MARSHALL by liaoqinmei


									MARSHALL                             APPLICATION FORM
200x                                 Before completing this application, the candidate should read the notes for completing
                                     the form, Rules for Candidates 200x and The Memorandum of Guidance to Candidates.
                                     Please note the procedure for submmitting applications is described in the Summary

                             Answers should be typewritten and completed on this form only. Any material submitted
                             over and above that prescribed in the Summary Sheet will be disregarded. Where
                             questions are not applicable state “not applicable”.
1. Personal Details

First name/s          Firstname                                   Date of birth (day/month/year)     xx/xx/19xx
Last name             Lastname                                    Sex              [] Male [x] Female
Contact Address                                                   Permanent Address
Smith College Box xxxx                                            xxxxxxxxxxxx xxxxxxxxxxx
1 Chapin Way                                                      City, State
City, State

Zip Code                   01063                                  Zip Code                 xxxxx
Telephone number           (xxx)xxx-xxxx                          Telephone number         (xxx)xxx-xxxx
Fax number                 Not applicable                         Fax number               Not applicable
E-mail address                         Is this your parent’s address   [x] Yes [] No

Date of Acquisition of US Citizenship and previous citizenship if applicable (see NOTE 1).
Ethnicity (self identification by race or ethnicity is entirely voluntary):
2. Education

Please give details of your University/College education (see NOTE 2).
 If you have not yet obtained the qualification please give GPA to date.

                           Degree                                                                     Date of
Name of Institution        sought/obtained (eg    Major/Minor                 Cumulative GPA          Graduation* (*or
                           BA, BS, MA)                                                                predicted date)
Smith College              BA                     Neuroscience/               x.xx                    May 200x
Harvard Universty          Visiting student

If at present you are working for a degree please list the courses being taken in 2003/2004.
3. Proposed Programme of Study

Please give details of your proposed course of study in Britain and your choices of University (see NOTE 3).
Year 1

                             Degree sought
                                                                                                      Length of course
Name of Institution          (eg MA, MPhil,      Title of course/research      Taught or research
                                                                                                      (1 yr or 2 yrs)
                             2nd BA)
1. University College of     MSc                 Clinical Neuroscience         taught                 1 yr
2. Oxford University         MSc                 Neuroscience                  taught                 1 yr
Year 2 (do not complete if your course is 2 years in length)

                       Degree sought
                                                                                              Length of course
Name of Institution    (eg MA, MPhil,     Title of course/research     Taught or research
                                                                                              (1 yr or 2 yrs)
                       2nd BA)
1.University College                      Supervised non-degree
                                                                                              1 yr
of London                                 research

* If your first choice of University is Cambridge, London School of Economics or Oxford, none of these
universities may be given as a second choice.

Have you submitted an independent application to any British University? Yes [x] No []
If yes please give details including current status of application.

If you are applying for a creative or performing arts course, have you arranged or had an
audition/interview for your chosen Institution?              Yes [] No []
If yes please give details.
4. Employment Details

Postgraduate employment. If you have already graduated, give brief details of employment record to date.

Practical Experience other than current employment (including details of any publications with full citations).

Center for Developmental Cognitive Neuroscience, undergraduate researcher (see Publications); Visual Cognition
Laboratory Smith College, undergraduate researcher (see Publications); University College of London's Institute
of Cognitive Neuroscience, intern; Southern Illinois University Medical School, Cardiothoracic Department
intern; Baystate Medical Center, Springfield, Mass., Emergency Department research assistant.

5. Letters of Recommendation                                                       See NOTE 4 before completing

Preferred Recommender                                     Second Recommender
Name Firstname Lastname                                   Name Firstname Lastname
Title                                                     Title
Address Office Building                                   Address Office Building
Smith College                                             Smith College
Northampton, MA 01063                                     Northampton, MA 01063
(413) 585-xxxx                                            (413) 585-xxxx                               

Third Recommender                                         Fourth Recommender
Name Firstname Lastname                                   Name Firstname Lastname
Title                                                     Title
Address Office Building                                   Address Office Building
Smith College                                             Smith College
Northampton, MA 01063                                     Northampton, MA 01063
(413) 585-xxxx                                            (413) 585-xxxx                               

All letters of recommendations received are confidential and will in no circumstances be shown to the candidate.
6. Personal Information

Please give information about personal interests and non-academic activities (please include information on any
leadership roles you have undertaken.
Smith College Quantum Mechanics Club, Founder: led debate about recent advances in the field.
Smith College Varsity Tennis Team: selected for New England Women's and Men's All-Academic Team.
Smith Model United Nations Club: representative for International Model UN Symposia, Netherlands, Canada.
Gillett House Diversity Board: recruited speakers, led workshops, raised awareness on racial challenges.
Student Academic Advisor
Music: Smith College Chorale; classical piano performances.
Charleston Teen-Reach Center tutor: 2yrs/150hrs service, aided academic performance of at-risk teens.
Charleston Rotary Club "Food for the Needy" volunteer, 8 years.
Rock climbing, yoga, world literature, astronomy.

Brief statement of future career aims.
I plan to earn a PhD in Cognitive Neuroscience. I would like to explore the impact stereotypes have on the brain
and behavior throughout childhood. My goal is to work in an intellectual community that encourages
collaboration and promotes the application of neuroscientific research. My plan is to collaborate with teachers,
caregivers and governmental agencies to facilitate change in children's learning environments in order to improve

Please give information about previous foreign travel, if any:
Canada, Mexico, Brazil, Venezuela, South Africa, Kenya, Tanzania, China, India, Hong Kong, Vietnam, Japan,
Italy, Spain, United Kingdom.

Please list languages, other than English, in which you have proficiency, if any:
Intermediate French

7. Other Awards

Please list college or university grants, prizes, medals etc. won, including those which would provide funds during
the tenure of the Marshall Scholarship now being applied for.

Howard Hughes Medical Institute Fellowship, Smith College (2003)
International Education of Students Excellence in the Sciences Scholarship (2002)
Howard Hughes Medical Institute Fellowship, Smith College (2002)
Nominated to present at the Council on Undergraduate Research program at the U.S. Capitol (April 2004)

List applications made, or intended to be made, for other scholarships tenable in Britain

Rhodes Scholarship, Fulbright Fellowship

8. Declaration

I have read the rules and notes governing the award of Marshall Scholarships and, being a US citizen duty
qualified to apply, I wish to make application in the Chicago Region for one of the Scholarships to be awarded
in the coming year. I have not made, and will not make, application for a Marshall Scholarship in another region.
I have correctly completed all relevant portions of the application form, and I have provided all other documents
required by that form.

Date: Month Day, 200x                                     Signature: Firstname Lastname
200x                             Candidates should describe below their proposed academic programme, giving reasons
                                 for their choice of course and preferred university. Those hoping to read for a research
                                 degree should give an outline proposal of the research they wish to undertake. If any
                                 postgraduate study has already been undertaken, state briefly the field, and list any theses
                                 or dissertations written or published.

Name of Candidate
Fistname Lastname
        I propose to spend one year at the University College of London’s Institute of Neurology earning an MSc
in Clinical Neuroscience (for which I have been offered a place), followed by one year at UCL’s Institute of
Cognitive Neuroscience researching the impact of stereotyping on the cognitive functioning of children.

         When a child is labeled with a stereotype and fears corroborating that stereotype, a psychological pressure
develops. This pressure often generates a sense of intellectual inferiority that can impede a child’s academic
performance. Stereotyping, in short, can undermine education and development. To isolate these pressures, I plan
to identify stages in children’s development when susceptibilities to stereotyping are heightened so that these
problems can be circumvented. At the Visual Cognition Laboratory at Smith College (2001– present), I conducted
a series of behavioral and neuroimaging studies with Dr. M. J. Wraga to identify brain regions in adults that are
affected by stereotyping. I now seek to extend this investigation into the realm of cognitive development in

        Prior academic and professional experiences have prepared me for this research. Working with Professor
Adele Diamond at the Center for Developmental Cognitive Neuroscience at UMass Medical School (2001 – 2002),
I tested 100-plus children to pinpoint critical learning stages in development. At the Institute of Cognitive
Neuroscience in London (spring 2003), under Professor Uta Frith, I helped develop, administer and analyze a study
that compared maturational changes in the frontal lobe with behavioral development in adolescents during puberty.
Presently, as a visiting student at Harvard University, I am continuing the research I began with Professor
Diamond on the development of memory and problem-solving skills in young children.

        My coursework and research project at UCL would be a culmination of my previous research, but also an
important extension. While other research has identified how stereotypes influence children’s academic
performance, it is not known when in a child’s development susceptibility to stereotyping is most severe. My
proposed project seeks to answer this question. Futhermore, by performing behavioral studies and using
neuroimaging techniques, this will be the first study to peer inside the developing brain to identify the mechanisms
underlying this type of pressure in children. Professor Frith has invited me to return to her laboratory to further my
research, which will also complement her current work. We seek to answer other questions too. In what social and
learning environments is the stereotype pressure most severe? Does early exposure to stereotypes have a long-term
affect on a child’s brain and behavior?

         My goal is to extend, at the fundamental level of brain structure and function, our knowledge of how social
and cultural expectations about children’s intellectual abilities can influence their performance. Such an
understanding is crucial to improving children’s education. As I continue my career in science, I plan to
collaborate with educators, caregivers and governmental agencies to facilitate change more directly in children’s
learning environments. The scientists with whom I have studied have done work that has improved the lives of
others, and with a Marshall Scholarship I hope to do the same.

DATE                                                                  SIGNATURE

Month Day, 200x                                                       Firstname Lastname
Firstname Lastname

                               Marshall Scholarship Personal Statement

           Images I formed on a voyage around the world in 1995 still resonate: a woman near
   Soweto begging for plastic bags to plug a leak in her shanty roof, a man outside a post office in
   Madras using his sweat to wet stamps for customers. The journey to twelve developing countries,
   accompanying a family member on the University of Pittsburgh's Semester at Sea program,
   changed the way I interact with the world. It extended my sense of compassion beyond the
   farming community in Illinois where I grew up, where community service was not an act of
   special generosity but an ordinary part of our lives. My four months at sea solidified my
   commitment to social action, and while the field in which I would act – neuroscience – would not
   be determined for years, my arena was now clarified. My community was the world.

           The voyage also urged me to move beyond the familiar into the unknown. I began to
   absorb and be absorbed, at first by palpable experiences (the aroma of exotic spices permeating
   markets along the Mekong Delta, the throb of pounding feet during a religious ceremony in
   Brazil) and later by the intricacies of each culture (the cohesive social structure of the nomadic
   San people in southern Africa and the disarming dynamism of Buddhist monks in a monastery
   near Osaka). As my environment and sensory experiences grew richer, my consciousness
   became more complex. Instead of observing the foreign casually, I began to engage critically
   what I had been taught about the history and values of the world. I was questioning my ingrained
   perceptions: the seeds of scientific inquiry took root.

           I was drawn to science because it was a doorway into a world of knowledge and
   imagination. Stimulated to discover more back home, I charted star clusters with an astrophysics
   professor and studied electro-magnetic conduction and human brain dissection. At the same time
   I pursued new avenues in which to serve: helping at-risk teens, organizing blood drives, playing
   piano at nursing homes. Contemplating a career in medicine, I spent my final high-school
   semester at a medical school. Up to my elbows in blood as I assisted with experimental heart
   surgery on pigs, I saw that curiosity and compassion could commingle. If I trained in surgery
   I could help thousands, whereas through scientific research I could reach across continents. I
   decided to devote myself to scholarship. I had to go deep in order to go wide.

            At Smith College I was drawn by the intellectual breadth of neuroscience. Here was a
   field that potentially touched a vast range of people, from children with autism to the elderly
   with Alzheimer's. My interest in the interdisciplinary aspect of cognitive neuroscience soon took
   me to the edge of the college's curriculum. I developed a plan of study that led me deeper into
   the field. I arranged three independent study courses, four internships, and semesters at
   University College of London's Institute of Cognitive Neuroscience and at Harvard University.
   To peer over the edge, to see beyond the canonical, to stretch beyond the conventions of a single
   institution – that is a way of life I have embraced since Semester at Sea.

            From the outset, I have sought mentors who pursue science in combination with
   humanitarian values. The research of Professor Adele Diamond at UMass Medical School has led
   to changes in international guidelines for preventing mental retardation in children with a genetic
   disorder. With Professor Uta Frith in London, I saw the huge potential of autism research and the
   central role of caregivers in the social and intellectual development of special-needs children.
   With Professor MJ Wraga at Smith our investigations have focused on the startling impact of
   stereotyping on academic performance. We used neuroimaging to identify brain regions
   associated with this psychological pressure. My goal is to join such research that contributes to
   alleviating human suffering. My plan is to be active in an intellectual community that encourages
   collaboration and promotes the application of neuroscientific research.
         Cognitive neuroscience plumbs the basis of our very humanity: consciousness. This
investigation demands we turn inward to uncover our essence, and outward to learn more about
behavior and our interaction with the environment. Can the flow of impressions in our brains be
explained at a molecular level? Are we inherently incapable of understanding consciousness
using our own faculty of consciousness? Scientists assumed that by accumulating reams of
reductionist data, the key to consciousness would be revealed. It has not. We now wonder if
consciousness is not an emergent property that can be informed from the behavior of single cells,
but rather a function of networks and interactions. Cognitive neuroscience focuses on the
plasticity and potential of the human brain, bringing together philosophers, psychologists,
biologists, and even Buddhist monks to tackle these questions. They are inching closer (thanks in
part to new technology like neuroimaging) to providing springboards from which to improve the
human experience. As brain-function enhancement becomes a possibility, neuroethical discourse
becomes a necessity.

        Both the University College of London and Oxford University have developed an MSc
degree in Neuroscience that offers the strong interdisciplinary training I need to approach
cognitive neuroscience. Beyond conducting the research itself, scientific leaders envision new
questions and new ways of answering them. That requires creativity of the highest order. The
opportunity to spend one year studying, followed by one year researching, with an international
community of scholars will shape my thoughts and consciousness in unforeseeable ways.

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