Posts Tagged ‘mathematics’


  • “The workshop helped me to feel comfortable writing about myself and to work through my ideas to see what would work. It proved to be a crucial way for me to figure out what was most important to me and how to express that to the colleges I was applying to in the most articulate way. I highly recommend it as learning experience.”
  • Sophia Toles
  • Martha’s Vineyard Workshop Attendee
  • Class of 2012, Friends Academy
  • Class of 2016, Princeton University
  • “David Dent does a great job of helping students come up with revealing topics of their very own to consider for their college essays. He takes the time that is needed to transport your child beyond the routine parameters of his/her thinking to get there.”
  • Lisa Boldt, Mother
  • Alden Boldt
  • Class of 2014, Berkshire School
  • Class of 2018, Union College
  • “When Cameron came to Write for the Future, he was at the bottom of his class in writing and literature. In about 26 sessions, he has gone from a bottom to an A. It is so exhilarating to see this work-in-action. David and Write for the Future have proven that what they say, they do. Write for the Future is a testament to itself. … Now my son can analyze things, he can write things; there are not words to express the things he has done since he has been working with Write for the Future...I would recommend Write for the Future offers to anyone. You are investing in your child’s future,… and you will see the outcome of the product. Write for the Future has done wonders for my son. On Sundays, he always looks forward to his session…. I think it’s amazing.”
  • Lynn King,
  • Mother of Cameron King,
  • Class of 2016, Elisabeth Irwin High School

Small School Blues; Big School Hopes

Small School Blues; Big School Hopes

by Jack Reiss


Prompt: Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. You can type directly into the box, or you can paste text from another source. (250-650 words)

The addiction takes over at exactly 9:30 A.M. on business days. I hold my breath to see what phases the stock market. Could Pfizer skyrocket over 50 percent because of news for a groundbreaking cancer drug? Could McDonald’s dip 50 percent because of higher than expected trans fat in Big Macs? Or will it be a day like the one last March when Isoray, a cancer treatment stock I own, jumped more than 100 percent? The convergence of my interests in stocks, statistics, history and agriculture has influenced my decision to transfer to a school where I can strongly pursue these subjects, and also experience a broader, more developed and inspired social scene.

The stock market habit began a year ago, triggered by my love affair with my high school Elementary Statistics class and after my dad handed over control of my custodial portfolio. Don’t get the wrong idea, it’s chump change. But now I view stocks as closely as I watch baseball – which is pretty close – or a plant I grow from seed to flower.

I have fully engaged my interests at Trinity. My home at Trinity is the investment club where I am in the midst of preparing for a presentation on risk in health care company stocks. I want to build on experiences like this at a place with more opportunities and a more diverse population of students with similar passions or other intellectual interests that I have yet to explore. At Trinity, my grades are good and I look forward to my classes. However, I seek a university with a larger number of students who want to work and expand intellectually.

A broader social environment with stronger extracurriculars drives my search for a compatible school.  At Trinity, I attempted to join a whiffle ball intramural team, but there were not enough students to sign up so the club was cancelled. This one example indicates some of the limitations of a school with 2000 students. My hope is for a larger university with a more intellectually ambitious student body and activities and organizations that reflect that population.

I seek transferring to a school that offers inspired ways to explore

my interests and discover new ones. For years, I found many ways to engage my passion for botany. While serving as an intern horticulturist at the Central Park Conservancy in high school, I began to consider horticulture in the context of investing and the future. I lean towards companies that are committed to promoting health initiatives centered on organic foods, nutrition, and sustainability. Now that I manage my small stock portfolio, I conduct research companies like Whitewave, a pioneer health food conglomerate; it was the first company I chose to invest in and fits my criteria by intersecting agricultural, health food, and finance interests; plus it pays dividends!

My interest in statistics has helped fuel my fascination with stocks and their associated statistical models, especially volatile stocks with their sporadic graphs and possible inferences from them. I desire studying the market in ways that are connected to my academic work, including researching models for looking at the stock market as a way of creating communities through the identification of companies with interests that unite shareholders beyond profit margins. As part of this goal, I am in the process of obtaining Bloomberg certification through use of the Bloomberg Terminal system, which will be an asset to investing and complement my academic research. The certification will also expose me to information beyond the stock market. It will be a tool for exploring other subjects like history and a barometer for exploring the world’s markets and their resulting implications. I am excited by the opportunity of taking this certification into a new academic environment. It is just one of many possibilities that inspire me to transfer to a larger school.

Jack Reiss, a 2014 graduate of The Browning School, is now sophomore at NYU.

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

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.