay down to a
more personal level.]
My first employment in a library was in a work-study
project during college. My duties included some shelving and a lot of typing
of catalog cards. I remember the sturdy metal stacks, with so many captivating
books tempting me as I tried to reshelve all that were on the carts. Mostly
I remember the typing; agonizingly laborious since I was not a skilled typist,
and formatting was so important. I came to understand much about the way the
cataloguing system worked, and was grateful in the years to come when I needed
to locate things for my own studies . . . or for my children.
For more than fifteen years now I have been working
as a volunteer for La Leche League International, a grass roots, non-profit,
self-help organization supporting and promoting breastfeeding. My work for
the organization has taken a number of forms over the years, but can be summed
up as gathering information, both practical and technical, and using human
relations skills to make it accessible to others. My experience helping women
access breast-feeding information and empowering them to use that information
has convinced me that information alone is not nearly as useful as information
plus a skilled guide.
One of my greatest
pleasures in recent years has been writing a regular column-"Keeping Up-to-Date"-for
La Leche League's bimonthly international newsletter. Through this experience
I have seen a
vivid contrast between the substantive quality of information formally prepared-with
the discipline and rigor of a traditional publishing and review schedule and
with clear authorship-and the casual unstructured nature of electronic bulletin
board postings, faxes, e-mail, and other products of newer technologies. I
am practically, though peripherally, aware of some of the problems our society
faces in an era when intellectual property suddenly has so many new forms.
I am eager to be a well-informed participant in the discussion of intellectual
participation.
This week I found
myself intrigued again by cataloguing when I needed to outfit my youngest
son, now twelve, with a juggler's outfit
for the school play. An initial subject search for "costumes" in the OPAC
system at our township library was fruitless. Only when I thought to enter "costume" without
the plural "s" did the system yield all the information I needed. What frustration!
This confluence of technology and information, especially as it affects accessibility,
fascinates me.
The degree to which your School of Communication,
Information and Library Studies openly accepts the challenge to explore and
lead in the information revolution is seductive. What a serendipity that this
school is practically in my backyard! The strengths and attributes I bring
to your school are a caring and careful nature, proven academic excellence,
experience in writing and speaking for a variety of audiences, and a practical
knowledge of working with volunteers and professionals. The durability of
my enthusiasm for libraries and the people who work in and love them convinces
me that the Master of Library Service program is indeed the right way for
me to continue my formal education.
Sample
Essay
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[In responding
to a question that asked the applicant to describe experiences, events, or
persons that have been important
in his or her development, this applicant successfully correlated his influences
to his current outlook on life.]
Perhaps the most important influence that has
shaped the person I am today is my upbringing in a traditional family-oriented
Persian and Zoroastrian culture. My family has been an important source of
support in all of the decisions I have made, and Zoroastrianism's three basic
tenets-good words, good deeds, and good thoughts-have been my guiding principles
in life. Not only do I try to do things for others, but I always push myself
to be the best that I can be in all aspects of my life. I saw early the doors
and opportunities that a good education can open up; thus, I particularly
tried hard to do well in school.
Another important experience that has had a large
influence on me the past few years has been college. Going from high school
to college was a significant change. College required a major overhaul of
my time-management techniques as the number of things to do mushroomed. In
high school, I was in the honors program, with the same cohort of students
in all my classes. Thus, I was exposed little to people very different from
myself. College, on the other hand, is full of diversity. I have people of
all backgrounds and abilities in my classes, and I have been fortunate enough
to meet quite a few of them. This experience has made me more tolerant of
differences. Furthermore, a variety of classes such as the Humanities Core
Course, in which we specifically studied differences in race, gender, and
belief systems, have liberalized my world view.
My undergraduate research has occupied a large
portion of my time in college. Along with this experience have come knowledge
and skills that could never be gained in the classroom. I have gained a better
appreciation for the medical discoverers and discoveries of the past and the
years of frustration endured and satisfaction enjoyed by scientists. I have
also learned to deal better with the disappointments and frustrations that
result when things do not always go as one expects them to. My research experience
was also important to me in that it broadened my view of the medical field.
Research permitted me to meet a few medical doctors who have clinical practices
and yet are able to conduct research at the university. This has made me seriously
consider combining research with a clinical practice in my own career.
From my earliest memories, I can always remember
being interested in meteorology. I believe that this interest sparked my love
for the outdoors, while my interest in medicine molded my desire for healthy
living. As a result of these two influences, I try to follow an active exercise
routine taking place mostly in the outdoors. I enjoy running and mountain
biking in the local hills and mountains, along with hiking and backpacking.
All of these activities have made me concerned about the environment and my
place in it.
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My longtime fascination with politics and international
affairs is reflected in my participation, starting in high school, in activities
such as student council, school board meetings, Vietnam war protests, the
McCarthy campaign, and the grape boycott. As each new cause came along, I
was always ready to go to Washington or the state capital to wave a sign or
chant slogans. Although I look back on these activities today with some chagrin,
I realize they did help me to develop, at an early age, a sense of concern
for social and political issues and a genuine desire to play a role.
As an undergraduate, I was more interested in
social than academic development. During my last two years, I became involved
with drugs and alcohol and devoted little time to my studies, doing only as
much as was necessary to maintain a B average. After graduation my drug use
became progressively worse; without the motivation or ability to look for
a career job, I worked for a time in a factory and then, for three years,
as a cab driver in New York City.
In 1980 I finally ''hit bottom'' and became willing
to accept help. I joined both Alcoholics Anonymous and Narcotics Anonymous,
and for the next several years the primary business of my life was recovery.
Although I had several ''slips'' in the beginning, I have now enjoyed nearly
seven years of complete freedom from drug and alcohol use. I mention my bout
with addiction because I think it is important in answering two issues that
presumably will be of concern to the admissions committee: my lackluster undergraduate
record and the fact that I have waited until the age of 34 to begin preparing
academically for a career in public policy. It would be an oversimplification
to call addiction the cause for either of these things; rather I would say
it was the most obvious manifestation of an underlying immaturity that characterized
my post adolescent years. More importantly, the discipline of recovery has
had a significant impact on my overall emotional growth.
During the last years of my addiction I was completely
oblivious to the world around me. Until 1983 I didn't even realize that there
had been a revolution in Nicaragua or that one was going on in El Salvador.
Then I rejoined the Quaker Meeting, in which I had been raised as a child,
and quickly gravitated to its Peace and Social Order Committee. They were
just then initiating a project to help refugees from Central America, and
I joined enthusiastically in the work. I began reading about Central America
and, later, teaching myself Spanish. I got to know refugees who were victims
of poverty and oppression, became more grateful for my own economic and educational
advantages, and developed a strong desire to give something back by working
to provide opportunities to those who have not been so lucky.
In 1986 I went to Nicaragua to pick coffee for
two weeks. This trip changed my whole outlook on both the United States and
the underdeveloped world. The combination of living for two weeks amid poverty
and engaging in long political discussions with my fellow coffee pickers,
including several well-educated professionals who held views significantly
to the left of mine, profoundly shook my world view. I came back humbled,
aware of how little I knew about the world and eager to learn more. I began
raiding the public library for everything I could find on the Third World
and started subscribing to a wide variety of periodicals, from scholarly journals
such as Foreign Affairs and Asian Survey to obscure newsletters such as Through
Our Eyes (published by U.S. citizens living in Nicaragua).
Over the intervening two years, my interest has
gradually focused on economics. I have come to realize that economic development
(including equitable distribution of wealth) is the key to peace and social
justice, both at home and in the Third World. I didn't study economics in
college and have found it difficult to understand the economic issues that
are at the heart of many policy decisions. At the same time, though, I am
fascinated by the subject. Given my belief that basic economic needs are among
the most fundamental of human rights, how can society best go about providing
for them? Although I call myself an idealist, I'm convinced that true idealism
must be pragmatic. I am not impressed, for example, by simplistic formulations
that require people to be better than they are. As a Quaker I believe that
the means are inseparable from the end; as an American I believe that democracy
and freedom of expression are essential elements of a just society, though
I'm not wedded to the idea that our version of democracy is the only legitimate
one.
Although I have carved out a comfortable niche
in my present job, with a responsible position and a good salary, I have become
increasingly dissatisfied with the prospect of a career in business applications
programming. More and more of my time and energy is now being absorbed by
community activities. After getting my master's in public administration,
I would like to work in the area of economic development in the Third World,
particularly Latin America. The setting might be a private (possibly church-based)
development agency, the UN, the OAS, one of the multilateral development banks,
or a government agency. What I need from graduate school is the academic foundation
for such a career. What I offer in return is a perspective that comes from
significant involvement in policy issues at the grass roots level, where they
originate and ultimately must be resolved.
Sample
Essay
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I have been planning a career in geological sciences
for several years, but as an undergraduate I concentrated on getting a solid
background in math and science. After graduation, I took a job to allow myself
time to thoroughly think through my plans and to expose myself to a variety
of work situations. This strategy has been very valuable to me in rounding
out my career plans.
During the past 18 months I have had firsthand
experience with computers in a wide array of business applications. This has
stimulated me to think about ways in which computers could be used for scientific
research. One idea that particularly fascinates me is mathematical modeling
of natural systems, and I think those kinds of techniques could be put to
good use in geological science. I have always enjoyed and been strong in areas
that require logical, analytical thought, and I am anxious to combine my interest
in earth science with my knowledge of, and aptitude for, computer-related
work. There are several specific areas that I have already studied that I
think would lend themselves to research based on computing techniques, including
mineral phase relations in igneous petrology and several topics in structural
geology.
I have had both lecture/lab and field courses
in structural geology, as well as a short module dealing with plate tectonics,
and I am very interested in the whole area. I would like to explore structural
geology and tectonics further at the graduate level. I am also interested
in learning more about geophysics. I plan to focus on all these areas in graduate
school while at the same time continuing to build up my overall knowledge
of geology.
My ultimate academic goal is to earn a Ph.D.,
but enrolling first in a master's program will enable me to explore my various
interests and make a more informed decision about which specific discipline
I will want to study in depth.
As far as long-term plans, I hope to get a position
at a university or other institution where I can indulge my primary impulse,
which is to be involved in scientific research, and also try my hand at teaching.
Sample
Essay
Note: This
essay appears unedited for instructional purposes. Essays edited by EssayEdge
are dramatically improved. For samples of EssayEdge editing, please click
here.
[This applicant
recounts a particular incident that gives the reader real insight into what
makes her "tick." Notice, by
the way, that the discussion of religion is handled in a way that is not
likely to offend any reader.]
Two years ago,
when I was a junior in college, I wrote a story entitled "It Came from Catholic School." My
friends, fellow veterans of plaid uniforms and daily masses, liked it and
encouraged me to
submit it when the English department magazine made its annual call for stories.
They published the story and asked me to read from it at a reading primarily
devoted to student poetry. Well, I was pretty nervous about this. The only
readings I'd done before a crowd were Paul's letters to the Ephesians and
the occasional Responsorial Psalm-and that wasn't my writing on the line.
I grew more nervous as I sat there that night, listening to poem after poem
on angst and ennui. I couldn't imagine how the students and faculty around
me, who were all listening intently with properly contorted faces, would respond
to my grotesque little girl. But I stood up and read a passage, a little shaky
at first. Then I heard laughs, where I'd hoped I would, and also in places
that surprised me. After the reading, people wanted to shake my hand. One
woman thanked me for injecting a little levity into the proceedings. I felt
satisfaction in my work as never before.
At that reading,
I realized I could write things that made people laugh-not just friends who
felt obligated, but complete strangers.
I really liked that feeling, and it's the promise of that laughter that motivates
me to continue writing. I also realized that my work wasn't frivolous, that
I could influence a reader, that my characters seemed real. For the first
time, I felt that I could do what I really wanted to do-write.
I look forward
to progressing through a series of intimate workshops en route to an MFA degree
at your school. The interdisciplinary
nature of the program appeals to me. Although I want to concentrate on Fiction,
I would like to take screenwriting electives as well. I think my humor translates
well to teleplays, and I would like to explore that avenue through the comedy
writing courses your school offers. I aim to develop my natural strengths-
humor, voice, and dialogue, while experimenting with the genres.
Because I'm generally
at the mercy of my characters, I can't outline a specific writing goal. I
do envision myself producing a
collection of short stories featuring female protagonists. Women's issues
are implicit in my writing, and I would welcome the chance to study with [faculty
name]. My stories feature a range of women-from the precocious heroine of
the aforementioned story to a "white trash" cashier, and I plan to cover a
still broader scope. Mainly, I'm looking to devote myself to the work. And
I hope to make some people laugh along the way.
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