Desire to Attend MIT Why I Desire

Desire to Attend MIT

Why I Desire To Attend MIT

"Life's challenges are not supposed to paralyze you, they're supposed to help you discover who you are" (Reagon, 2010, ¶ 1).

Challenges in life have helped me not only discover who I am, as the introductory quote by Reagon (2010), an American historian and musician, asserts. They also strengthen and help me realize who I can become; a person who actively approaches life with a positive, optimistic attitude: an individual who discovers opportunities in life's challenges. During this essay, I recount a number of my life's challenges and the ensuing lessons that have helped shaped me and my life. I also relate reasons as well as the rationale for my desire to attend MIT. Growing up as a Palestinian in Jerusalem, challenging opportunities regularly presented experiences which helped me to change for the better as I learned more about myself. These experiences also left treasured imprints in my heart for life. Learning to deal with several different languages at a young age proved to be one primary challenge I consider as primus inter-pares. This challenging opportunity evolved from having a Palestinian-Muslim father and a Polish-Christian mother. My father spoke Arabic, his native language. My mother spoke Polish. In addition to each of my parents speaking their native languages at diverse times in our home, they frequently spoke to each other in English. This daunting experience growing up in a home with parents speaking three languages became even more complicated as others in the society where our family lived spoke yet another tongue, Hebrew. Many of my Israeli neighbors did not speak either English or Arabic. In school, many of my classmates were native Hebrew-speakers. Consequently, fluency in Hebrew proved to be a necessity while living in Jerusalem. Living in a world and being exposed to these diverse tongues, albeit, enabled me to become a multilingual person. This particular challenging opportunities has proven invaluable; nurturing me into a person who not only belongs to but who can more effectively communicate in globalized world. In addition to being exposed to English, Arabic, and Hebrew as well as Polish at times, at the age of three, when I enrolled at the Lycee Francais de Jerusalem to begin my primary education, I also started learning French. The confusing linguistic challenges I experienced during my childhood, nevertheless, proved integral to enriching my life at home with family, in school, and in ensuring endeavors. Matriculating at the Lycee Francais de Jerusalem afforded me the opportunity to study with not only Arab and Jewish students but also with students from other countries. In time, as I made momentous discoveries about my neighbors and classmates, I simultaneously became more fluent in French, Arabic, Polish, English, and Hebrew. In addition, I learned how to better express myself in terms most comprehensible by those I interacted with. My childhood communication challenges taught me the value of languages and dialogue. These opportunities continue to serve me well in my personal, academic and professional experiences. In addition to deliberately focusing to achieve academic success, I also strive to be a rounded person who can contribute to the community I live in. During my teen years, I regularly participated in various youth activities and community service programs; serving as a volunteer. My fluency in French, English, Hebrew and Arabic proved to be a valuable asset in these volunteer activities as it empowered me to communicate and interact with a diverse group of multilingual staff and participants attending summer camps. While attending one particular camp, organized by Peace Players International-Middle East, a group endeavoring to educate, inspire, and unite young people in divided communities through basketball, I was honored with the opportunity to represent my school at two model United Nations conferences; one in Israel and another held in Germany. On an individual level, I discovered personal fulfillment from investing 10 years of study and practice to learn to play the piano. My mother inspired my passion for the piano, which began at the age of six. At that time in my life, my mother, an accomplished musician, contracted for me to take piano lessons from a brilliant Russian teacher. This instructor, a particularly staunch, serious woman refused to tolerate any type of failure on my part; despite my age. This teacher's stern methods, nevertheless, cultivated and helped develop the talent helped me realize and encouraged me to become a creative musician. From sessions with this teacher, I came to understand "Learning how to learn is ultimately the greatest challenge facing education in the age of globalization" (Wright, 2000, p. 112). This investment led to me performing in a number of concerts and playing piano at various events. My performances in five prominent piano competitions earned me first place recognition in each competition. The once seemingly endless hours of practice, I now realize, were to hone my skill; to help me become a master at playing the piano. The challenge to persevere in practicing the piano enables me to travel throughout the world and share beautiful, inspiring music with others; to serve as a conduit to bring the joy of music into each of our lives; a true calling.

I realize that in addition to music, I have a call in my heart to pursue my other passions, science and mathematics. At the age of 17, after receiving a scholarship to study in France, I moved to Paris to seize this wonderful opportunity. In Paris, while attending Lycee Saint-Louis, classes included preparatory school classes (preparatoires aux grandes ecoles (CPGE). These classes, known as prepas or prepas, comprise a vital component of the French post-secondary education system. Students typically attend two selective years with the system's goal to train these undergraduate students to later qualify to enroll in one of the French grandes ecoles. During this time, I had to work harder than ever to meet the extremely high workload. Here, I and the other students competed, yet encouraged each other as results from testing sometimes proved lower than we anticipated. Several of the students I sometimes studied with quit before entering their second year due to the ongoing stress and pressure to excel. This challenge, I perceive, helped strengthened my resolve to stick with and complete whatever goal I set. Also, while in France, I discovered the value of becoming more independent and learning to take care for myself; further helping me grow.

To me, people seemed to regard Paris as the city of fashion and lights, a place full of joie de vivre and laisser-faire attitudes; the home of magnificent Eiffel Tower. Paris, the capital city of France, holds an impressive reputation as an international hub for culture, museums and art galleries, cafes with culinary masterpieces and world-renowned architecture. Virtually any significant "happening" in the country begins; ends, or currently takes place there, making Paris the republic's administrative, business, and cultural center. . The French have a saying: "Quand Puris eternue, la Frances' en rhume' (When Paris sneezes, France catches cold)" (Fallon & Williams, 2008, p. 18). With a population close to12 million, "the greater metropolitan area of Paris is home to almost 19% of France's total population" (Ibid.). Paris reflects an air that often captivates and can deceive those not aware of its timeless aura; particularly places like the backstreets of Montmartre and the terraced cafes of Montparnasse.

Most people visiting Paris focus on two of its historical treasures, the Eiffel Tower, the world's tallest monument as well as the universal symbol of Paris, and the Seine's placid waters. The name Seine evolved from the Latin Sequana, a Latinisation of the Gaulish (Celtic) Sicauna, which some assert to mean "sacred river." Throughout time, the river has repeatedly been used as a scene for those determined to commit suicide as well as a place where some murderers dispose of the bodies of their murder victims. During times past, the Seine served as the primarily route for transportation and protection for Paris. The Eiffel Tower serves as a tribute to engineering and to its German designer, Alexandre Gustave Eiffel. Any place I travelled in Paris, I found that no matter the season or whether the day was cloudy or full of sunshine -- the sparkling tower demanded attention; making it almost impossible not to, at some point during the day, succumb to its majestic structure.

Treasures equally captivating that helped me better cope with challenges during my tenure in Paris included music, which continually flooded the streets, and The Cafe de Flore, located at the corner of the Boulevard Saint-Germain. While attending Lycee Saint-Louis, the streets of Paris served as a first-class stage for music ranging from classical, to well-known pop and rock musicians and world-renowned jazz. Rich immigration has dramatically influenced the music mores which reflects vibrant subcultures and the open-minded, supportive public in Paris who help make the street music scenes an avid breeding ground for experiential music. Walking from classes in the evening, I often paused to savor tunes floating with flavor from Africa and South America. The streets also supported a prolific clubbing scene and frequent festival aimed to proffer almost any kind of every music genre one might desire. On various Sundays, when I would visit one of Paris' beautiful churches, I would find a seat close to the front to better hear the melodious tunes from the organ. In addition, I often attended the theatres with my peers. We also frequented concert halls and unless hindered by hostile weather, would find a comfortable place on the street and take in the tunes from one of the city's magnificent Sunday-afternoon concerts.

Also in Paris, I regularly visited a number of the city's more than 100 theaters as well as many of the majestic museums like:

The Musee d'Orsay, once a train station; now with a bounty of beautiful displays of Art Nouveau furnishings; consummate collection of Impressionist masterpieces;

The Musee Picasso, housed in an elegant 17th century mansion, deep in one of Paris's exclusive neighborhoods, constantly rotates exhibits depicting each phase of Picasso's 75-year creative career.

The Musee Natlonale d'Auguste Rodin, although with only 16 medium-sized rooms, nevertheless, constitutes one of Paris's more relaxing museums; enveloped by gardens that showcase several of Rodin's masterpieces like The Thinker and The Gales of Hell.

The Musee de Cluny, houses ancient Roman hot and cold baths, and spotlights the original statues livid revolutionaries pulled off Notre Dame in 1790. The famous tapestry series, The Lady and the Unicorn, can also be seen here (Fallon, & Williams, 2008).

Both the Cafe de Flore and its competitor, the Rue St. Benoit, located in the 6th arrondissement of Paris, have long boasted of their intellectual clientele. Each time I entered the Cafe de Flore and experienced its classic Art Deco interior, I felt energized by the cafe's vibrant red seating, the warmth of its mahogany walls, and the encircling reflections of its mirrors. Like Adam Gopnik, an American writer, I sometimes wondered why the Flore had become more popular than Les Deux Magots, another rival cafe.

Each morning in Paris, I would walk or travel to the Cafe de Flore or one of its competitors and purchase freshly baked croissants. Some mornings, I would drink a frothy cafe au lait. The cafe, I learned, constitutes much more than a mere cafe. It depicts a French institution. In Paris, I discovered hundreds of cafes, brasseries (French for brewery) and bistros (small restaurant; usually Mom and Pop run). Food and drink at these establishments ranged in prices from ultra-expensive to fare students could easily afford. Each year, my favorite cafe, the Cafe de Flore awards The Prix de Flore, a literary prize Frederic Beigbeder inaugurated in 1994. In my treasured memories, I have stored times where I would often meet with friends or savor time alone there.

At this time, as my world primarily revolved around study, I did not see much of the world outside the student-focused culture. During my inauguration into young adulthood, however, I did learn that in addition to the myriad of glitz and glamour besieging the famous, marvelous city of Paris, some individuals I saw on the streets, as in other cities throughout the world, struggled to live; to simply survive. Struggles, I began to understand, even in efforts and dreams to obtain an education, represent a universal fact of life. As my time in Paris exposed me to more of life, I regularly utilized the diverse languages I had learned to communicate with other students and individuals from diverse cultures. This ability made me appreciate the hunger to learn my parents had instilled in me even more.

The rigorous, challenging academic program at Lycee Saint-Louis yielded valuable lessons about discipline in educational pursuits, as well as maintaining bonds with family while living away from home. As I established new friendships and found my place in a foreign academic environment, the overall experience confirmed that I am prepared for and eager to pursue higher education in the United States. This sometimes trying yet maturing time in my life helped refine my character even more. This educational experience expanded my cognitive abilities and "forced" me to assume more responsibility for myself and my future. My experiences at Lycee Saint-Louis also led me to strongly believe a university education should be encompass a rich, life-changing, fulfilling experience for the student. In my quest to find such a school, I discovered MIT. My unexpected introduction to MIT came through the movie, 21, which instantly stimulated my desire to attend MIT. I watched this movie again and again. Each time, I once again concluded, as I had in Paris: I want to attend MIT. The movie, 21, constitutes a fact-based story featuring six MIT students trained as experts in card counting. These students travelled to Las Vegas, where they practiced their "skill" in casinos and ultimately won millions of dollars. Ben Campbell, the star of the movie, also a student at M.I.T., did not base his decision to attend MIT only on number crunching and card counting, but also MIT's practice of empowering students to learn from life experiences. Bill Gates (2011) recently wrote the following about MIT:

When MIT was founded 150 years ago, it adopted a novel approach for the world of higher learning. It combined theoretical knowledge with hands-on learning and emphasized research and teaching equally. It was exactly what the United States needed to help ignite the country's Industrial Revolution.