Statements by Americans
The Environmental Studies Student
Two scenes stand out in my mind from my visit to Brazil’s Wetland: Forests burning before seed planting and trees as hedgerows. Before the planting season, I could see the leafless remnants of burnt trees still standing. The burning of pristine forests destroys both the habitats and countless species which depend on and thrive in these habitats. The few remaining bare, scarred trees silently convey the cost to our natural resources of pursuing our economic interests. Some forests are preserved by government edict issued in response to international pressure. But most of this preservation occurs alongside major roads — not to protect the ecosystem, but to prevent disturbance to ranches and farms along the highways. The clash between economic and environmental concerns that I witnessed in Brazil fascinates me and attracts me to the Environmental Studies Program.
Two courses in my geography department increased my interest in the connection between the environment and economics: Conservation of Underdeveloped Countries and Environmental Impact Analysis. In the former, we studied the problems of natural resource management in developing countries. The balance is always tilted toward economics growth at the expense of environmental preservation. For example, because the Pantanal Wetland could become a highly productive agricultural system once it’s drained, it is drained regardless of the destruction that drainage causes to the ecosystem. Only portions of the wetland are preserved for tourist purposes.
The other course that piqued my interest is an interdisciplinary course called Environmental Impact Analysis in which we, as a group, created matrix and flow diagrams discussing the economic and environmental impact of logging and preservation of old growth forests. I was able to use tools that I acquired in my economics and environmental studies classes. In general, logging creates economic benefits at the local level. It increases employment in the timber industry and subsequently in related non-timber industries; it also benefits local government. Yet, it has great deleterious environmental effects: soil erosion, watershed destruction, and a decrease in specie diversity due to loss of habitat. The logging industry represents the classic clash between economic and environmental interests.
I also took two sequential classes in the economics department that are related to Resource Management — Theories of Growth & Development and Policies for Economic Development. Because the courses were taught by a professor who is concerned chiefly with economic growth, I learned the standard economic rationalizations for development unrestrained by environmental concerns.
In addition to my interest in resource management policies, I have a specific interest in Geographical Information System (GIS), a powerful tool for natural resource management. After taking several related classes in GIS, I began interning for the National Park Service (NPS). After I learn how to use ARC/INFO, a leading GIS package, I will assist the NPS in constructing projects. Some of my duties include spatial and non-spatial data analysis, digitizing themes such as fire locations, vegetation, wildlife habitats, etc., and tabular and graphical presentation of results. I hope to use the tools I acquire during this internship in my continuing study of our environment.
I would like to study the social and economic factors that influence environmental policy formation. For example, because people worry more about pollution than endangered species, laws and regulations concerning environmental pollution are more numerous and stricter than for bio-diversity. Within the School of Environmental Studies, I have a particular interest in the emphasis: Economics, Policy, and Management. This emphasis deals with how economic factors can create negative externalities, such as pollution, and need to be regulated. This emphasis also tries to consider non-economic values, such as aesthetic pleasure and specie diversity. It also discusses tools like GIS and system analysis that apply to environmental management. Because of my interest in GIS, economics, and environmental studies, this emphasis suits me perfectly. Furthermore, the interdisciplinary approach of the School of Environmental Studies attracts me since it combines social science’s strengths with a knowledge of the natural sciences necessary to protect and preserve the environment.
After completing my masters program, I would like to continue my education and obtain a Ph.D. in natural resource management. This degree would enable me to combine a teaching career with advising business and government on natural resource management issues. Teaching college students is more than a one-way channel; I would also learn from their questions like my professors have from mine. In advising business and government, I can help them strike a balance between economic and environmental concerns. GIS will be a useful tool in helping me give them crucial information.
I have enjoyed an interdisciplinary approach in my environmental studies major and become fascinated by the clash between social interests, especially economics, and environmental needs. I pursued an additional major in economics to better understand this conflict. Furthermore, my work for the NPS will train me in the latest techniques in natural resource management. I would like to continue exploring this clash and resource management in the School of Environmental Studies. Ultimately, I would like to teach and work in natural resource management. Ideally, I would like to find ways for allowing development while preventing the burning of beautiful and valuable eco-systems like the Pantanal Wetland
__________________ Không có gì quí hơn độc lập tự do. Tốt nhất là không lấy vợ.
thay đổi nội dung bởi: haichit., 10-11-2009 lúc 09:09 PM
- Statement by a Student from Bulgaria currently studying in US (01/2003) The Physics Student admitted to the University of Chicago
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I always think of my knowledge the same way a wealthy person thinks of his bank account, all he really knows is addition. My strong analytical abilities invariably attract me to unresolved theoretical problems either at the foundations of physics or at the frontiers of technology. Challenge intrigues and motivates me to discover unique solutions. The act of solving difficult problems not only provides an excellent way of gaining a significant amount of knowledge per unit time but also enables me to derive a deep sense of pride and satisfaction from my hard work.
Before entering Sofia University, I studied at one of the best specialized science high schools in Bulgaria. XX, a well-known in Bulgaria high school physics teacher, profoundly impacted my intellectual development at that time by engaging me in the school’s physics center and teaching me calculus, linear algebra, and differential equations at the university level. In addition, he instilled in me a spirit of competitiveness and intellectual curiosity. While preparing to represent Bulgaria at two International Physics Olympiads, I realized that being good in physics requires constant effort. Like an athlete training his or her muscles for the championship game, I refined my abilities to solve complicated problems through many hours of daily practice. The fact that I was awarded a bronze medal at the 1991 International Physics Olympiad in Cuba, gave me a deep, long - lasting confidence in my abilities. Due to the high level of expertise in undergraduate physics that I acquired during my preparation, now I am confident in my abilities to be an effective Teaching Assistant. In fact, I am currently a grader for the honors physics class at the X State University and look forward to the challenges awaiting me as a Teaching Assistant next quarter.
Following my graduation from Sofia University, I engaged in further development of my analytical skills from 1998 to 2000 while being a Research Assistant in the field of theoretical optical pattern recognition at the Bulgarian Academy of Sciences. I was responsible for developing mathematical methods to obtain a scale and rotation invariant correlation filter that may have exciting applications for image recognition of fingerprints, faces, cells, etc. The problem has remained unsolved for over 30 years. I worked on an independent basis, since no one in Bulgaria had theoretical expertise in the field. This unyielding work contributed in developing my intellectual persistence. My adviser, Prof. X, frequently remarked, “I am amazed you have not given up yet!” Although I was unable to find the general solution, I succeeded in both generalizing the existing methods and finding two new partial solutions. The results of my strenuous work were published in the two attached articles. I am especially proud of the last article, which will appear in the January 2003 issue of Applied Optics. It presents an analytical derivation and computational test of a new scale-only invariant filter that has shown one of the best performances in the field.
I am currently concentrating in elementary particle theory, including string theory. My interest in this topic stems from numerous discussions with a friend who works in the field as well as numerous Internet searches on the subject. A book from Stephen Hawking, The Universe in a Nutshell, further struck my imagination with its powerful ideas about strings, quantum gravity, black holes, and time travel. The mathematical demands and richness of new physics concepts attracted me to explore this field in greater detail.
In the summer of 2001, my interest led me to the CDF (Collider Detector at Fermilab) experimental high energy group at X State University. My task in the group was writing C++ software for data analysis. The CDF’s software is very good although not perfect. For example, the analysis programs usually crash when the structure of the input file is not of the type expected. Such failures motivated me to write the first program that was able to probe the structure of the input file and not try to read nonexistent data. My program never crashed and the members of the group started using it extensively.
My major project in the group was developing xxxx. I was specifically responsible for writing the routines that selected the tracks pertaining to a common vertex. I developed and implemented two completely new methods for xxxx. I performed a substantial amount of analytical work and computational tests to complete the design. My enthusiasm for the project, often translated into working until the early morning hours. The result was great in that I substantially raised the efficiency of the primary vertex finder to the level of vxprim (the standard vertex finder) and above. I presented the results in the talk I gave at Fermilab in August xxxx (attached).
While exploring the experimental side of high energy physics, my interest gradually shifted towards elementary particle theory. The recent advances in the field are promising - the Grand Unified Theory is closer than ever, gravity may be reconciled with quantum mechanics, and the extraction of details about the superstring theories at the Large Hadron Collider seems plausible. In addition, my personal experiences listed above have enabled me to realize that I have a natural inclination towards analytical work. I have already taken one course unit in quantum field theory and three units in particle physics. Studying the Standard Model and mastering the math machinery behind it fascinated me. Despite being a successful theory, it has too many phenomenological constants such as the quark and lepton masses and there is a great deal of work for a researcher. The enthusiasm I felt during these courses convinced me that I had made the right choice of subject. Additionally, my time here at the X State University has enabled me to attend some impressive talks in superstring theories by leading lecturers in the field that have also further stimulated my interest.
I tested my general theoretical preparation in September xxxx when I passed the Qualifying Exam at the X State University with a score of 89% (results attached) compared to an average of 47% among my student colleagues. Next quarter, I will continue to strengthen my background by taking the last units of the quantum field theory as well as any course offered on superstrings. I have also been studying group theory on an independent basis. In my opinion, a good theoretician must have expertise in areas outside of the major field. That is why, led by my intellectual curiosity, I took a course in superconductivity during spring quarter 2002. Furthermore, next quarter I will be enrolled in courses on general relativity, nonlinear dynamical systems and chaos, and a nuclear theory course that will discuss applications of effective field theory to many body systems.
The intensive and more advanced level of research in elementary particles theory at the University of California at Berkeley has strengthened my belief that your program provides better opportunities for me to continue my studies of the Standard Model and the superstring theories. The Berkeley’s first-class faculty and the presence of a competitive student body that more appropriately matches my own high level of preparation would certainly stimulate me more to achieve the highest standards of academic excellence in physics. Furthermore, I find the research conducted at Berkeley more contemporary and intriguing. Of particular interest to me in my field is the research of Prof. Lawrence Hall in physics of extra spatial dimensions and symmetry breaking and that of Prof. Petr Horava in string theory. Graduating from Berkeley would have a profound impact on my future career in physics by providing better opportunities for professional realization in the academic sphere.
In conclusion, my comprehensive background in theoretical and computational physics, my strong interest in theoretical particle physics, and my proven abilities to independently obtain solutions in highly unyielding theoretical areas (optical pattern recognition), give me the confidence that I have the appropriate potential and motivation to meet to your high academic standards while being an innovative contributor to the science of physics.
__________________ Không có gì quí hơn độc lập tự do. Tốt nhất là không lấy vợ.
thay đổi nội dung bởi: haichit., 10-11-2009 lúc 09:09 PM
Statement by MIPT Alumnus (12/2000)
The Physics Student
It is noticed that science develops in splashes, changing our outlook. 19th century was the time of rapid development of thermodynamics and electrodynamics; in the beginning of the 20th century quantum mechanics and relativity were born. Now we seem to be at the dawn of efflorescence in nonlinear science and the study of complex systems. These systems are now identified in nearly all areas of science: information theory, biology, condensed matter physics, electronics, astrophysics, and so on.
I became interested in science when I was a high school student. Physics, Biology and Chemistry were fields of my special interest. I realized that one who wants to become a scientist must have not only an excellent grounding in theory but also wide research experience. At that time I became interested in nonlinear phenomena in biophysics. I worked with a group of high school students studying propagation of nerve impulse under the effect of high concentrations of detrimental compounds. As a result, we prepared a report to the all-Ukrainian high-school students’ Physics Conference. Simplicity and clarity of designed physical model along with importance and originality of the obtained results impressed me greatly.
My interest in nonlinear systems appeared when I was a first year student at Kiev University. Under the supervision of Dr. A I set about research on the characteristics of chaotic oscillations in Kiyashko-Pikovsky-Rabinovich generator. Our goal was to simulate oscillations produced by the system under different conditions and to modify the theory explaining statistical properties of oscillations produced in the studied regimes. Soon I developed computer simulation of the system. After a short period of investigations we discovered several new types of behavior of the generator. Lamerey's diagrams and phase-plane portraits were constructed for each new regime. From these results we reconstructed the overall bifurcation sequence leading to stochastic regimes and regions of parameter space, where the different types of oscillations exist. Results of the work were published in the Bulletin of Kiev University as well as presented at MIPT Scientific Conference and all-Ukrainian Student Scientific Conference.
After transferring to MIPT I started studies in nonlinear quantum optics. I took advanced theoretical and laboratory courses on the subject. In 1999 I began to work as a research assistant in Dr. B’s laboratory in Lebedev Physics Institute, Moscow. Along with two other MIPT students, I designed an arrangement for generation and detection of light with hidden polarization. Our ultimate goal was further improvement of squeezed light characteristics produced by parametric generator. As a part of the work I studied chaotic behavior of this system. This research gave me the extensive experience, since I had to familiarize myself with different aspects of theoretical, experimental and computational techniques. Later I found another application of optical systems with chaotic behavior while working on dynamics based computation project with Prof. C.
Last year I became interested in interconnection between chaos and information theory and joined Prof. C’s research group, which works in the field of information and communication technologies based on dynamical chaos. At the same time I took several courses on nonlinear dynamics, chaos, complexity and theory of self-organization. My first research project was “Dynamics Based Computation”. Plenty of information that I learned while working on it improved my understanding of such phenomena as self-organized criticality and information processing by chaotic map. Currently I am engaged in research on “Chaotic Map based Associative and Random Access Memory”. We have already designed Matlab program that records multiple text strings on one chaotic map and then identifies and restores recorded string on the basis of its substring. Now I am working on improvement of the effectiveness of this model.
I started my teaching practice as soon as I entered Kiev University in 1997. I conducted additional physics studies for gifted high school students in Ukrainian Lyceum of Physics and Mathematics in Kiev. I enjoyed this kind of work greatly so after transfer to MIPT I joined Prof. D's group that provides trainings for Russian International Physics Olympiad Team. This experience has convinced me that I would enjoy simultaneous teaching and research in the case of having TA position.
In the summary, my interest lies in the field of nonlinear dynamics and its applications, namely nonequilibrium physics, complex systems, self-organization, dynamics of neural networks. Research in this areas is very active at California Institute of Technology, namely at Physics, CNS, CDS and other departments. Therefore I want to continue my education at California Institute of Technology. I am sure that your PhD program will finally lead me to my dream – discovering of a secret of nature.
__________________ Không có gì quí hơn độc lập tự do. Tốt nhất là không lấy vợ.
thay đổi nội dung bởi: haichit., 10-11-2009 lúc 09:09 PM
- Statement by MIPT Alumnus (01/1995)
The Physics Student
I believe that having read my materials, you got a good idea of me . I think, it is no use to claim here my advantages, but I would still like to write a few words of Moscow Institute of Physics and Technology ( MIPT ), where I study, before I set forth my goals and reasons for applying to Harvard.
MIPT is the best educational institution of the former Soviet Union in physics ( it is not boasting, it is a valid generalization of many facts ). It provides adequate preparation comparable to US standards, independent study being emphasized. I hope that you have already met with MIPT students and they confirmed its reputation. If so, I would like you to consider me as an applicant from MIPT, not from somewhere in Russia.
As regards my interests in science, I know more about elementary particle physics and I find it more attractive than any other branch of physics ( and at MIPT I study in the group specializing in high energy physics ). Of course, it is too vague, but I don't want to put myself in the position of Buridan's donkey and try to choose somehow one of many topics, equally interesting to me at present. I would be glad to work on string theory, or supersymmetry theories, or, maybe, on their application to cosmology. And it would give me pleasure to search for Higgs or Z' bosons, or sparticles. All problems in this field attract me. On the whole, what to do is a less important question to me than how to do it, and I don't think it is a fault of mine. I plan to choose the topic of my future work later, as I come to know better both the subject and the faculty of the Department.
Of course, the main purpose of my longed-for studies at Harvard is getting adequate education to enter on a career in physics. I feel, and, I hope, you will be able to believe me, judging from my supporting materials, that this is a field I can be good in (although the last real successes I achieved in the field date back to my high-school years, when I was among the winners of some Byelorussia and USSR competitions on physics, and, maybe, are not relevant to my promise as scientist ). In the course of communication with many people working in science I got some idea of this work and I would be glad to engage in it myself. I like more and, I believe, I am more suited for research than for instruction. Although I have no serious experience in the former and only a slight acquaintance with the latter ( I used to work as a teacher in correspondence courses for prospective MIPT students and helped organize contests on physics and mathematics among high-school students ), I have the impression ( maybe, I am wrong ) that there exists a remarkable contrast between the enthralling nature of a researcher's work and the monotony of the work of teacher. In spite of my bias towards research career I understand the value of teaching assistant's experience and will be very grateful if you offer me such opportunity to continue my education ( although a fellowship or an assistantship in research still looks preferable to me ).
In all things I appreciate completeness and perfection. Probably that is why I like mathematics and prefer theory to experimental physics. Nevertheless, the difference doesn't seem very radical to me, and I would ask you not to deny my application further consideration if you find me not qualified for admission to specialization in theory.
Upon receiving the Ph.D. degree in physics I plan to get a job in a US research institution. It is probably easier said than done, but the development of SSC, LIGO or space programs and the immense research expenditures of US universities let me hope that this goal is attainable. And, I think, a Harvard degree could be of much help in my search for employment. I am sure that will and vigor can overcome the difficulties I may face, seeking such a job in the USA, which one cannot say of an analogous situation in Russia.
My second reason to apply to your university is my desire to join the community of outstanding people, a part of which Harvard faculty and student body are. At MIPT I have mixed with the brightest students and some of the best scientists of the former USSR. I can well see that contacts with such people are the best way of intellectual development, which is, in my opinion, indispensable to real professional perfection. Harvard is a famous place of concentration of the most prominent and creative people. Anyone who has something to do with physics can't help noticing how many great names and achievements are connected with Harvard. I am sure that contacts with the brilliant people of your current staff could make the most valuable part of my education.
Stating my goals and reasons for applying to Harvard, I can't fail to mention my firm intention to escape from Russia. Collapse of the economy and rapid decay of science in this country ( I am afraid, astrology is the only natural science the Russian public sees any sense in ) puts in danger the completion of my education and makes it quite impossible for me to find a job on graduation that would suit my interests and abilities. And for me it is not so difficult to endure any material hardships as my rejection of Soviet mentality and way of life ( Shakespeare's 66th sonnet is not a bit exaggerated picture of today's Russia ).
In my opinion, this personal motive is an advantage of mine: it is a strong incentive to take most seriously my would-be studies at Harvard. However, I don't want you to consider this aim of mine to be the main one: I am applying to the best US universities, not just to the USA (which would have been much more simple and sure ).
In conclusion I must say that I would regard my being admitted to Harvard not only as a great honor and success but more as a high responsibility and beginning of hard work. I don't know whether I shall have this honor but if I do, I will spare no pains to justify it.
__________________ Không có gì quí hơn độc lập tự do. Tốt nhất là không lấy vợ.
thay đổi nội dung bởi: haichit., 10-11-2009 lúc 09:09 PM
- Statement by NSSU Alumnus (12/1997)
The Physics Student
I would like to do experimental research in Condensed Matter Physics. In particular, I am interested in Ultra Low Temperature Physics. Conceptual issue that attracts me in this area is a possibility to observe quantum effects at a macroscopic level. It also gives an opportunity to study extremely pure substance while adding impurities in a controlled manner.
Stanford University is one of the few universities in the world that have strong research groups in experimental Ultra Low Temperature Physics and provide powerful and well-designed equipment for ultra low temperature experiments. In addition, the Stanford Physics department gives an opportunity to take outstanding advanced graduate courses in various areas of physics and exposure to new views and methods from world-class scientists.
I was introduced to physics by my mother, inventor and Professor of Physics at Nizhniy Novgorod Technical University (NNTU) at a very early age. She advised me on interesting physics books and we had discussions after I read them. She pointed out peculiar aspects of a phenomenon, then asked me questions to make sure I understood the concept behind the problems. We also discussed school physics when I started taking it. As I grew, she taught me pedagogical issues in physics and gave me a lot of good advice on how to make an effective presentation.
Understanding that it takes a good mathematician to be a good physicist, I went to Specialized Math & Physics High school, where I took courses in math more advanced than regular requirements, such as introductory calculus, introduction to differential equations, numerical methods, introduction to group theory and computer programming courses. In addition, I was enrolled in a correspondence course in mathematics at Moscow State University.
During winter and spring quarters of my last year of High school I performed a research in physics under advise of a researcher from Nizhniy Novgorod State University. The purpose of the project was to understand some methods of acoustical investigation of the bottom of the ocean; more specifically, what parameters of the bottom can we extract from reflected acoustic signal so we could determine the composition of the ocean bottom. I won the Second Prize in Physics among High school students of Nizhniy Novgorod region for a presentation of these results at student competition. The project was very educational: I had my first experience learning how to approach a research problem, using reference materials and checking the validity of results.
I graduated from Nizhniy Novgorod State University (NNSU), Department of Radio-Physics and Electronics. This science-oriented school gave me an extensive background in physics. The curriculum of the department covers a wide range of knowledge in theoretical and experimental physics as well as non-linear dynamics theory and electrical engineering courses. It included 9 semesters of lab courses (5 - 11 hours per week) where we started with learning basic techniques (oscilloscope usage, measurement of emf, measurement of capacitance, measurement of magnetic field using Hall effect etc.) and studying key phenomena (measurement of elementary electric charge in oil drop experiment, Fraunhoffer diffraction, light interference experiments, spinning tops, Cp/Cv measurement, longitudinal ultrasonic waves in a wire, etc.) As we acquired basic skills in measurement and broadened our theoretical knowledge, we performed more advanced experiments: properties of n-p junction in application to semiconductor devices, Zeeman effect, electron paramagnetic resonance spectroscopy, electromagnetic field measurements in the wave guide, antenna measurements, measuring the wavelength of surface waves on deep and shallow water, parameters of waves propagating in media, etc.
During my second year, I performed theoretical research on the stability of waves on deep and shallow water when the free surface is the lower one and the gravity introduces instability into the waves. In terms of the boundary conditions, I obtained an answer to the question: How narrow the neck of the container should be so the water won't spill out when it is flipped upside down? I enjoyed the opportunity of presenting a talk on my research at a physics seminar in our department.
Our department formed an extraordinary school for non-linear dynamics and wave theory, which was the emphasis of three years of my independent study. After an oral presentation, my Diploma Paper "Spatial Chaos in an Inhomogeneous Medium with Diffusion" was recommended for publication by State Examination Committee. The model described in this paper (a one-dimensional, one-component, periodically-inhomogeneous medium, described by the diffusion equation with a source) is very interesting and has several possible applications. It may be applied to semiconductor physics, to biological processes, and to some chemical reactions.
After graduation, I collaborated with A and B at Radiophysical Research Institute (NIRFI), Russia on the article "Near-field Scanning in the Time Domain" (paper in progress). This article describes methods of time-domain field calculation and far-field reconstruction by near-field measurements in the time domain on an arbitrary scanning surface.
In the years 1995-97, I worked as a Production Engineer/Programmer at Microtech Conversion Systems, Inc. (Belmont, CA). I developed accounting, security and tape-analyzing software using the C language. I was involved in assembly, testing and design improvement of a high-capacity unattended CD-R duplication equipment run by a PC.
I want experimental research in physics and teaching to be an outline of my future career. I would like to become a professor in academia in my future. I believe that my serious intention for study, my past lab work, academic background in various areas of physics and mathematics and industrial experience will be beneficial for my graduate studies and research.
__________________ Không có gì quí hơn độc lập tự do. Tốt nhất là không lấy vợ.
thay đổi nội dung bởi: haichit., 10-11-2009 lúc 09:09 PM
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"This semester," bellowed the teacher as he addressed the room of high school seniors, "I will make you all chemists." The class let out a collective groan. The teacher continued unfazed. "You will all have to complete a real research project using the facilities of local universities." Like most of my classmates in the AP Chemistry course, I dreaded the huge amount of work that loomed before me. Little did I know that this work would help determine my future. In the months ahead, I committed more time to this one course than I ever had before, poring over chemistry textbooks and working in the laboratory into the early hours of the morning. I always had an inkling that my future lay in science and technology, and this experience proved it beyond question. The methodical laboratory preparations, the interweaving of theory and practice, and the tangible results of a successful experiment all appealed to my disciplined and inquisitive nature. By the end of my senior year, I had developed a solid foundation in the principles of chemistry, and just as my teacher had promised, I was on my way to becoming a chemist.
Despite my growing interest in chemistry, I still harbored dreams of becoming a fighter pilot in the United States Air Force at the time of my high school graduation. Even as I spent my evenings in the laboratory for AP Chemistry, I woke up early in the morning to run and do a routine of sit-ups and pushups. I was preparing for the rigorous physical and mental demands of the Air Force Academy. Over the course of previous summers, I had experienced the sweeping rush of glider school and had soloed in my first motorized aircraft. I hoped for the challenging life of an Air Force pilot and was on my way to making it a reality through sweaty self-discipline and intense mental focus. On one sunny afternoon, I saw a thick letter with a Colorado postmark in my mailbox. I was now a cadet at the Academy.
As with all military institutions, the first years at the Academy were intensely demanding. Strenuous endurance tests, high-level academic work, and hazing by upperclassmen made a junior cadet's life extremely trying. Nonetheless, I thrived during these years because I never lost my sense of focus or my love of chemistry. Even as I dreamed of being a fighter pilot, I found my chemistry courses to be highly engaging and challenging. All cadets were given a choice of academic tracks, and I had chosen science and engineering. As in high school, I worked in the laboratory late at night and ran early in the morning. Whenever I got fatigued, I just remembered how close I was to fulfilling my goal of becoming a pilot.
After a visit to the ophthalmologist one day, my dreams of airborne glory were abruptly shot down. My vision did not meet the Air Force standards required of pilots. It was a crushing blow, and at first I did not know what to do. Nonetheless, I knew that I was not without direction. Once again, my life pushed me towards studying chemistry. This was a subject that I knew I would enjoy, so I packed up my science textbooks, threw away my flight training manuals, and headed back to my hometown college, the University of Texas at Austin (UTA).
As much as I had loved chemistry before, my studies at UTA convinced me that I had found the right vocation. I was particularly inspired by Dr. John Rove. Like my high school chemistry teacher, Dr. Rove knew that the best way to instill an appreciation for the field was through active research and meaningful laboratory work. He believed that one should never learn from a book what one could learn from a beaker, flask, or Bunsen burner. As soon as I explained my experience and interest in the field to him, he offered me a position in his group doing research on the decomposition mechanisms of electro-optic dyes. The research I performed involved finding suitable organic dyes for electro-optic modulators. After months of grueling work and wise guidance from Dr. Rove, I was ready to present my research at regional and national meetings of the American Chemical Society. Networking with chemists from around the country allowed me to glimpse not only other possible fields of chemical research, but also the potential career options I might want to pursue. Had it not been for Dr. Rove's personal guidance and help, I doubt that my future career plans in chemistry would be as clear as they are today.
Because of my two-year commitment to the United States Air Force, I was unable to apply to graduate school directly after college. Instead, I spent two years serving as an intelligence officer. From this job, I have greatly improved my analytic ability, communication skills, pressure management techniques, and patience as a researcher. Like chemists, intelligence officers often have to construct coherent models of reality from incomplete pieces of data. This position has offered me insights and training that no classroom setting could match. Nonetheless, I am ready to return to my first love, chemistry.
Although my life has taken some unexpected turns in the last few years, the field of chemistry has been an unwavering companion and a source of intellectual interest. Whether it was discovering research in high school, learning advanced chemical theories at the Air Force Academy, or presenting my findings at meetings of the Chemical Society, the lure of studying physical structures has always guided my decisions. My advanced research in electro-optic modulators and my course work in classes such as Molecular Orbital Theory have given me the analytical ability, laboratory skills, and theoretical knowledge to excel in a rigorous doctoral program. During my Ph.D. studies, I intend to focus on inorganic and materials chemistry in order to design new materials for use in industry. By a stroke of fate, the weak vision that prevented me from becoming a fighter pilot allowed me to envision my future as a successful chemist.
__________________ Không có gì quí hơn độc lập tự do. Tốt nhất là không lấy vợ.
thay đổi nội dung bởi: haichit., 10-11-2009 lúc 09:09 PM
SOP samples 
