writing project essays_ student_faculty development programs_2010

8/10/2019 Writing Project Essays_ Student_Faculty Development Programs_2010

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Tips for WritingTips for Writing

Strong FulbrightStrong Fulbright

EssaysEssaysfor thefor the

Graduate Student andGraduate Student andFaculty DevelopmentFaculty Development

ProgramsProgramsDr. Kate Mastruserio ReynoldsDr. Kate Mastruserio Reynolds

[email protected]@uwec.edu

Myron O. StachiwMyron O. Stachiw

Director, Fulbright Program in kraineDirector, Fulbright Program in kraine

mstachiw@!ulbright.com.uamstachiw@!ulbright.com.ua

[email protected]@gmail.com
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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What is aWhat is a

Fulbright Grant?Fulbright Grant?"n o##ortunity to li$e and study in a"n o##ortunity to li$e and study in a

!oreign land and culture %.S.&!oreign land and culture %.S.&


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What is aWhat is a



"n o##ortunity to re#resent your country"n o##ortunity to re#resent your country

o! origin and its educational system too! origin and its educational system to

othersothers


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What is aWhat is a





othersothers

"n o##ortunity to study a sub'ect or to#ic"n o##ortunity to study a sub'ect or to#icdee#ly without achie$ing a higherdee#ly without achie$ing a higher

academic degreeacademic degree


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What is aWhat is a





othersothers

"n o##ortunity to study a sub'ect or to#ic"n o##ortunity to study a sub'ect or to#icdee#ly without achie$ing a higherdee#ly without achie$ing a higher

academic degreeacademic degree

"n academic scholarshi# to study in a"n academic scholarshi# to study in a

.S. uni$ersity to recei$e a Masters.S. uni$ersity to recei$e a Masters


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The ApplicationThe Application

(he act o! entering into the com#etition !or(he act o! entering into the com#etition !ora Fulbright scholarshi# granta Fulbright scholarshi# grant


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(he act o! entering into the com#etition !or(he act o! entering into the com#etition !ora Fulbright scholarshi# granta Fulbright scholarshi# grant

" !ormal statement and #resentation o!)" !ormal statement and #resentation o!) Personal dataPersonal data

home and current address, date o! birth,home and current address, date o! birth,current status as student or em#loyee,current status as student or em#loyee,accom#lishments, #ublications,accom#lishments, #ublications,!ellowshi#s* !amily in!ormation* #ast!ellowshi#s* !amily in!ormation* #ast

e+#eriences o$erseas, etc.e+#eriences o$erseas, etc.


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"n act o! entering into the com#etition !or a"n act o! entering into the com#etition !or aFulbright scholarshi# grantFulbright scholarshi# grant

" !ormal statement and #resentation o!)" !ormal statement and #resentation o!) Personal dataPersonal data

home and current address, date o! birth,home and current address, date o! birth,current status as student or em#loyee,current status as student or em#loyee,accom#lishments, #ublications, !ellowshi#s*accom#lishments, #ublications, !ellowshi#s*!amily in!ormation* #ast e+#eriences o$erseas,!amily in!ormation* #ast e+#eriences o$erseas,etc.etc.

Academic uali!cationsAcademic uali!cationsschools attended when, where, -elds andschools attended when, where, -elds anddegrees* co#ies o! transcri#ts and di#lomas*degrees* co#ies o! transcri#ts and di#lomas*letters o! recommendation !rom yourletters o! recommendation !rom your#ro!essors, ad$isers, em#loyers* language#ro!essors, ad$isers, em#loyers* language

#ro-ciency, etc.#ro-ciency, etc.


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Statement of Study "esearchStatement of Study "esearch#b$ectives#b$ectives

our #ro#osed course o! study* why it isour #ro#osed course o! study* why it isim#ortant to you and to the largerim#ortant to you and to the larger

disci#line in kraine and beyond* whydisci#line in kraine and beyond* whyyou need to go to the .S. to conductyou need to go to the .S. to conductthis research or to ad$ance yourthis research or to ad$ance youreducation* how you will a##ly this neweducation* how you will a##ly this newknowledge in your career and toknowledge in your career and to

colleagues/students in kraine.colleagues/students in kraine.


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Statement of Study "esearch #b$ectivesStatement of Study "esearch #b$ectivesour #ro#osed course o! study* why it isour #ro#osed course o! study* why it isim#ortant to you and to the larger disci#lineim#ortant to you and to the larger disci#linein kraine and beyond* why you need to goin kraine and beyond* why you need to goto the .S. to conduct this research or toto the .S. to conduct this research or to

ad$ance your education* how you will a##lyad$ance your education* how you will a##lythis new knowledge in your career and tothis new knowledge in your career and tocolleagues/students in kraine.colleagues/students in kraine.

Personal StatementPersonal Statement

" discussion o! who you really are* what has" discussion o! who you really are* what hasmoti$ated you in li!e and to now a##ly !ormoti$ated you in li!e and to now a##ly !orthe Fulbright #rogram* what do you ho#e tothe Fulbright #rogram* what do you ho#e tobe and why.be and why.


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"E%#&&E'DAT(#'"E%#&&E'DAT(#'

0et in$ol$ed in e+tracurricular acti$ities in order to0et in$ol$ed in e+tracurricular acti$ities in order todemonstrate your di1erence and #otential. Kee# ademonstrate your di1erence and #otential. Kee# a

running list o! all o! your acti$ities, em#loyment,running list o! all o! your acti$ities, em#loyment,and accom#lishments. Re$iewers want to see aand accom#lishments. Re$iewers want to see astrong, long2term track record o! in$ol$ement and astrong, long2term track record o! in$ol$ement and awell2rounded, well2ad'usted #erson who thinks notwell2rounded, well2ad'usted #erson who thinks notonly about him/hersel! and his/her studies, but alsoonly about him/hersel! and his/her studies, but alsoabout others and about issues in the society andabout others and about issues in the society and

culture around you. 3! you are in$ol$ed in acti$itiesculture around you. 3! you are in$ol$ed in acti$itieswith #ro!essors and community leaders, these arewith #ro!essors and community leaders, these are!uture recommendation letter writers!uture recommendation letter writers!!


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Essay Writing #vervie)Essay Writing #vervie)

Make the best #ossible case !or yoursel!.Make the best #ossible case !or yoursel!.4e con$incing. 5+#lain clearly and4e con$incing. 5+#lain clearly andsuccinctly whysuccinctly whyyouyoudeser$e to recei$e adeser$e to recei$e aFulbright award o$er someone else. ShareFulbright award o$er someone else. Sharerealistic and doable goals !or learningrealistic and doable goals !or learningwhile on the scholarshi#* indicate whatwhile on the scholarshi#* indicate what

you are going to do with your newyou are going to do with your newknowledge/degree . 3ndicate how youknowledge/degree . 3ndicate how youintend to share your e+#eriences withintend to share your e+#eriences with

others when you return home !rom abroad.others when you return home !rom abroad.


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Make the best #ossible case !or yoursel!. 4eMake the best #ossible case !or yoursel!. 4econ$incing. 5+#lain clearly and succinctlycon$incing. 5+#lain clearly and succinctlywhywhyyouyoudeser$e to recei$e a Fulbrightdeser$e to recei$e a Fulbrightaward o$er someone else. Share realisticaward o$er someone else. Share realisticand doable goals !or learning while on theand doable goals !or learning while on the

scholarshi#* indicate what you are going toscholarshi#* indicate what you are going todo with your new knowledge/degree .do with your new knowledge/degree .3ndicate how you intend to share your3ndicate how you intend to share youre+#eriences with others when you returne+#eriences with others when you returnhome !rom abroad.home !rom abroad.

State outright how you meet the eligibilityState outright how you meet the eligibilitycriteria* re$iewers are reading 6uickly tocriteria* re$iewers are reading 6uickly tocheck o1 on a checklist i! you meet all o! thecheck o1 on a checklist i! you meet all o! thecriteria. Make it easy !or them to see thatcriteria. Make it easy !or them to see that

you do meet them.you do meet them.


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7hen writing do not be sel!2critical* but do7hen writing do not be sel!2critical* but donot boast or #romote yoursel! immodestly.not boast or #romote yoursel! immodestly.Do not make !alse statements, !abrications,Do not make !alse statements, !abrications,or e+aggerate accom#lishments. ou areor e+aggerate accom#lishments. ou arenot selling some new #roduct, but younot selling some new #roduct, but you arearetrying to con$ince the re$iewers that youtrying to con$ince the re$iewers that youare ready !or the .S. educationalare ready !or the .S. educationale+#erience.e+#erience.


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7hen writing do not be sel!2critical* but do7hen writing do not be sel!2critical* but donot boast or #romote yoursel! immodestly.not boast or #romote yoursel! immodestly.Do not make !alse statements, !abrications,Do not make !alse statements, !abrications,or e+aggerate accom#lishments. ou areor e+aggerate accom#lishments. ou arenot selling some new #roduct, but younot selling some new #roduct, but you areare

trying to con$ince the re$iewers that youtrying to con$ince the re$iewers that youare ready !or the .S. educationalare ready !or the .S. educationale+#erience.e+#erience.

4e uni6ue, outstanding and di1erent in4e uni6ue, outstanding and di1erent inyour writing, but not weird.your writing, but not weird.


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7hen writing do not be sel!2critical* but do7hen writing do not be sel!2critical* but donot boast or #romote yoursel! immodestly.not boast or #romote yoursel! immodestly.Do not make !alse statements, !abrications,Do not make !alse statements, !abrications,or e+aggerate accom#lishments. ou are notor e+aggerate accom#lishments. ou are notselling some new #roduct, but youselling some new #roduct, but you areare tryingtrying

to con$ince the re$iewers that you are readyto con$ince the re$iewers that you are ready!or the .S. educational e+#erience.!or the .S. educational e+#erience.

4e uni6ue, outstanding and di1erent in your4e uni6ue, outstanding and di1erent in your

writing, but not weird.writing, but not weird.

De-nitely use your most !ormal academicDe-nitely use your most !ormal academicwriting. Make it well written with no errors8writing. Make it well written with no errors8


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Do not #lagiari9e . se #ro#er methods o!Do not #lagiari9e . se #ro#er methods o!citation. 3! you 6uote another author, gi$ecitation. 3! you 6uote another author, gi$ethem #ro#er credit. 3t is im#ortant tothem #ro#er credit. 3t is im#ortant toshow re$iewers that you know how toshow re$iewers that you know how to#ro#erly cite other authors and works.#ro#erly cite other authors and works.


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Do not purchase your essay*Do not purchase your essay*


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Do not purchase your essay*Do not purchase your essay*

Plan and work ahead in order to gi$ePlan and work ahead in order to gi$eyoursel! time to think, write and re$ise,yoursel! time to think, write and re$ise,and also to allow time to recei$e 6ualityand also to allow time to recei$e 6uality!eedback. 7ork as !ar as #ossible in!eedback. 7ork as !ar as #ossible inad$ance o! the deadline. Do not wait untilad$ance o! the deadline. Do not wait until

the last minute88 our essay will show it.the last minute88 our essay will show it.


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"sk !riends, colleagues, ad$isers to"sk !riends, colleagues, ad$isers to#roo!read and re$iew your writing with a#roo!read and re$iew your writing with acritical eye. ou want someone who knowscritical eye. ou want someone who knowsgrammar, #unctuation, and other elementsgrammar, #unctuation, and other elements

o! good writing to care!ully read youro! good writing to care!ully read youressays. :a$e more than one #erson readessays. :a$e more than one #erson read

your essays. Re$ise, re$ise, re$ise.your essays. Re$ise, re$ise, re$ise.


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"sk !riends, colleagues, ad$isers to"sk !riends, colleagues, ad$isers to#roo!read and re$iew your writing with a#roo!read and re$iew your writing with acritical eye. ou want someone who knowscritical eye. ou want someone who knowsgrammar, #unctuation, and other elementsgrammar, #unctuation, and other elements

o! good writing to care!ully read youro! good writing to care!ully read youressays. :a$e more than one #erson readessays. :a$e more than one #erson read

your essays. Re$ise, re$ise, re$ise.your essays. Re$ise, re$ise, re$ise.

4ecause the com#etition !or Fulbright4ecause the com#etition !or Fulbrightscholarshi#s is sti1, re$iewers are lookingscholarshi#s is sti1, re$iewers are looking!or any reason to dis6uali!y candidates and!or any reason to dis6uali!y candidates andshorten the list. ou may be dis6uali-ed i!shorten the list. ou may be dis6uali-ed i!

you ski# e$en a sim#le 6uestion.you ski# e$en a sim#le 6uestion.


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3! re'ected %and you will be !rom time to time&,3! re'ected %and you will be !rom time to time&,seek !eedback about why your a##lication wasseek !eedback about why your a##lication wasnot acce#ted. Many agencies are willing %andnot acce#ted. Many agencies are willing %and

allowed& to gi$e you reasons why yourallowed& to gi$e you reasons why youra##lication was not acce#ted* other agenciesa##lication was not acce#ted* other agenciesare not allowed or do not kee# the records.are not allowed or do not kee# the records.Sim#ly ask i! they can and are allowed to do so.Sim#ly ask i! they can and are allowed to do so.0ather the !eedback in a #olite, non2#ersonal0ather the !eedback in a #olite, non2#ersonal

manner. se the !eedback constructi$ely*manner. se the !eedback constructi$ely*stri$e to incor#orate !eedback into your !uturestri$e to incor#orate !eedback into your !uturea##lications. Don;t let the re'ection get to youa##lications. Don;t let the re'ection get to you#ersonally.#ersonally.

Perse$ere.Perse$ere.


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Writing a PersonalWriting a Personal

StatementStatement

Personal StatementPersonal Statement ser$es as a record o! all the things youser$es as a record o! all the things you

ha$e done that would 6uali!y you !or aha$e done that would 6uali!y you !or a

Fulbright !ellowshi#,Fulbright !ellowshi#,

describes your #ro!essional de$elo#mentdescribes your #ro!essional de$elo#ment#ath %how you got to where you are#ath %how you got to where you are

#ro!essionallyro!essionally&

should include mention o! how studying inshould include mention o! how studying inthe .S. will hel# you achie$e yourthe .S. will hel# you achie$e your

#ro!essional and scholarly goals.#ro!essional and scholarly goals.


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StatementStatement

Personal StatementPersonal Statement ser$es as a record o! all the things you ha$eser$es as a record o! all the things you ha$e

done that would 6uali!y you !or a Fulbrightdone that would 6uali!y you !or a Fulbright

!ellowshi#,!ellowshi#,

describes your #ro!essional de$elo#ment #athdescribes your #ro!essional de$elo#ment #ath%how you got to where you are #ro!essionally&%how you got to where you are #ro!essionally&

should include mention o! how studying in theshould include mention o! how studying in the

.S. will hel# you achie$e your #ro!essional and.S. will hel# you achie$e your #ro!essional and

scholarly goals.scholarly goals.

It is NOT a traditional vita (It is NOT a traditional vita (a list o! youra list o! your

accom#lishments and educational background&,accom#lishments and educational background&,

but rather it is an essay.but rather it is an essay.


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StatementStatement Personal StatementPersonal Statement

ser$es as a record o! all the things you ha$e doneser$es as a record o! all the things you ha$e done

that would 6uali!y you !or a Fulbright !ellowshi#,that would 6uali!y you !or a Fulbright !ellowshi#,

describes your #ro!essional de$elo#ment #athdescribes your #ro!essional de$elo#ment #ath

%how you got to where you are #ro!essionally&%how you got to where you are #ro!essionally&

should include mention o! how studying in the .S.should include mention o! how studying in the .S.

will hel# you achie$e your #ro!essional andwill hel# you achie$e your #ro!essional and

scholarly goals.scholarly goals.

It is NOT a traditional vita (It is NOT a traditional vita (a list o! youra list o! youraccom#lishments and educational background&, butaccom#lishments and educational background&, but

rather it is an essay.rather it is an essay.

3t might be best written on a !our section model.3t might be best written on a !our section model.


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StatementStatement

Section One: Your EducationalSection One: Your EducationalObjectivesObjectives (his is #robably the most di1icult, and in(his is #robably the most di1icult, and in

some ways, the most im#ortant #art o!some ways, the most im#ortant #art o!your narrati$e $ita* you can only reallyyour narrati$e $ita* you can only really

begin to answer this 6uestion a!ter youbegin to answer this 6uestion a!ter youha$e !ully worked out your statement o!ha$e !ully worked out your statement o!#ur#ose.#ur#ose.


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StatementStatement

Section One: Your Educational ObjectivesSection One: Your Educational Objectives (his is #robably the most di1icult, and in(his is #robably the most di1icult, and insome ways, the most im#ortant #art o! yoursome ways, the most im#ortant #art o! yournarrati$e $ita* you can only really begin tonarrati$e $ita* you can only really begin toanswer this 6uestion a!ter you ha$e !ullyanswer this 6uestion a!ter you ha$e !ully

worked out your statement o! #ur#ose.worked out your statement o! #ur#ose. Do not hesitate to ask those you work withDo not hesitate to ask those you work with

who are senior in your -eld !or hel# andwho are senior in your -eld !or hel# andad$ice. (hey will likely ha$e a richer sensead$ice. (hey will likely ha$e a richer sense

than you o! how your #ro'ect, and yourthan you o! how your #ro'ect, and yourlarger interests, will -t into the largerlarger interests, will -t into the larger!rame o! your disci#line, and might be able!rame o! your disci#line, and might be ableto hel# you articulate this as clearly asto hel# you articulate this as clearly as#ossible.#ossible.


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StatementStatement

Section One: Your Educational ObjectivesSection One: Your Educational Objectives (his is #robably the most di1icult, and in some(his is #robably the most di1icult, and in some

ways, the most im#ortant #art o! your narrati$eways, the most im#ortant #art o! your narrati$e$ita* you can only really begin to answer this$ita* you can only really begin to answer this6uestion a!ter you ha$e !ully worked out your6uestion a!ter you ha$e !ully worked out yourstatement o! #ur#ose.statement o! #ur#ose.

Do not hesitate to ask those you work with whoDo not hesitate to ask those you work with whoare senior in your -eld !or hel# and ad$ice.are senior in your -eld !or hel# and ad$ice.(hey will likely ha$e a richer sense than you o!(hey will likely ha$e a richer sense than you o!how your #ro'ect, and your larger interests, willhow your #ro'ect, and your larger interests, will

-t into the larger !rame o! your disci#line, and-t into the larger !rame o! your disci#line, andmight be able to hel# you articulate this asmight be able to hel# you articulate this asclearly as #ossible.clearly as #ossible.

(his is to be a short #aragra#h, likely no more(his is to be a short #aragra#h, likely no morethan three sentences* make them count.than three sentences* make them count.


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StatementStatement

Section One: Your EducationalSection One: Your EducationalObjectivesObjectives Present your educational ob'ecti$es inPresent your educational ob'ecti$es in

clear+ concise+clear+ concise+ andand theoretical terms*theoretical terms*


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StatementStatement


clear+ concise+clear+ concise+ andand theoretical terms*theoretical terms* 4e clear with terminology, s#ell it out !or4e clear with terminology, s#ell it out !or

lay#eo#le as clearly and s#eci-cally as youlay#eo#le as clearly and s#eci-cally as youcan.can.


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StatementStatement


clear+ concise+clear+ concise+ andand theoretical terms*theoretical terms* 4e clear with terminology, s#ell it out !or4e clear with terminology, s#ell it out !or

lay#eo#le as clearly and s#eci-cally as youlay#eo#le as clearly and s#eci-cally as youcan.can.

"$oid restating the basic goals o! your"$oid restating the basic goals o! your#ro!ession. 5+#lain brie


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StatementStatement

Section One: Your Educational ObjectivesSection One: Your Educational Objectives Present your educational ob'ecti$es inPresent your educational ob'ecti$es in clear+clear+

concise+concise+ andand theoretical terms*theoretical terms* 4e clear with terminology, s#ell it out !or4e clear with terminology, s#ell it out !or

lay#eo#le as clearly and s#eci-cally as you can.lay#eo#le as clearly and s#eci-cally as you can.

"$oid restating the basic goals o! your"$oid restating the basic goals o! your#ro!ession. 5+#lain brie


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StatementStatement

Section One: Your Educational ObjectivesSection One: Your Educational Objectives

Psychology e,ample- (he main reason 3 s#ent the whole year in the

libraries to get #re#ared !or the new

com#etition in the Fulbright Program is that 3really want to win a contest and get a #ro!oundeducation in the country that is nowadays theleader in my -eld Organi9ational Psychology.My li!e goal is to establish a school o!

Organi9ational Psychology in kraine, a schoolwhere s#ecialists !rom our country will ha$ean o##ortunity to e+change their e+#eriencewith the !oreign s#ecialists !rom the S",

"ustralia, and 5uro#e.


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StatementStatement

Section One: Your Educational ObjectivesSection One: Your Educational Objectives

.a) e,ample- My educational ob'ecti$es in the nited State

are linked to my academic work and teaching

at a law school in the !uture, as well as to!urther work in =0Os as a legal e+#ert. "!terreturning !rom the S 3 intend to continue myacademic work on human rights #rotectionissues, in #articular on sha#ing relationsbetween the state and ci$ic society based ondemocratic #rinci#les. (he to#ic 3 ha$e chosenas my study ob'ecti$e deals with one as#ect o!such relations 2 #ublic access to o1icial

in!ormation.


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StatementStatement

Section One: Your EducationalSection One: Your EducationalObjectivesObjectives

.a) e,ample- 3 ho#e to learn more about the legal

mechanisms #ro$iding the right o! accessto o1icial in!ormation in the nited Stateso! "merica in order to better understandhow they work and make suggestions how

to im#ro$e rele$ant legislation in kraine.


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StatementStatement

Section Two: Your Education/PersonalSection Two: Your Education/PersonalPathPath

(he idea in section two is to show your(he idea in section two is to show yourde$elo#ment as a scholar, and to begin tode$elo#ment as a scholar, and to begin to

create a story of your professional life tocreate a story of your professional life towhich the Fulbright grant would seem aswhich the Fulbright grant would seem assome sort of culminationsome sort of culmination, e$en i! only a, e$en i! only atem#orary #eak.tem#orary #eak.


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StatementStatement


(he idea in section two is to show your(he idea in section two is to show yourde$elo#ment as a scholar, and to begin tode$elo#ment as a scholar, and to begin to

create a story of your professional life tocreate a story of your professional life towhich the Fulbright grant would seem aswhich the Fulbright grant would seem assome sort of culminationsome sort of culmination, e$en i! only a, e$en i! only atem#orary #eak.tem#orary #eak.

(his section is a narrati$e, thus easier to(his section is a narrati$e, thus easier towrite. 3t will likely be the longest #aragra#hwrite. 3t will likely be the longest #aragra#hin the essay, or at least as long as the onein the essay, or at least as long as the onethat !ollows.that !ollows.


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StatementStatement Section Two: Your Education/Personal PathSection Two: Your Education/Personal Path

(he idea in section two is to show your de$elo#ment(he idea in section two is to show your de$elo#mentas a scholar, and to begin toas a scholar, and to begin to create a story of yourcreate a story of yourprofessional life to which the Fulbright grant wouldprofessional life to which the Fulbright grant wouldseem as some sort of culminationseem as some sort of culmination, e$en i! only a, e$en i! only a

tem#orary #eak.tem#orary #eak. (his section is a narrati$e, thus easier to write. 3t(his section is a narrati$e, thus easier to write. 3t

will likely be the longest #aragra#h in the essay, or atwill likely be the longest #aragra#h in the essay, or atleast as long as the one that !ollows.least as long as the one that !ollows.

(ell your #ro!essional de$elo#ment story. 5+#lain(ell your #ro!essional de$elo#ment story. 5+#lainhere, at as much length as you !eel com!ortable,here, at as much length as you !eel com!ortable,about how your educational and #ersonalabout how your educational and #ersonale+#eriences hel#ed you arri$e at the #articulare+#eriences hel#ed you arri$e at the #articularinterests and scholarly ob'ecti$es you ha$e outlinedinterests and scholarly ob'ecti$es you ha$e outlinedin the #receding section.in the #receding section.

i i l


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StatementStatement


7hat made you choose this -eld> :ow did7hat made you choose this -eld> :ow didyou start in the -eld>you start in the -eld>

i i l


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StatementStatement



7hat were the ma'or milestones that you7hat were the ma'or milestones that youha$e encountered along the way>ha$e encountered along the way>

W i i P l


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StatementStatement



7hat were the ma'or milestones that you7hat were the ma'or milestones that youha$e encountered along the way>ha$e encountered along the way>

7hat were your accom#lishments %note7hat were your accom#lishments %note

here those awards won, #a#ers deli$ered,here those awards won, #a#ers deli$ered,and con!erences attended, etc, which youand con!erences attended, etc, which youthink might make you look better in thethink might make you look better in theeyes o! the re$iew #anel&>eyes o! the re$iew #anel&>

i i lW i i P l


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StatementStatement


7ere there mentors or in


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StatementStatement

Section Two: Your Education/Personal PathSection Two: Your Education/Personal Path

7ere there mentors or in3! so, mention how they in


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StatementStatement Section Two: Your Education/Personal PathSection Two: Your Education/Personal Path Psychology e,ample-

Since last year, when 3 a##lied !or the Fulbright !or the -rst time, 3 ha$ealready started my career in Organi9ational Psychology. "t #resent 3 work as aunior Recruitment ?onsultant in the leading krainian Recruitment ?om#anyA4rain Source 3nternationalB. Recruitment is an essential #art o! Organi9ationalPsychology and it #ro$ides me with $aluable e+#erience in the s#here o!#ersonnel selection. 7hat concerns my background in CE 3 graduated !romKyi$ =ational inguistic ni$ersity and got MasterGs Degree in Psychology.

7hile writing my graduate #a#er 3 immersed mysel! into the in$estigation o!PrisonerGs Dilemma. 3t is one o! the most interesting #roblems in SocialPsychology but 3 think its solution will contribute greatly to the de$elo#ment o!Organi9ational Psychology as well. "nd since the ob'ect under in$estigationwas e+tremely interesting #ersonGs #re!erence to indi$idualistic orcollecti$istic way o! beha$ior in the situation o! choice my re#orts in thecon!erences %Kyi$, Moscow, Saint2Petersburg& and thesis #ublications ha$ealways been widely discussed. 3n the 3nternational ?on!erence that took #lacein Moscow State ni$ersity 3 was deser$edly honored with the Di#loma o! a#ri9e2winner. :owe$er, des#ite the !act that 3 ha$e read many worksconcerning the sub'ect o! in$estigation, 3 could not reach #lenty o! them 'ustbecause they cannot be !ound in =ational Scienti-c ibrary and mainly they arenot #ublished in 3nternet. "nd this is one o! the reasons why 3 a##ly !or thestudying in the S" since this country is a leader in the in$estigation o! grou##henomena, its uni$ersities #ro$ide $ast literature resources* and it is my dee#belie! that to become an e+#ert in any s#here one needs #ro!ound theoreticalbase.


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StatementStatementSection Two: Your Education/Personal PathSection Two: Your Education/Personal Path

.a) e,ample-

My interest in human rights #rotection de$elo#ed as a student at the Khmelnytsky

Regional yceum, where law was my ma'or. My teacher o! the history o! law, in hislectures, consistently em#hasi9ed the im#ortance o! human rights #rotection,#ro$ided in the ?onstitution o! kraine, !or the de$elo#ment o! ci$ic society, anecessary attribute o! a democratic state. My interest in the sub'ect strengthenedin the course o! my studies at the =ational aw "cademy. 3n the -rst2year courseco$ering o#eration o! 'udicial and law en!orcement bodies, a lecturer s#oke aboutthe use o! case law o! the 5uro#ean ?ourt o! :uman Rights %5?:R& by krainiancourts. 3 came to an understanding that the sub'ect o! human rights is not a #urelytheoretical and abstract matter, but a real2li!e issue, and that there are workablelegal tools how to #ractically sol$e human rights $iolations, legal tools, which canbe used in our national court system. 3 studied the legal nature o! the 5uro#ean?ourt case law and tried to analy9e the a##licability o! 5?:R a##roaches to thekrainian legal system in my second2year term #a#er.

3n order to -nd more material !or my #a#er, my research ad$iser suggested that 3go to the Kharki$ :uman Rights Protection 0rou# %KhP0&, a leading krainian=0O dealing with these issues and o1ering !ree access to their rich library o!international human rights literature and 3 was soon to become a !re6uent $isitor.(hrough more contact with KhP0 #eo#le, 3 became curious about the work o! theorgani9ation.

?ontinued on ne+t slideH


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StatementStatement

Section Two: Your Education/PersonalSection Two: Your Education/PersonalPathPath .a) e,ample-

?ontinued !rom #re$ious slideH

3 was es#ecially interested in their work in the -eld o! the !reedom o!e+#ression and #roblems o! access to o1icial in!ormation in kraine.3n order to gain #ractical e+#erience 3 started to work as a $olunteer.

"t that time KhP0 was initiating a cam#aign against unlaw!ulclassi-cation o! in!ormation which is still continuing. 3t had #resenteda dra!t aw on Freedom o! in!ormation in kraine to the Ministry o!

ustice o! kraine. 4eing in$ol$ed in the cam#aign, talking to#rominent national e+#erts on the sub'ect %I. Rechytskiy 5. Jakharo$,=. Kushako$a, R. Romano$, O. =esterenko&, 3 came to reali9e how

im#ortant it is to learn about the legal mechanisms #ro$iding the righto! access to o1icial in!ormation in the nited States o! "merica, wherethese issues are well de$elo#ed.

W iti P lW iti P l


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StatementStatement Section Three: Your Professional ProjectSection Three: Your Professional Project

and Professional Needsand Professional Needs

(his might be the second longest section o!(his might be the second longest section o!the essay* think o! it as the background tothe essay* think o! it as the background to

your statement o! #ur#ose) the story o! whyyour statement o! #ur#ose) the story o! whyyou want to do the work you want to do.you want to do the work you want to do.

W iti P lW iti P l


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StatementStatement

Section Three: Your Professional Project andSection Three: Your Professional Project andProfessional NeedsProfessional Needs

(his might be the second longest section o! the(his might be the second longest section o! theessay* think o! it as the background to youressay* think o! it as the background to yourstatement o! #ur#ose) the story o! why you want tostatement o! #ur#ose) the story o! why you want todo the work you want to do.do the work you want to do.

Describe the #ro'ect you wish to conduct in the .S.Describe the #ro'ect you wish to conduct in the .S."$oid looking as i! you ha$e dreamed u# this"$oid looking as i! you ha$e dreamed u# this

#ro'ect only to win a Fulbright award. Describe#ro'ect only to win a Fulbright award. Describe

the ste#s you ha$e taken to date to ad$ance thethe ste#s you ha$e taken to date to ad$ance thework you would like to do in the .S.work you would like to do in the .S.

For e+am#le, i! you want to study the nutritionalFor e+am#le, i! you want to study the nutritionalneeds and bene-ts o! beets, talk about the workneeds and bene-ts o! beets, talk about the workyou ha$e done with beets.you ha$e done with beets.

W iti P lW iti P l


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and Professional Needsand Professional Needs

ou will be most con$incing i! you can makeou will be most con$incing i! you can makea case that you ha$e e+hausted thea case that you ha$e e+hausted theresources kraine o1ers !or com#leting yourresources kraine o1ers !or com#leting yourtask. 4ut be care!ul be sure that youtask. 4ut be care!ul be sure that you:"I5 e+hausted kraineGs resources i! you:"I5 e+hausted kraineGs resources i! youmake such a statement . Remember,make such a statement . Remember,

members o! the Re$iew ?ommission ha$emembers o! the Re$iew ?ommission ha$ebeen chosen because they are res#ectedbeen chosen because they are res#ecteds#ecialists in your -eld.s#ecialists in your -eld.

W iti P lW iti P l


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StatementStatement Section Three: Your Professional Project andSection Three: Your Professional Project andProfessional NeedsProfessional Needs

ou will be most con$incing i! you can make aou will be most con$incing i! you can make acase that you ha$e e+hausted the resourcescase that you ha$e e+hausted the resources

kraine o1ers !or com#leting your task. 4ut bekraine o1ers !or com#leting your task. 4ut becare!ul be sure that you :"I5 e+haustedcare!ul be sure that you :"I5 e+haustedkraineGs resources i! you make such a statementkraineGs resources i! you make such a statement. Remember, members o! the Re$iew ?ommission. Remember, members o! the Re$iew ?ommissionha$e been chosen because they are res#ectedha$e been chosen because they are res#ecteds#ecialists in your -eld.s#ecialists in your -eld.

3n closing, suggest how you think studying in the3n closing, suggest how you think studying in the.S. might o1er you new resources, ideas,.S. might o1er you new resources, ideas,contacts, etc., to accom#lish your #ro!essionalcontacts, etc., to accom#lish your #ro!essionalgoals.goals.

W iti P lW iti P l


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and Professional Needsand Professional Needs Psychology e,ample-

On my return to Kyi$ 3 #lan to start working as an assistant #ro!essorin Kyi$ =ational inguistic ni$ersity %?hairs o! Psychology& andde$elo# a scienti-cally #ro!ound and #ractically modern #rogram inOrgani9ational Psychology %in K= #sychological as#ects o!organi9ational work are still $iewed only as a #art o! another courseo!Psychology of Management, and 3 belie$e they deser$e a closerscrutiny&. (hen, 3 #lan to become a #ostgraduate student and writethesis in organi9ational #sychology. "nd a!ter that, ha$ing recei$ed ascienti-c degree, 3 will establish krainian "ssociation o!

Organi9ational Psychology where s#ecialists !rom our country wille+change their e+#erience with the !oreign s#ecialists. My #ersonalanalysis #ro$es that this s#here in kraine is in the in!ancy andneeds intensi$e de$elo#ment and im#ro$ement. 3n some res#ect,such changes should take #lace with the hel# o! !oreign e+#erience.

W iti P lW iti P l


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StatementStatement Section Three: Your Professional Project andSection Three: Your Professional Project andProfessional NeedsProfessional Needs

.a) e,ample- (his year 3 am graduating !rom the law school. (he skills gained there, as

well as #ractical e+#erience ac6uired at KhP0 ha$e signi-cantly contributedto my #ro!essional de$elo#ment. :owe$er, to become an e+#ert in the s#hereo! human rights and #ublic in!ormation law 3 need to ac6uire ad$anced

systematic knowledge in this sub'ect. n!ortunately, there are not enoughrele$ant training courses and educational resources in kraine. 3 ho#e, 3could -nd the necessary educational resources in the nited States, as wellas better in!rastructure, including research liberalities, law databases, etc. 3also ho#e to establish contacts with S scholars, as well as with $isitingscholars !rom other countries, which would be hel#!ul !or my #ro!essionalde$elo#ment.

Pro!essional studies alone are not what 3 consider su1icient to myde$elo#ment as a well2educated and o#en2minded #ersonality. (hus, 3 wouldlike to learn more about the S uni$ersity culture and S social culture ingeneral. "s 3 was always interested in history, art, and architecture, so 3 ho#eto use this o##ortunity to do some sightseeing to enrich mysel! aestheticallyand intellectually. "nd, o! course, 3 would like to understand more the#henomenon, called AS#irit o! "merica,B and share my gras# o! it with my!ellow countrymen u#on my return to kraine.

W iti P lW iti P l


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StatementStatement Section our: !onclusionSection our: !onclusion

(his section should also be short %no more(his section should also be short %no morethan three sentences& like the twin o! yourthan three sentences& like the twin o! yourintroductory #aragra#h, to which it is mostintroductory #aragra#h, to which it is mostclosely related. Make them count.closely related. Make them count.

W iti P lWriting a Personal


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StatementStatement

Section our: !onclusionSection our: !onclusion (his section should also be short %no more than three(his section should also be short %no more than three

sentences& like the twin o! your introductorysentences& like the twin o! your introductory#aragra#h, to which it is most closely related. Make#aragra#h, to which it is most closely related. Makethem count.them count.

Describe the way that your com#leted #ro'ect, andDescribe the way that your com#leted #ro'ect, andthe e+#eriences you will ha$e studying in the . S.,the e+#eriences you will ha$e studying in the . S.,will ad$ance your knowledge and career, your -eld,will ad$ance your knowledge and career, your -eld,and the general le$el o! scholarshi# in kraine.and the general le$el o! scholarshi# in kraine.

:ow will your work in:ow will your work in :ow will you im#ro$e #ro!essional li!e and:ow will you im#ro$e #ro!essional li!e and

scholarly work in kraine>scholarly work in kraine> :ow and what will you bring back to kraine to:ow and what will you bring back to kraine to

im#act kraineGs !uture>im#act kraineGs !uture>

W iti P lWriting a Personal


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StatementStatement

Section our: !onclusionSection our: !onclusion

Psychology e,ample- 3n conclusion, 3 would like to 6uote a well2known #hrase uttered

by R. 7aterman, one o! the most !amous "merican scholars in thes#here o! management) AOrgani9ations e+ist only due to onereason) they hel# #eo#le do things that cannot be done by one

manB. (he organi9ational culture in kraine is as young as thecountry itsel!, much has to be done, but e$erything begins with a#ro!ound knowledge and that what 3 want to get in the S" !orbeing ready to contribute signi-cantly into the -eld in kraine.

.a) e,ample- (here!ore, 3 belie$e that my training in the nited States would

be bene-cial to me as a #ro!essional lawyer and a good #erson, aswell as my research would contribute to better understanding o!

"merican legal institutions and #ractices in kraine.

r ng a u yr ng a u y


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r ng a u yr ng a u y#b$ectives Essay#b$ectives Essay

Study Objectives: Your Project in the "#S#Study Objectives: Your Project in the "#S#

our goal in this essay is to limit yoursel! to aour goal in this essay is to limit yoursel! to adiscussion o! what you will do in terms o!discussion o! what you will do in terms o!

studying, research , and other #ro!essionalstudying, research , and other #ro!essional

work when you are in the . S.work when you are in the . S.



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r ng a u yr ng a u y#b$ectives Essay#b$ectives Essay Study Objectives: Your Project in the "#S#Study Objectives: Your Project in the "#S#

our goal in this essay is to limit yoursel! to aour goal in this essay is to limit yoursel! to adiscussion o! what you will do in terms o!discussion o! what you will do in terms o!

studying, research, and other #ro!essional workstudying, research, and other #ro!essional work

when you are in the . S.when you are in the . S.

For raduate tudents"For raduate tudents"Focus on the #rogram o!Focus on the #rogram o!

study and on the nature o! the course work youstudy and on the nature o! the course work you

want to take. (ry to show that you ha$e a #lan,want to take. (ry to show that you ha$e a #lan,

including the ty#es o! courses you would like toincluding the ty#es o! courses you would like totake, to accom#lish your #ro'ect goal. "take, to accom#lish your #ro'ect goal. "

realistic understanding o! what your #ro'ectrealistic understanding o! what your #ro'ect

entails is the most con$incing e$idence that youentails is the most con$incing e$idence that you

will be able to com#lete the #ro'ect.will be able to com#lete the #ro'ect.



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For Faculty #evelopment Program candidates"For Faculty #evelopment Program candidates"

Focus on your research/study ob'ecti$es.Focus on your research/study ob'ecti$es.

De-ne your research goals and how you e+#ectDe-ne your research goals and how you e+#ect

to achie$e them. 3! there is a grou# o! scholarsto achie$e them. 3! there is a grou# o! scholarsyou ho#e to work with, describe them and theiryou ho#e to work with, describe them and their

work, what you e+#ect to gain !rom them, andwork, what you e+#ect to gain !rom them, and

how you will achie$e this. imit your goals to ahow you will achie$e this. imit your goals to a

realistic number* i! you list too many goals thatrealistic number* i! you list too many goals thatare !ar too broad, the Re$iew ?ommittee willare !ar too broad, the Re$iew ?ommittee will

6uestion how well you understand the #roblem6uestion how well you understand the #roblem

and whether you will be able to achie$e theand whether you will be able to achie$e the

many goals that you #ro#ose.many goals that you #ro#ose.



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3t is best to write this essay on either a three3t is best to write this essay on either a three

or !our section !orm. (his essay will likely beor !our section !orm. (his essay will likely be

the most im#ortant #art o! your a##lication.the most im#ortant #art o! your a##lication.

3t is worth writing multi#le dra!ts be!ore you3t is worth writing multi#le dra!ts be!ore youare satis-ed with it.are satis-ed with it.



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3t is best to write this essay on either a three3t is best to write this essay on either a three

or !our section !orm. (his essay will likely beor !our section !orm. (his essay will likely be

the most im#ortant #art o! your a##lication.the most im#ortant #art o! your a##lication.

3t is worth writing multi#le dra!ts be!ore you3t is worth writing multi#le dra!ts be!ore youare satis-ed with it.are satis-ed with it.

"sk !or hel# !rom colleagues, #eers, mentors,"sk !or hel# !rom colleagues, #eers, mentors,

relati$es, as they may see links and !acets o!relati$es, as they may see links and !acets o!your #ro'ect that you may ha$e otherwiseyour #ro'ect that you may ha$e otherwise

missed or o$erlooked.missed or o$erlooked.

#b$ i


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#b$ectives Essay#b$ectives Essay

Section OneSection One-- Scholarshi$ in the "#S#Scholarshi$ in the "#S#

(he -rst section is all about you and your(he -rst section is all about you and your

#ro'ect, and will demonstrate how well you#ro'ect, and will demonstrate how well you

understand your #ro'ect.understand your #ro'ect.

#b$ i E


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(he -rst section is all about you and your #ro'ect,(he -rst section is all about you and your #ro'ect,and will demonstrate how well you understandand will demonstrate how well you understand

your #ro'ect.your #ro'ect.

3n a short but detailed #aragra#h describe the3n a short but detailed #aragra#h describe thescholarly work you would like to accom#lish inscholarly work you would like to accom#lish in

the . S. 5+#lain your #ro'ect, and locate it inthe . S. 5+#lain your #ro'ect, and locate it in

the realm o! your -eld. Do =O( use e+cessi$ethe realm o! your -eld. Do =O( use e+cessi$e

'argon, or a lot o! !ormulas. Remember, " o!'argon, or a lot o! !ormulas. Remember, " o!

the Re$iew ?ommittee members will be $oting onthe Re$iew ?ommittee members will be $oting on

your a##lication, not 'ust the s#ecialists in youryour a##lication, not 'ust the s#ecialists in your

-eld, so all must be able to understand your-eld, so all must be able to understand your

#ro'ect and why it is im#ortant.#ro'ect and why it is im#ortant.

r ng a u y ec vesr ng a u y ec vesEE


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g yg yEssayEssay


4rie


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Writing a StudyWriting a Study


Section OneSection One

--

Scholarshi$ in the "#S#Scholarshi$ in the "#S#

Psychology e+am#le) A3 ha$e got the :igher education in the -eld o!

Psychology and would like to !urther s#eciali9e

in Organi9ational Psychology in one o! the"merican ni$ersities. 7hat 3 like aboutMasterGs education in the S" is that theacademic #rogram at this le$el combinesscienti-c disci#lines with #ro!essional #ractice.

Student learning is achie$ed not only throughobligatory and electi$e courses, but also by#ractical e+#erience and de$elo#ment o! athesis. 0oing through my MasterGs #rogram in"merica 3 would like to #ass all these stages.B



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Section OneSection One

--

Scholarshi$ in the "#S#Scholarshi$ in the "#S#

aw e+am#le) A3 am ho#ing to com#lete a MasterGs degree #rogram

in the nited States in order to gain more #ro-ciencyin my ma'or. (he ob'ecti$e o! my studies is to learnmore about access to o1icial in!ormation, democraticstandards in this realm, and the nited Statese+#erience in creating and ensuring the !unctioning o!o#en go$ernment. (he research 3 would like toconduct will deal with legal mechanisms #ro$iding theright to access to o1icial in!ormation in the S. (he

nited States o! "merica is considered a world leaderin de$elo#ing democratic standards o! o#en andaccountable go$ernment. For this reason 3 would liketo gain more in2de#th knowledge o! the system in theS and would ho#e to a##ly such #ositi$e e+#erience

on my return to kraine.B



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Section Two: Your Project and %hy inSection Two: Your Project and %hy inthe "#S#&the "#S#&

Describe your #ro'ect in detail and connectDescribe your #ro'ect in detail and connect

to why this #ro'ect needs to be undertakento why this #ro'ect needs to be undertakenin the .S., and cannot be 'ust as easilyin the .S., and cannot be 'ust as easily

com#leted at home. 3t is better to makecom#leted at home. 3t is better to make

this claim through contrast, telling whatthis claim through contrast, telling what

resources and o##ortunities you !eel mightresources and o##ortunities you !eel mightbe a$ailable to you in the .S.be a$ailable to you in the .S.



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#b$ectives Essay#b$ectives Essay Section Two: Your Project and %hy in the "#S#&Section Two: Your Project and %hy in the "#S#&

Describe your #ro'ect in detail and connect to whyDescribe your #ro'ect in detail and connect to why

this #ro'ect needs to be undertaken in the .S., andthis #ro'ect needs to be undertaken in the .S., and

cannot be 'ust as easily com#leted at home. 3t iscannot be 'ust as easily com#leted at home. 3t is

better to make this claim through contrast, tellingbetter to make this claim through contrast, tellingwhat resources and o##ortunities you !eel might bewhat resources and o##ortunities you !eel might be

a$ailable to you in the .S.a$ailable to you in the .S.

7rite not only about in!rastructure issues %research7rite not only about in!rastructure issues %research

libraries, !or e+am#le&, but also o! being in alibraries, !or e+am#le&, but also o! being in a!oreign culture, or with a #articular grou# o!!oreign culture, or with a #articular grou# o!

scholars, and how this will #ositi$ely im#act yourscholars, and how this will #ositi$ely im#act your

work.work.



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#b$ectives Essay#b$ectives Essay Section Two: Your Project and %hy in the "#S#&Section Two: Your Project and %hy in the "#S#& Psychology e,ample-

Since 3 ha$e written my graduate #a#er in Social Psychology and ha$e somee+#erience in this s#here, 3 would like to use it widely in my workconcerning organi9ational de$elo#ment 3 mean #ersonnel training inorgani9ation. (o my mind, thorough in$estigation o! the !ollowing disci#lineswill contribute greatly to my !uture work)Psychology of roup $ehavioror

roup #ynamics% Psychology of &eadership, Organi'ational and ommunityProcesses, )or* Motivation and +ttitudes,(he last issue is the one 3 takegreat interest in. 3 ha$e already enriched my knowledge o! humanmoti$ation and the ways it in


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Section Two: Your Project and %hy in theSection Two: Your Project and %hy in the"#S#&"#S#& .a) e,ample-

3t is now clear !or me that the #roblem o! !reedom o! e+#ression inkraine is $ery com#licated. :a$ing looked at the o#inion o! e+#erts, aswell as on the basis o! my own e+#erience in this -eld, 3 can see thatstate #olicy regarding the access to o1icial in!ormation lacks

consistency. (here is s#ecial legislation but it is not e1ecti$e and doesnot make it #ossible to e+ercise the rights enshrined in the ?onstitutiono! kraine. (he goal o! my study is there!ore to research $arious !actors,which im#act on the e1iciency o! legislation co$ering the right o! accessto o1icial in!ormation, including in!ormation laws, institutional di$isiono! #owers !or #ro$iding checks and balances, the in$ol$ement o!institutions o! ci$ic society in sha#ing the go$ernment in!ormational#olicy. 3 ho#e that my research may be o! bene-t to this -eld and

contribute to better understanding o! the issues in$ol$ed and alsosuggest new a##roaches !or dealing with the #roblems.

3 would also like to learn more about the nited States go$ernment#olicies a1ecting the


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Section Three: 'ow will bein( in theSection Three: 'ow will bein( in the"#S# hel$ your wor)&"#S# hel$ your wor)&

(ie together the two sections abo$e. Show(ie together the two sections abo$e. Showhow trends in the .S. %in education,how trends in the .S. %in education,scholarshi#, etc.& ha$e #articularscholarshi#, etc.& ha$e #articular#roducts/e1ects that might hel# your work.#roducts/e1ects that might hel# your work.



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(ie together the two sections abo$e. Show(ie together the two sections abo$e. Showhow trends in the .S. %in education,how trends in the .S. %in education,

scholarshi#, etc.& ha$e #articularscholarshi#, etc.& ha$e #articular#roducts/e1ects that might hel# your work.#roducts/e1ects that might hel# your work.

3! you know o! theorists, scholars, or3! you know o! theorists, scholars, or

scientists who are doing work there whichscientists who are doing work there whichis not being #ursued in kraine, this is theis not being #ursued in kraine, this is the#lace where you should mention them.#lace where you should mention them.



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#b$ectives Essay#b$ectives Essay Section Three: 'ow will bein( in the "#S# hel$Section Three: 'ow will bein( in the "#S# hel$your wor)&your wor)&

(ie together the two sections abo$e. Show how(ie together the two sections abo$e. Show howtrends in the .S. %in education, scholarshi#, etc.&trends in the .S. %in education, scholarshi#, etc.&ha$e #articular #roducts/e1ects that might hel#ha$e #articular #roducts/e1ects that might hel#

your work.your work.

3! you know o! theorists, scholars, or scientists who3! you know o! theorists, scholars, or scientists whoare doing work there which is not being #ursued inare doing work there which is not being #ursued inkraine, this is the #lace where you should mentionkraine, this is the #lace where you should mention

them.them.

3! there are #ro!essional organi9ations or3! there are #ro!essional organi9ations orcon!erences !rom which you and your work wouldcon!erences !rom which you and your work wouldbene-t, you should also mention them here.bene-t, you should also mention them here.



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Mention how and why being #art o! a .S.Mention how and why being #art o! a .S.uni$ersity community might hel# youuni$ersity community might hel# you

com#lete your work more readily than i!com#lete your work more readily than i!you were to stay in kraine.you were to stay in kraine.



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#b$ectives Essay#b$ectives Essay SectionSectionThree: 'ow will bein( in the "#S# hel$Three: 'ow will bein( in the "#S# hel$your wor)&your wor)&

Mention how and why being #art o! a .S.Mention how and why being #art o! a .S.uni$ersity community might hel# you com#lete youruni$ersity community might hel# you com#lete yourwork more readily than i! you were to stay inwork more readily than i! you were to stay in

kraine.kraine.

Remember not to re6uest in your essay that you beRemember not to re6uest in your essay that you be#laced at a #articular uni$ersity. :owe$er, you may#laced at a #articular uni$ersity. :owe$er, you maymake your #re!erence known in terms o! #eo#lemake your #re!erence known in terms o! #eo#le

whose work you admire, and with whom you mightwhose work you admire, and with whom you mightlike to work. (his shows that you know your -eldlike to work. (his shows that you know your -eldand #ro'ect, and are aware o! the ways in whichand #ro'ect, and are aware o! the ways in whichstudy in the .S. might hel# to ad$ance your goals.study in the .S. might hel# to ad$ance your goals.



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g yg y#b$ectives Essay#b$ectives Essay

Section Three: 'ow will bein( in the "#S#Section Three: 'ow will bein( in the "#S#

hel$ your wor)&hel$ your wor)& Psychology e,ample- (he to#ics that lie within the area o! Trainingand Organi'ational

#evelopmentcourses are closely related and they are o! the greatestinterest to me. 3n my o#inion, the "merican e+#erience is mainlyconcentrated in this s#here. "nd since we know how enormously some

"merican com#anies de$elo#ed, gaining its #lace not only within the

S market but much !urther the borders o! this country, the #racticale+#erience o! "merican organi9ational #sychologists is that 3 wouldlike to scrutini9e and be ready to a##ly in kraine. (hatGs why 3 reallyho#e, 3 would be able to study such courses as Training inOrgani'ations, Organi'ational #evelopment,&eadership and trategichange,-.ecutive oaching and #evelopment. (hey will gi$e me ano##ortunity to de$elo# #ractical skills in designing and e$aluating

training #rograms, to get #ro!ound knowledge in strategic #lanning,team building, goal settings, career de$elo#ment and many othersto#ics without which #ro!essional growth o! a com#any can be#araly9ed. "nother course 3 would like to de$elo# in Kyi$ =ationalinguistic ni$ersity isIssues of Organi'ational #evelopmentwhich issu##osed to contain #ractical worksho#s and seminars2trainings !orde$elo#ing #ractical skills o! the students in this s#here.

u y#b$ ti E#b$ ti E


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y#b$ectives Essay#b$ectives EssaySection Three: 'ow will bein( in the "#S# hel$Section Three: 'ow will bein( in the "#S# hel$

your wor)&your wor)& .a) e,ample-

(he right o! access to o1icial in!ormation is based on the First "mendmentwhich im#lies the idea o! !ree society and #ublic control o$er the authorities.For the nited States, this issue seems to be $ital 'udging !rom the numbero! the S Su#reme ?ourt decisions on the sub'ect, such as =ew ork (imes?o. $. Sulli$an %LN&, =ew ork (imes ?o. $. nited States %L&, 0annet?o $. De Pas6uale %LL& and many others. 7ith re!erences to authors o! the

?onstitution Madison, e1erson, Franklin* 'ustices :ugo 4lack, 7illiam O.Douglas, Potter Stewart, ?o+ 4roadcasting $. ?ohn, 7illiam 4rennan andothers, one !eels that "merican society $iews !reedom o! s#eech and o! the#ress as crucial !or the #reser$ation o! !reedom as such.

(he Freedom o! 3n!ormation "ct is among the main legal documentsregulating issues o! the o#en go$ernment. (here are also #lenty o! normati$elegal documents on the sub'ect, on !ederal and state le$el %tate unshine

&aws& #ro$iding clear criteria according to which in!ormation can beclassi-ed as secret, con-dential or as !orming #art o! a criminalin$estigation, as well as legal mechanisms !or a##ealing such decisions o!state o1icials. " key com#onent !or understanding nited State #olicy in#ro$iding #ublic access to o1icial in!ormation is ha$ing the o##ortunity tobecome !amiliar with the te+ts o! the legislation on which it is based.

u y#b$ ti E#b$ecti es Essa


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y#b$ectives Essay#b$ectives EssaySection Three: 'ow will bein( in the "#S#Section Three: 'ow will bein( in the "#S#

hel$ your wor)&hel$ your wor)& .a) e,ample-

So my aim is to study such legislation as well as court decisions, e+ecuti$eactions and other means through which the nited States conduct their#olicy in this s#here. (hese issues ha$e o! course become o! s#ecialconcern in the nited States today in connection with the war onterrorism. 3 am dee#ly interested in the on2going discussion as to thebalancing, through e+isting legal mechanisms, o! citi9ensG right to know

and the go$ernment re6uirement to #ro$ide national security.4ut it will be di1icult !or me to learn all this material without s#ecial

skills. "s !ar as 3 know, there are s#ecial courses on conducting legalresearch as well as com#uter2assisted legal research in the nited Statesuni$ersities. "s !or my study #lans, 3 would like to take courses on humanrights and com#arati$e law in order to learn more about the #articular

!eatures o! $arious democratic countries and s#eci-c characteristics o!new democracies which emerged on the #ost2totalitarian terrain. 3 wouldlike also to take courses that s#eci-cally address Public 3n!ormation awin order to understand the ways in which the !ederal go$ernmentgenerates and disseminates in!ormation, learn to use basic and s#eciali9edin!ormational sources, such as )estlawand&e.isNe.is, and learn moreabout a conce#t o! Adigital go$ernment.B



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Section our: Summin( it u$*Section our: Summin( it u$* 3n your conclusion, write about your3n your conclusion, write about your

#ro'ect on a #ractical, rather than#ro'ect on a #ractical, rather than

theoretical le$el as you did in the -rsttheoretical le$el as you did in the -rstsection.section.

7hat will be the result o! your #ro'ect %a7hat will be the result o! your #ro'ect %a

book, a course outline, something elsebook, a course outline, something else

altogether&>altogether&> 7hy is it reasonable to think that you7hy is it reasonable to think that you

will -nish it in the time allotted to you>will -nish it in the time allotted to you>



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Section our: Summin( it u$*Section our: Summin( it u$* More than anywhere else, e+#ress whyMore than anywhere else, e+#ress why

youyouare the #erson to com#lete this task.are the #erson to com#lete this task.

5+#lain brie


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#b$ectives Essay#b$ectives Essay Section our: Summin( it u$*Section our: Summin( it u$* Psychology e,ample-

"s a conclusion o! my studies on MasterGs le$el in the S" 3 #lan to write a thesison work #er!ormance o#timi9ation. 3 will use the results o! my AkrainianBgraduate #a#er concerning collecti$istic and indi$idualistic beha$ior and try tode$elo# them, a##lying to the s#here o! organi9ational de$elo#ment.

(o sum u# e$erything stated abo$e 3 would say that while studying in "merican

uni$ersity 3 will) Scrutini9e a number o! obligatory and electi$e courses which will #ro$ide me

with the !oundation 3/O theory and research*

(ake s#ecial #racticum on organi9ational de$elo#ment to get necessary skillsand knowledge o! #ersonnel training and conduction o! organi9ationalchanges*

(ake #art in !aculty #ro'ect in$estigating em#loyeesG moti$ation and the ways

it can be in


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Section our: Summin( it u$*Section our: Summin( it u$* .a) e,ample-

(he research 3 am ho#ing to undertake when studying in an"merican uni$ersity will be use!ul not only !or my #ersonalde$elo#ment and #ro-ciency in my ma'or. 3 intend to use the

results o! my work in the Kharki$ :uman Rights Protection0rou# where 3 belie$e it will ha$e #ractical a##lication incontributing to drawing u# krainian legislation and lawen!orcement #ractice.


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Than/ you for yourThan/ you for your

attention0attention0

We are happy to ans)er anyWe are happy to ans)er any

uestions you may have*uestions you may have*

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