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This section contains five pages of content:
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Why Graduate School? Essay
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Why Qualified? Essay One
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Why Qualified? Essay Two
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Why Unique? Essay One
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Why Unique? Essay Two
Why Graduate School? Essay
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.
Why Qualified? Essay
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.
Why Qualified? Essay Two
"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.
Why Unique? Essay One
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.
Why Unique? Essay Two
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.
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