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Why Columbia & Pitzer’s Values

untitled-6423Why Columbia

by Victoria Van Amson

Since my days at Greenhouse Nursery School, art on Columbia’s campus has engaged me. Whether it is taking form on the Quad or at Baker field, the Scholars’ Lion enlightened me to the kind of institution to which I wish to contribute over a lifetime. The core curriculum is a significant manifestation of the Lion’s remarkable ability to unite Columbia’s community with shared motivation. I have diverse interests which make the foundation of a liberal arts education necessary for the full explorations of my passions. On Columbia’s relentless education of generations of students lies the edifice upon which the wisdom of Alma Maters’ owl, and the perspective of The Curl rest. Throughout my high school career, I enjoyed giving speeches and facilitating dialogue on topics that are not normal to classroom discussions. One-sided mindsets challenged me as I encountered classmates without interests in looking at issues from multiple angles. Many of my peers blast our beloved society, choosing to ignore our abilities to profoundly improve our culture and democracy. This potential is inherent in everyday actions. Columbia would surround me with the values of others who understand my admiration for what the owl and The Curl represent to me; wisdom and perspective. Columbia understands that there is a stark difference between diligently standing before a metal sculpture that one may acknowledge as aesthetically pleasing, and taking the time to walk around it and conclude that it embodies something deeper and possibly more intense. Columbia would satisfy my hunger to master the quest to go beyond the surface of facts.

Victoria Van Amson, a 2011 graduate of the Nightingale Bamford School, received her Bachelor of Arts degree in Sociology with a concentration in Business Management from Columbia University last week.

image1Pitzer’s Values

by Cameron Carr  

Prompt: Founded in 1963, Pitzer College was built upon four core values that reimagine the purpose of a college education in a progressively changing world. These values are social responsibility, intercultural understanding, interdisciplinary learning and student autonomy. Almost 50 years later, our students feel that our founding values help prepare them to address the issues of their time. How do you feel these values will help you find solutions to the evolving challenges of your generation? (Maximum of 4000 characters)

Malcolm X sits in the corner of the boxing ring with two coaches tending to his bruises—Barack Obama and Dr. Martin Luther King. They stand over him as he waits for the bell. I created this drawing a year ago and struggled with which of the three men should be the fighter and which should be the coaches. My strong affinity to Pitzer is tied to my confidence in the institution’s compatibility to wrestling with a question like: Which man has an inner character and belief system that would make it necessary for him to enter a boxing ring and fight against inequalities in society?

I am an artist and an aspiring entrepreneur who is committed to social justice and capitalism. At Pitzer, those identities would be nurtured, challenged and expanded in the classrooms, dormitories, internships, study abroad programs and countless clubs. I do not see a divide between the pragmatic and intellectual components in my college education and life beyond.  Pitzer values blends between liberal arts foundations and pragmatic views of the world. It is inherent in its progressive mission that brings a Postmodern version of the Dewey model of education, which is why I am drawn to an innovative institution like Pitzer.

My attraction to Pitzer extends from my commitment to the idea that diversity brings people together as a community and allows them to educate each other about their own unique backgrounds – leading to an atmosphere where a group of people can embrace differences. I pursued this mission by coordinating diversity workshops in high school. Once diversity becomes a comfort zone of a community, education reaches an ideal that carries the mission of exposure and growth at multiple levels. I want to join the Pitzer community because the schools fosters values centered around that ideal of growth through engaging diversity through academically innovative classes, creative extra curricular activities and social experiences. I want an education that challenges me to learning more about  myself and “the other.” In the process, I will continue to wonder which man is best suited to box and which two would be the best coaches?

Cameron Carr, a 2011 graduate of The Ethical Culture Fieldston School, received his Bachelor of Arts from Pitzer with a double major in Media Studies and Visual Arts.

The Giant Deception of a First Impression

by Brandon Scotland

brandon2I sat there silently, swinging my legs, watching them bounce back and forth off of the couch. I was only 5 and my lack of words and eye contact produced an eerie awkwardness as I met my first babysitter. I shocked my dad with a question: “Daddy, is she a monster?”

A monster is defined as a creature that is typically large, ugly, and frightening. A five-year old doesn’t need a dictionary to know that meaning. But what must one do to be seen as a monster? Spur genocide? Ruin a life or two, perhaps?

My Mrs. Bessie did none of that. She was around 70 years old that day when I first met her. She was about 5’4″, caramel complexion, long black hair, but had only one finger on her right hand—the middle finger.

I regret those first impressions and the first moments of embarrassment when she picked up from my private school. It took only a week for her to become my best friend. She was also a loyal advocate, and a large foundation of my morality. I recall being upset one day because I knew I couldn’t finish reading a science book I enjoyed by its due date; Mrs. Bessie used the one finger she had on her right hand and re-wrote the book with pictures while I was gone that afternoon.

After four years of steady babysitting, she developed a minor, but persistent cough. My mother suggested that she see a doctor but she always politely declined with the same rationale. “If I go to the doctor, who is going to take care of Brandon?” Ironically, I would soon feel like the monster when my mother shared the news. 
“Brandon, I want you to know that Mrs. Bessie has lung cancer and she may be fine, but she might not be as well.“

I watched my life disintegrate in front of my eyes. Dumbfounded, I sat there and reminisced on past memories and the peculiar cough she wouldn’t get checked out specifically because of me. I prayed for her to be healthy again. For the first time in my privileged world of caring people, tragedy ensued and I experienced my first taste of the real world. She was hospitalized and wouldn’t eat any food at all unless I fed it to her. I came to the hospital to feed her everyday. It was hard seeing her weak while living by her motto, “don’t worry, be happy.”

My final moments with her were powerful and indomitable. I felt all the strength of her character flowing through me as I was called up to the podium to deliver my words at her funeral. At 10 years old, I read my poem titled “don’t worry, be happy” to a crowd of hundreds at the New Jersey Performing Arts Center.

She died nine years ago yet her influence is still alive. Her tenacity was my model when I started a clothing line two years ago. Her legacy accompanied me throughout the years I attended a summer enrichment program held by the Johns Hopkins Center for Talented Youth Program. In the summer between my sophomore and junior years in high school, I went to Lancaster, PA to take an accelerated Physics class through the program. In three weeks, we explored and completed the syllabus covered in the typical high school A.P. Physics class.

As my father drove close to the school on the first day of the program, I wondered if we were traveling in the right direction because of the barren surroundings. Yet I approached Lancaster like I approach all new experiences: with an open mind and the intent of meeting new people and learning something new. I owe that perspective to the influence of Mrs. Bessie.

As we arrived and began unpacking, I was stunned by the looks of some students. Had they ever seen anyone with dreadlocks before? Some had seen few African-Americans in their lifetime; others just marveled at the sneakers I was wearing. Either way, I was judged. It was awkward at first. But I maintained an open mind and would meet some of my closest friends to date. Many of these new friends shared their shock that I was such a nice and fun guy who did not view them as lame or limited because they were white with rural backgrounds.

Her legacy accompanied me to high school with one of my toughest decisions ever: to leave a private school in 11th grade for a public school. As the recession hit in 2008, my family decided the public school experience was a better option.  I remember walking into school on the first day, and being amazed at the diversity in the hallways. Initially hesitant to participate through pure shyness, I soon became more engaged than ever. I met people of all shapes, sizes, religions, and ethnicities and I wanted to meet them all; I even wanted to meet those labeled weird or odd simply because I saw their differences as distinctions and not as flaws. Leaving an overly nurturing environment was a challenge, but lessons from Mrs. Bessie gave me the ability to view the new world of public school with optimism. I expect to face many more transitions in life and, without a doubt, Mrs. Bessie will be with me through them all.

Brandon Scotland graduates from Penn State University tomorrow.

Ask ‘Why Cornell,’ and My Answer Starts With an iPod

by Calvin Ng

calvinI start the day with country, say “Won’t Back Down.” Then I move onto rock, “Charlie Brown.” Yet, I can’t finish my 45 minute commute to school without hip hop. “The Other Side” is often the lift I need for the day. My versatility does not end with my iPod–it trickles into my academic life from history to math. I am drawn to Cornell’s College of Arts and Science for the opportunity to explore my diverse academic interests.

When I think of math and history, I can’t escape an engagement of Greek and Roman culture. The two civilizations had similar gods, similar governments, and similar architecture that reflects the evolution of mathematics in many ways. Yet, the two are so different, and I questioned how the Romans could have become tyrannical and made so many poor decisions. It was as if they had not learned from the Greeks at all.

At Cornell, I picture myself sitting in classes such as Cultures of the Middle Ages: Medieval Frontiers Societies or The United States in the 1960s and 1970s. Since the scope of these courses is small, relative to World History or U.S. History, I’ll be able to learn more of the smaller details within the periods. The in-depth background information, which Professors Oren Falk and Kohler-Hausmann will provide, will change the way I think about these eras.

At Stuyvesant, I have taken the most advanced math courses available. Each semester, as I took a new course, I wondered how topics such as integrals or derivatives could apply to real-life situations. I knew that all small businesses used basic math for buying, selling, and pricing products or services; most jobs need some type of math. My father always mentioned how finance and math were heavily linked, especially statistics and calculus. The fact that there are numerous ways to find the same solution to a problem fascinates me. I wondered how companies choose methods to achieve their goals. Does everyone in a company approach their equations in the same way, or is there room for creativity at that high level?

My unyielding interest in mathematics paired with my newfound interest for history, taking me through different avenues of cultures, lifestyles and religions, but they seemed so unrelated. During senior year, I realized that economics was the perfect discipline to combine both my interests of history and mathematics. On the first day of Macroeconomics, my teacher gave a lecture comparing and contrasting the Great Depression and the Great Recession of 2008. As she talked more about the economic circumstances and actions taken during the Depression, I began to think about what economists in 2008 had suggested to do about the recession. How much did economists learn from the Depression and how did they apply it? That first day of economics showed me an application of history in a modern day scenario. As the course progressed, my teacher warned the class of complicated calculations, but that didn’t matter to me. I had found an application of mathematics that would tie into my interest in history.

Cornell’s College of Arts and Science will be the perfect environment for me to further my studies in economics. Being personally affected by the Great Recession, I want to help companies and banks make decisions that are less likely to negatively impact the country. Cornell’s extensive range of economics courses can provide me with what I need to gain a broader understanding of the discipline, with courses that are specified to tackle different economic fields as they relate to various historical contexts. Cornell will provide me with numerous challenges to further my studies in courses like Topics in 20th Century Economics History, International Finance, and Macroeconomics. I am drawn to Cornell for the prime opportunities it offers to further my exploration of math, economics, history, and other disciplines.

Calvin Ng, a graduate of Stuyvesant High School, is a freshman at Cornell University.

Winning Without a Label

by Sydney Webber

11082549_10205536740953368_2880924316986633246_nI remember Fridays when I walked home from school with Eric, rushed to change clothes and headed across the street to his house to play.  At dusk,  I’d head home to shower and put on my black dress, stockings, and flats and return to Eric’s for Shabbat dinner.  I still remember the distinctive taste of Challah and tons of food that his grandmother cooked.   I never felt out of place as the only person in the room who didn’t understand the Hebrew prayers.  Then there were my Tuesdays, reserved for the playground with Uzuri and Hector, my friends from Nigeria and Colombia.  I always found time every week to hang with Sam, my Venezuelan best friend.

It all changed when I turned eight. My family left Maplewood, a town known for its diversity, for Morristown, where we were the only black family on the block.  On the surface, Morristown lacked diversity, especially considering my overwhelmingly white neighborhood that matched the makeup of the honors courses that I took in high school.  I spent years looking for a label to fit in besides “black girl.”  I would learn the irrelevance of labels in the spring of junior year when my name found it’s way to a ballot that read Bill, Phillip, Joe, and Sydney–the typical “hot guy”, the “jock,” the “class clown,” and me.  There was not a label for me, which, at first, made me think I must be crazy for running for class president.  The girls would vote for Mike, the basketball team for Drew, and Matt’s speech would make everyone laugh. Didn’t I need a label to win?

In Maplewood, there were not any two people who seemed alike so I never thought twice about being myself.  It wasn’t until I was placed in an environment where the white majority was dominant and seemed to be monolithic that I experienced a discomfort with myself.  I tried desperately to be like my friends.  I straightened my hair everyday to get rid of my natural afro I wore as a child.  I listened to the bands that my friends loved even though I hated the music. I wore Abercrombie, even though the clothes weren’t meant for my Beyonce-like curves.  I became secretly thankful for my light skin tone because it made me look closer to the majority than those with dark skin. Throughout middle school, I felt ashamed to be black because it differentiated me from everyone around me.

My family’s Kwanzaa celebration launched my journey to self acceptance.  When I was thirteen my mom invited our white neighbors to the celebration.  At first I was embarrassed to share this part of me with my friends.  I thought they might see me differently if they witnessed this hidden side of me. I feared it would accentuate the obvious differences I tried to escape.  At that moment I thought back to Maplewood and remembered its okay to be racially different. The girl who now believes Kwanzaa is for everyone became one who realizes the school is not just made up of labels.

I changed my definition of diversity beyond race and ethnicity. I saw that white people should not be defined by being white just as I should not be defined by a label of race. I also saw the superficial constructs of the labels my opponents wore and embraced.  I discovered I was not the underdog in the election and that lacking a label was my asset. I wanted to represent the majority of our grade that didn’t have a “title,” like those who do not like the lunchroom social world, those unafraid of being smart or being called a nerd, and those who value eclectic interests.  I had started to see my classmates and myself beyond superficial labels. Moreover I won the election because my classmates were able to see me beyond any labels while my opponents epitomized typical high school classifications.

Sydney Webber, a graduate of Morristown High School, is a freshman at the University of Pennsylvania.

 

An Education that Starts with Morning Rhythms

by Jordan Harris

 Jordan Harris - Class of 2014

A captivating rhythm draws me to five young boys drumming on plastic overturned buckets on the bustling streets of Downtown Chicago. I am on my daily commute to school. In one hour, I travel from a tree shaded suburban town to this rhythmic center of noise and motion. Moments that mirror my life often come alive on my commutes. For example, the drummers resemble the five siblings in the family I worked with during my first service trip to the Appalachian Mountains the summer before my sophomore year. I decide to drop money in the youngest drummers’ container and I see a joy spread across the boy’s face, reminding me of children I met on that trip.

School for me does not start in the classroom. My lessons begin the minute I leave my house. My commute now shapes my identity in ways I never imagined when I decided to attend high school in the heart of Chicago.

It starts with a 15-minute ride with Dad to the Metra Station followed by a 20-minute train ride to the heart of the city. On the train, I witness an architectural transition as buildings become higher and closer together, complimenting the fast pace enveloping everyone.

I arrive downtown and my commute continues.  I now walk the morning rush with Chicagoans of all races and classes as I head to the CTA bus stop a couple of minutes away. The world becomes larger, then smaller with this walk.  By the time I reach the bus stop, I find classmates coming from different places for the final 15-minute bus ride.

On one ride, I smell liquor on the breath of a man sitting a few rows away. He is lanky with scruffy facial hair, wearing a green army jacket, and holding a brown paper bag.  It is the week after Christmas break. Tis the season to join classmates and complain about homework loads. I describe my long paper on the role of children in the Civil Rights Movement when the smell of the man’s breath comes closer.  He then begins scolding all the kids on the bus saying: “Ya’ll kids shouldn’t be complaining about homework. I didn’t do none of my homework when I was your age and look at me now. Do that homework. Stay in school. Graduate. Make something of yourselves.”

By then, I was a seasoned commuter.  If this happened before high school, I would have felt uncomfortable in my seat and searched for another one towards the front of the bus.  Instead, I nodded at the man’s helpful advice.

Some scenes of my commute are as entertaining as a movie, yet my imagination must write the script.  I was waiting at the bus stop one morning when I saw a businessman in a full suit and tie riding by on his scooter.  Maybe he was a creative entrepreneur, or just a man trying to save money rather than taking a cab.  I could only imagine a day in his life.

I never imagined how adaptable my commute would make me.  On one cold January morning, the bus broke down.  The driver said another bus would arrive in an hour. My classmates and I decided to walk so we would not be late for school.  A brisk wind hit our faces as it became harder to see, and the cold made our noses drip and turned our faces red. Too bad the man with the brown paper bag could not see our walk through deep snow in single digit temperature weather. It showed the kind of academic commitment that might warm his heart.

My commute has strengthened my independence and adjustment to new situations. I now go downtown not only for school, but for other events as well. Thanks to my commute, I have branched beyond a suburban bubble and become more aware of myself as part of a larger community.

Jordan Harris,  a freshman at Northwestern University, is a 2014 graduate of Saint Ignatius College Prep.

 

 

Saved by the Television Station

by Jack Bushell

jackIt was the first time ever that my classmates felt unsafe. The mood in the hallways was somber. However, my creation would transform the sense of doom into one of the most spirited moments I have yet to witness, and become a major accomplishment in my transition to adulthood.

The horror happened on a football field during homecoming, one of the biggest and most celebrated weeks of the year. Homecoming week brings the traditional powderpuff football game, when the junior girls play the senior girls in touch football. During the game, a fight broke out between two girls. Many kids have never seen two girls brutally fight. Later a video of the fight went viral, tarnishing our school’s strong reputation.

I saw this moment as a time to make an impact with a project I created for the school. Earlier in the year, I founded Redwood TV, a station focusing on the life of the school which I shoot, edit, and produce every two weeks. I have always been one to look at inspirational videos to change my mood or pump me up before a sports game or any other challenge I face. I have studied videos made for professional sports teams with Interviews, time-lapses, and crowds cheering in excitement. I wanted to share the feeling of the videos that motivated me with my classmates.

While the community was engrossed in sorrow over the fight, I filmed all the lunchtime events featuring the Homecoming Kings and Queens. I put together a video of all of the best things that happened at homecoming, ignoring the fight that stole the attention of the week. The program aired Monday, and the students’ attention left the fight and went to all the other activities that had been forgotten. In just those 4 minutes and 30 seconds, I changed everything.

Through my homecoming show, I saw what concentration and persistence could produce. The night before the homecoming highlights aired, I gathered together all the footage, making sure everything was perfect. As I put together the highlights that weekend, I pictured students smiling. I scanned through the newest music, deciding what mood I wanted to instill in the school that morning. I looked for something that puts smiles on people’s faces, lifts school spirit and makes people enjoy Redwood High School. For this episode, I chose “Burn,” by Ellie Goulding.

Throughout most of my first two years in high school, sports dominated my life. My family and friends labeled me as a tri-athlete. My principal thought I should stick to sports when I approached him with the idea of Redwood TV, telling me, “Redwood TV will end up being a waste of your time and the school’s time.”

I proved him wrong, and he is now one of the strongest supporters of the station, joking that he does not want me to graduate so the station can continue. After being spotlighted at a state leadership conference for the Oregon Association of Student Councils, Redwood TV is known as one of the best high school television stations in the country .

Redwood TV has grown into a must-see at my school, with students often asking me when the next episode is airing and sharing exciting things in their lives that they hope can be featured. Today, when I enter a school event with my camera, I am bombarded with students approaching me, hoping they will be featured in Monday’s episode. Yet now I have a new mission: I am looking for a successor to train so the station can live beyond my graduation in June.

Jack Bushell is a freshman at Emerson College and a graduate of Redwood High School.

 

First Job Blues: Battles and Lifelong Lessons

by Diamond Grady

ArundelBayArea_MD_Senior_Grady_DiamondIt was the beginning of the shift. My first table of the evening just sat down. It was a couple I had never seen before in the the restaurant where I worked at a retirement living community. I was eager to meet them. I picked up my water pitcher in a great mood and headed to the table.  When I arrived, I poured the glasses of ice-cold water, and introduced myself. “Hello, my name is Di-” was all I could muster before the gentleman rudely interrupted with the demand that I bring him an iced tea, without even looking at me. Instantly my mood changed, and it took every ounce of my being to swallow my pride. I took the high road as this job has taught me to do and kindly said, “Yes sir.”

Add more living to your life. This is the motto that attracts residents to the community, and ironically, describes what it’s like to work there. I would know — the residents will certainly liven your day during mealtime. This is my first job and it has forced me to mature in ways I never imagined. I have learned to remain calm in the face of so much disrespect from the people that I serve French toast and eggplant Parmesan on a weekly basis.

If being outgoing ever becomes something that can be measured and sold, I would easily become a millionaire. I love to go to social events, interact with different personalities, and socialize with a mixture of diverse people. In high school, my people oriented personality developed into an interest in marketing, a field I intend to explore in college. During my high school years, I never fit into any one clique or limit myself to one group of people. I work very well with others and have always easily got along with most people. Given my personality, I never thought being a waitress at a retirement community restaurant would pose such a difficult challenge.

Treat others the way you want to be treated. At a young age, my parents instilled this lesson in me as well as taught me to always stand up for myself and treat others fairly. Working at the restaurant has exposed me to people who do not always treat me with the same respect that I deserve and show. As a waitress, I can’t stand up to them and demand respect in the way my parents nurtured me to do. This inner conflict has been difficult to navigate. Over time, I have become a more disciplined person as I curb my impulse to say something disrespectful to the rude people I serve. To prevent myself from snapping, I have learned to pause. Breathe in and out.

I have also learned to appreciate and focus on the good rather than allowing the bad to consume my experience at work. The optimist in me has grown. For example, Mr. Jones, a resident who dines at Atrium every day, takes care of his wife, who is diagnosed with early onset of Alzheimer’s disease. Though he is always requesting extra food, and therefore making my job harder, he is extremely polite and always has a smile on his face even when dealing with his wife. Almost every time he asks for something else, he always says, “ I do not mean to trouble you but…”This simple comment instantly puts a smile on my face and softens my mood.

I am now more tolerant of others and realize that having the last word is not always important. Sometimes kindness and a smile are the best ways to handle a tense situation. “Kill them with kindness,” as the saying goes. I learned this lesson up close at work. As a result, I have grown into a stronger person as I make my transition into adulthood.

Diamond Grady is a 2014 graduate of Seton Keough High School in Baltimore and a freshman at Spelman College.

Good Habits Live Long

by Griffin Harris

griffin

My identity and story are built on passions and habits. For example, something in my mind and body prevents me from falling asleep without reading the hard copy of the front page of The New York Times every night. If necessary, I will search through the trash to fetch the paper before going to bed. I have always found comfort in the crisp creases and familiar smell of its pages.  I realized the value of this habit as a sophomore in Mr. Greenside’s history class when he asked, “Does anyone know more about John Edwards than what late night shows are currently joking about?” I immediately raised my hand, which was the only one in the air.  Mr. Greenside called on me and my understanding of the dynamics of Edwards came together in an informed response, understanding of the rise and fall of the man.  An epiphany followed this moment—the first time I saw the benefits of all those nights of reading the NYT.

I have always been a man of habits as an athlete and student. It started in fifth grade when I became more aware of my passion for history. We were studying the American Revolution and I was riveted by the social, political, religious, intellectual and economic levers that drove America to become independent.  I searched and found books and documentaries that fed my thirst for the topic and formed habits around researching and connecting the ideas behind conflict, immigration, independence and technology. I loved learning all I could through different investigative passions. My habits grew into a necessary companion to my love of history.

Passions cannot live without supporting habits. History reinforced this rule in my life. In Mr. Greenside’s class, I learned the value of refined routines as the backbone for something that excited me—understanding world events. I have been equally passionate about hockey since I was six and grew to be the accomplished player I am today by developing habits – learning the physics of how a puck moves on ice, stick angles that produce the most accurate shot and feeling my teammates positioning without seeing them.

History and current events became the hockey of my academic life around eighth grade. Friday was my favorite day—current events. From Haiti’s earthquake in 2010 to the Republican takeover of the House, I started getting to know the world as well as I knew the hockey rink by reading the paper every night.

I am reminded of the value of my addiction to the Times when I least expect it.  In my junior year I interviewed to be an intern for the International Rescue Committee, an NGO working to help political asylees and refugees rebuild their lives in America.  In explaining why I wanted the job, I drew on my awareness of global challenges and discussed immigration issues with confidence.  Just like I hit the ice with conviction, knowing I have taken my fingernail and scratched the edges of my skate blades to make sure they are sharp, I was able to tackle my interview with confidence, thanks to my nightly ritual with the Times.

As an intern, I was assigned to be a counselor for children of refugees from all over the world—Egypt, Tibet, India, Nepal, Cameroon, Guinea.  I served them well, knowing the deep roots and context of their fears.  Amr is 10 and worried about family members still in Egypt.  My job was to try to take his mind off the stories that may stir his fears, as well as to understand him and those fears.

I never know when a good habit will become the source of comfort to a 10-year-old like Amr, or lead to a great moment in class, or a strong job interview. I am certain that I will discover new passions and thus develop more habits. For now, I also know that my college roommate will learn not to throw out the trash with the day’s New York Times.

 Griffin Harris, a graduate of Columbia Grammar and Preparatory School, is a freshman at American University.

Twin Views of George Washington University

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by Brandon and Parris Lloyd

I am not dining at Le Diplomate on 14th Street in Washington DC or Dominique Bouchet on the Champs Elysees. I am 12 years old, sitting in Applebee’s. I begin speaking to myself–in French.  I translate as much of the menu as I can before my friends arrive.

It was Love at the First Class. I started studying French in Sixth Grade and it became my passion. Whenever I was alone, I spoke to myself in French. Eventually, thinking in French became second nature. French classes were not enough. I started listening to audio tapes. When I made my first trip to Paris at 14, my passion for the study of the language and culture grew even stronger.

At George Washington, I would hope to participate in GW’s Paris Business Studies Program. In fact, I am drawn to George Washington since it combines my love of French culture with my interest in business in a specific program. During my tour, I met students with passions for various languages and different cultures, which made me feel at home. I see the community itself at GW as interconnected and diverse. Having students in class from different parts of the globe will be an eye opening experience for me, allowing me to become more cosmopolitan in my thinking and academic approaches.

I am also attracted to GW largely because of the School of Business faculty. I am excited by the opportunity to take classes such as Global Focus, Business Law and Ethics, and Investment and Portfolio Management with such accomplished professors, including a senior economist for the World Bank to a business studies language expert in charge of the GW CIBER Business French module. My interests in French and business would lead me to seek the vast research opportunities for undergrads, which provide additional ways to learn from such a strong faculty.

My visit to the George Washington campus demonstrated many other appealing qualities. The location in Washington DC is ideal as it offers many opportunities, such as meeting with government officials through off-campus events or brown bag luncheons. My social interactions with students during my visit showed firsthand the qualities of students drawn to the energetic atmosphere and close-knit community. The students noted that student organizations and clubs play a significant role university life. I would become involved with the Civic House program, GW French Club, and the GW Finance and Investment club. These clubs would build on my high school extra-curricular activities. Currently, I am involved with the White Plains Youth Council, the White Plains Youth Court, and many other community service programs.

George Washington University– from the extra curricular offerings to the academics–is the ideal place. I have toured many schools with impressive programs. Yet when I consider what I want from a college education, George Washington is best suited to my interests.

 Brandon Lloyd, a graduate of White Plains High School, is currently a freshman at George Washington University along with his twin, Parris.

UntitledWhen I started my college search, I opposed looking at any urban campuses. I wanted to be surrounded by the ‘rolling greens’ seen in college movies. That changed when I visited George Washington in March, and my view of the ideal college was redefined by the historical sites in DC and the blending of cultures—political, urban and academic. I am drawn to GW for the model ways that the school immerses itself within the cultures of Washington DC.

At GW, I will get the best of both worlds: a city campus and a green campus as well. If DC life ever became too much, I could always go to the Mount Vernon Campus, where I can imagine my lungs consuming the scent of freshly-cut grass as I walk. On another day, I see myself eagerly racing to Cross-Cultural Psychology or Developmental Psychopathology. Afterwards, I go to a Class Council meeting to put the finishing touches on plans for an upcoming fundraiser. Then I go to my Women’s Leadership program meeting to explore ways to grab our peers’ attention to the issues important to our organization. At the end of my day, I’ll be exhausted, but fulfilled, knowing I’m taking advantage of what GW has to offer academically, residentially, and extracurricularly.

GW provides a plethora of opportunities for me as a psychology major. I was excited to find a research requirement, and opportunities to be part of cutting-edge research even as a student. By making research a requirement, the school demonstrates its devotion to making sure students are proactive in their fields.

The connections that GW has made with surrounding embassies and corporations make for internship opportunities I haven’t seen at other schools, which will allow me to be even more proactive in my field. I am excited by the fact that GW offers internships for any focus, which will allow me to start building work experience as early as freshman year. While visiting, I met a student interning with the American Psychological Association. He said GW helped him find the internship.

Diversity is important to me, and I want to go to a school where diversity isn’t just black and white—where the culture of the university is influenced by many ethnicities. GW does more than accepting students of different backgrounds; it encourages those students to share their culture with others. Beyond its worldwide connections, GW is a global community because of the various multicultural clubs, groups, and activities that thrive on campus.

I am drawn to GW for its academics, opportunities, and location in our nation’s capital. What really sold me was my overnight experience. I met so many students who love the GW community and fully embrace the friends they have made. Observing the GW students made a lasting impression on me.

 Parris Lloyd, a graduate of Ursuline High School in New Rochelle, is a freshman at George Washington University along with her twin, Brandon.

Like Uncle, Like Brother

by AJ Zerka

zerkaAt six, Uncle Dan lost his left eye in a freak accident, which led to many surgeries. Doctors called him “Superman” because he never cried. I always felt strange calling him uncle because we’re only nine years apart. He is more like the brother I never had since I’m an only child. We have been inseparable since the time I was old enough to walk and talk. His courage in the face of challenge influences the way I handle adversity. Considering the story of my life, Dan has been, without a doubt, one of the greatest influences.

Our bonding time comes largely through travel. We both enjoy the adventure of new places, including Spain, Mexico, Florida, and California. In February, we were lost in Paris for our first trip alone. Neither of us speaks French. We were in a subway station trying to manage our way to the Eiffel Tower, and neither of us knew where to go. Finally after a joint effort, we found our way to the top of the Eiffel Tower. When we finally got to the top it was getting dark and we felt the February wind. We saw the city’s lights slowly twinkling on and laughed that a whole afternoon had gone by in our confusion.

For me, school has not produced the kind of challenges that Dan faced. His resolve inspires me; in particular, his ability to navigate school. School administrators and students treated him like an outsider because of his learning disabilities, while I am a guy that can get along with mostly anyone. He has been told “no” his whole life, whether it was school, driving, or work. Yet he has persevered. Dan has a license, and works 16 hours a day at the airport trying to realize his dream of becoming an airplane mechanic. His work ethic motivates me to push myself in school and at work. When homework assignments pile up and I feel like procrastinating, I think of him and keep going.

Dan, being very shy and quiet, doesn’t usually defend himself. This compels me to be more assertive. When we are together, I often have to step up and take a leadership role. A couple of years ago we were together in a clothing store. “Sir, can I help you find anything?” an employee asked Dan. My uncle wasn’t able to process the question quickly enough and the employee snickered at the long pause. I had to speak up. “Excuse me, what’s the problem? Not everyone has the same abilities as you. There is no need to laugh.” The clerk quickly apologized. Without expressing it, I knew Dan appreciated my actions.

My sensitivity to others has grown up alongside my relationship with Dan. Seeing the effects of bullying has made me more aware of my own actions and words. When I start to lose patience with someone, thoughts of my uncle often come to mind and I become more understanding.

I also witnessed my most terrifying moment in his presence. Recently, when sleeping over at my house, Dan had a seizure for the first time ever. I had never witnessed one before and was frightened. I could only imagine the worst. Considering the possibility of life without him was painful. As a lifeguard, I am certified in first aid but was too traumatized to act. Thankfully, the paramedics came and he survived. Although I was too numb to act in the moment, I have pledged to myself that I will be ready to act if anything like this happens to anyone around me in the future.

Through Dan, I have learned that compassion isn’t inherited, or taught at school, but rather something that is gained through experiences with people. My experiences with him have formed my appreciation of others and my ability to see the unique gifts of individuals.

AJ Zerka, a graduate of Ardsley High School, is a freshman at Fairfield University.