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First lines from the application essays of Stanford's newest class.
Samples Short Essays
1. Stanford students possess an intellectual vitality. Reflect on an idea or experience that has been important to your intellectual development.
From my early years I can recall a lot of shouting and screaming in my house. I was the only child of a husband and wife who did not love each other. Some afternoons when the tension in the house grew worse I would sit on the front steps of my house just gazing at the fields outside. It was on one of such rainy days that I sat outside hoping that the fighting would stop. The rain was a light shower and the clouds werenât thick. Without me really noticing, the sun had come out from somewhere between the clouds giving way to a beautiful rainbow. I was four. I had never seen a rainbow before but I knew what it was. Gazing at something so beautiful, I made up my mind. After every rainstorm there will be a rainbow. After every fight, there will be silence. After every moment of despair, there will be happiness.
YOU, oh fearless leader of the future (and maybe present). Are very important. You will make critical and far-reaching economic, political, and social decisions in your quest beyond Stanford to change lives, change organizations, and change the world. That's serious stuff. So, why humor? The late journalist Eric Sevareid said "Next to power without honor, the most dangerous thing in the world is power without humor." Our goal is to pin you down and not let you leave Stanford without a healthy dose of humanity, humility, and intellectual perspective that only humor can bring. This class is about the power (and importance) of humor to make and scale positive change in the world, and also - surprise! - to achieve business objectives, build more effective and innovative organizations, cultivate stronger bonds, and capture more lasting memories. Throughout the course, we will explore various aspects of humor creation, reveal insight into what makes people laugh, practice engaging - and leading with - a mindset of levity, and provide tools to harness humor safely and effectively in a professional context. Because in today's world more than ever, humor is serious business. Class Goals: 1) Discover your own humor style and the styles of others, as well as understand strategic uses ofnhumor in business 2) Learn techniques for crafting your funny, and experiment with different humor mediums 3) Understand how to make humor a cultural and organizational practice, as well as how to embed humor into your leadership style 4) Leave with tools to reinforce and amplify cultures of levity.
Admission – Stanford University
In recent years, we've seen an explosion of innovative business models blazing new trails in emerging markets. Many of these models are achieving commercial success while transforming the lives of low-income populations. Using nine cases of both early-stage, entrepreneur-led ventures and later-stage, public or large-cap firms, this course will examine best practices for scaling new enterprises in emerging markets. It will do so primarily through the lens of a potential investor. It will also explore what is required to spark, nurture and scale entire sectors that serve rapidly growing, often low-income markets. What does it mean to work in markets with limited infrastructure? What common mistakes are made - whether in business model design, in supply chains, or in dealing with government - and how can we avoid them? Which are the best business models to serve markets that corporations have traditionally ignored, and in which government has failed to deliver? Who might be threatened by the success of these new businesses? The seminar is a good match for Stanford students interested in working or investing in emerging markets. It will be taught by Matt Bannick, who leads Omidyar Network (a $1 billion impact investing fund) and is the former President of eBay International and of PayPal.
This is a two-quarter clinical course offered in the Winter and Spring Quarters that brings together upper-level graduate students in business, law, and education from Stanford to collaborate with their peers at other universities (Columbia University, Harvard University, University of Pennsylvania, University of Michigan) and provide strategic research and consulting to public education organizations. Participants engage in a rigorous and rewarding learning experience, including:nn(i) An intensive seminar in the design, leadership and management, and transformation of public school systems, charter management organizations, start-ups, and other K-12 public- and social-sector institutions;nn(ii) Comprehensive skills training in team-based problem solving, strategic policy research, managing multidimensional (operational, policy, legal) projects to specified outcomes in complex environments, client counseling, and effective communication; andnn(iii) A high-priority consulting project for a public education sector client (e.g., school district, state education agency, charter management organization, non-profit) designing and implementing solutions to a complex problem at the core of the organization's mission to improve the educational outcomes and life chances of children. The participant's team work will allow public agencies throughout the nation to receive relevant, timely, and high-quality research and advice on institutional reforms that otherwise may not receive the attention they deserve.
10 Opening Lines from Stanford Admission Essays.
The Coalition Application and Common Application personal statement topics as well as the Stanford essay questions are listed here. The Stanford essay questions are located in the Stanford Questions section of the Common Application and in the Stanford Application Questions section of the Coalition Application.
The personal statement request is located in the Stanford Application Questions. The question reads: Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. (650-word maximum)
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Top 43 Successful Stanford Essays
This course is a survey of China's financial system, including its banking industry, monetary policy structure, and financial markets (bonds, derivatives, equities, foreign exchange, alternative asset management, and related markets). The goal is an integrated view of how capital, risk, and liquidity are intermediated within China and cross-border. Current trends (including liberalization of markets) will be emphasized. Coverage will be through lectures, reading of both primary source documents and secondary (journalistic and analyst) commentary, as well as a range of subject-matter-expert speakers. Using our special High Immersion Classrooms at Stanford and at the Stanford Center at PKU, this course meets jointly with a parallel course offered at Beijing University. Students will participate actively in class discussion, make a 5-minute topical presentation, and submit a short (10-page) paper.
Stanford University Undergraduate College Application Essays
Poverty rates have fallen markedly in countries around the world, as more households have joined the lower middle-class. Indeed, though U.S. income inequality has increased, inequality has fallen around the world. However, by developed country standards, poverty remains pervasive. What has caused the decline in rates of poverty and can we expect further decreases or can we act to accelerate the improvements? One answer is that countries that have experienced "inclusive growth", in which the growth of the economy (i.e., GDP) has elevated the incomes of the poor, have done better at creating jobs for the poor, especially in the private sector. Therefore, the class will consider the evidence on the factors that have contributed to inclusive economic growth in developing countries. A second answer as to why poverty has fallen, but remains at high levels, is that governments and aid agencies and foundations have targeted programs to the poor. This course discusses macroeconomic policy, targeted government policies, aid, and entrepreneurship in developing countries. Examples will be given from Latin America, South Asia, and Africa. The course is co-taught by a Stanford economist and a World Bank consultant and will build on examples from recent experiences. The class is aimed at GSB students who are either intellectually curious about the topic or anticipate doing business in developing countries.
First lines from the application essays of Stanford's newest class
Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems -- such as improving educational and health outcomes, conserving energy, and reducing global poverty -- which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson' course, Strategic Philanthropy and Impact Investing (), which has a different focus from this one.).
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