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HR Management
Мне всег­да нра­вилось ра­ботать с людь­ми, по­это­му еще в шко­ле я оп­ре­дели­ла для се­бя эту сте­зю. Это, дей­стви­тель­но, очень ин­те­рес­но по­нять внут­ренние цен­ности че­лове­ка, его стрем­ле­ния, це­ли. По­нима­ние лю­дей есть ключ к дос­ти­жению эф­фектив­ности их ра­боты. Далее…

Инженерное дело

A simp­le brid­ge truss was the first struc­tu­re I ever ana­lyzed. The simp­le com­bi­nati­on of be­ams that co­uld hold cars, tra­ins, and trucks over long spans of wa­ter fas­ci­nated me. Ha­ving the to­ols to ana­lyze the lo­ads on the truss furt­her inc­re­ased my in­te­rest in struc­tu­res. I en­co­un­te­red the brid­ge in a text­bo­ok for my first en­gi­ne­ering class.

Kno­wing that the pro­fes­sor, Mr. John Doe, was a to­ugh te­ac­her, I as­ked him for the text­bo­ok so I co­uld stu­dy and get re­ady for the class over the sum­mer. Just ar­ri­ved from Be­lize, I was de­ter­mi­ned to suc­ce­ed. In class we le­ar­ned abo­ut for­ces on simp­le mem­bers and then we put the mem­bers to­get­her to form a simp­le truss. At this po­int I had al­most de­cided that struc­tu­ral en­gi­ne­ering was the ca­re­er for me. From the­re the class just to­ok off: We went on to fra­mes, dist­ri­buted lo­ads, con­si­dered fric­ti­on; ba­sical­ly we we­re in­corpo­rating re­al world con­si­dera­ti­ons in­to struc­tu­ral mem­bers. I lo­ved the prac­ti­cal, prob­lem sol­ving as­pects of the fi­eld.

At UC my clas­ses we­re even mo­re ad­vanced. In my ana­lysis and de­sign clas­ses, I es­pe­ci­al­ly en­jo­yed stu­dy­ing ste­el de­sign be­ca­use we not on­ly le­ar­ned the use of the lo­ad re­sis­tance fac­tor de­sign but al­so app­li­ed that know­ledge — I de­sig­ned a fo­ur-sto­ry bu­il­ding. The pro­fes­sor was a prac­ti­cing en­gi­ne­er, and he al­wa­ys re­lated the sub­ject to re­al li­fe ste­el struc­tu­res he had en­gi­ne­ered, for examp­le, the SB Me­dical Cen­ter, an all ste­el bu­il­ding with a ba­se iso­lated cam­pus. This is the kind of pro­ject on which I wo­uld li­ke to work, de­sig­ning the struc­tu­re and con­si­dering how the bu­il­ding will res­pond to gro­und mo­ti­on. Af­ter two qu­ar­ters of struc­tu­ral ana­lysis, I had co­me as clo­se as pos­sible to ana­lyzing re­al world struc­tu­res. Lo­oking back I re­ali­ze, I had le­ar­ned gre­at to­ols for struc­tu­ral ana­lysis, but my «to­ol box» was still ina­dequa­te. I lac­ked a ve­ry im­portant to­ol: fi­nite ele­ment ana­lysis. Ac­cording to my pro­fes­sor, fi­nite ele­ment ana­lysis has re­volu­ti­oni­zed struc­tu­ral ana­lysis.





Alt­ho­ugh I li­ked my clas­ses, my in­tern­ship ex­pe­ri­en­ces re­al­ly con­firmed my in­te­rest in struc­tu­ral en­gi­ne­ering. Whi­le wor­king at Calt­rans as a stu­dent vo­lun­te­er, I re­vi­ewed com­pu­ter gra­ding out­put for stre­ets un­der cons­truc­ti­on. The com­pu­ter sug­gested num­bers for the ro­ad gra­ding, and I had to plot the num­bers and ma­ke su­re the­re we­re no ab­rupt gra­de chan­ges so the wa­ter can dra­in off easi­ly to the si­des of the ro­ad. It was ex­ci­ting to know that I was the last check­po­int be­fore the who­le pro­ject went for app­ro­val. It was en­jo­yab­le wor­king on so­met­hing re­al — Ma­in Stre­et — but I was so­mew­hat di­sap­po­in­ted I did not ha­ve the chan­ce to work on any struc­tu­res.

At UC I vo­lun­te­ered thro­ugh the Stu­dent Re­se­arch Prog­ram to work in the ge­otech­ni­cal lib­ra­ry. I wor­ked di­rect­ly with a doc­to­ral stu­dent and hel­ped him to de­velop a ge­otech­ni­cal da­ta ba­se for the lo­cal area. I in­terp­re­ted the da­ta Calt­rans had col­lected and re­cor­ded it in a form ac­cessib­le to the com­pu­ter and easy to re­ad. It to­ok ho­urs to fi­nish the job, but I en­jo­yed the pre­cisi­on in­volved so I did not mind put­ting in the ti­me. My su­per­vi­sor li­ked my work so much, he hi­red me to con­ti­nue the pro­ject du­ring the sum­mer. Wor­king on this pro­ject al­so sho­wed me the im­portan­ce of so­ils in de­ter­mi­ning bu­il­dings’ res­ponses to eart­hqua­kes and awa­kened my in­te­rest in the res­ponse of skysc­ra­pers to se­is­mic stress and mo­vement.

At First Cho­ice U, I plan to en­roll in the struc­tu­ral en­gi­ne­ering and ge­ome­chanics prog­ram. In this prog­ram I ho­pe to draw on my struc­tu­ral ana­lysis and ge­otech­ni­cal re­se­arch back­gro­und as a fo­un­da­ti­on for stu­dy­ing mo­re ad­vanced con­cepts. I am par­ti­cular­ly in­te­res­ted in re­se­arc­hing the ti­es bet­we­en the struc­tu­ral en­gi­ne­ering, ge­ome­chanics, and app­li­ed me­chanics. I be­li­eve re­se­arch is ne­ces­sa­ry to ac­qui­re da­ta and for­mu­late the­ories, but it is just as im­portant to know how to app­ly tho­se the­ories and use that da­ta in the re­al world. I ho­pe to be in­volved in so­me struc­tu­ral­ly re­lated re­se­arch at First Cho­ice U. I am par­ti­cular­ly in­te­res­ted in two re­se­arch fa­cili­ti­es: The Struc­tu­res and Com­po­sites La­bora­tory and the Eart­hqua­ke En­gi­ne­ering Cen­ter.

Af­ter comp­le­ting my deg­ree in en­gi­ne­ering and wor­king on en­gi­ne­ering pro­jects, I know I want to de­sign struc­tu­res. That is what has fas­ci­nated me sin­ce I to­ok Mr. Doe’s class. I al­so know, ho­wever, that de­sig­ning struc­tu­res of a comp­le­xity that ap­pe­als to me re­qu­ires «mo­re to­ols in my to­ol­box.» Tho­se I can ac­qui­re on­ly by con­ti­nu­ing my edu­cati­on. To be com­pe­tent and com­pe­titi­ve I will ne­ed a mas­ters deg­ree. Af­ter comp­le­ting my deg­ree, I wo­uld li­ke to work for an Ame­rican en­gi­ne­ering con­sulting firm and en­gi­ne­er comp­lex struc­tu­res and tall bu­il­dings, per­haps fo­cusing on the prob­lems sur­ro­un­ding de­sig­ning for eart­hqua­kes. My long-term go­als are to re­turn to Be­lize and fo­und my own en­gi­ne­ering con­sulting firm the­re.

Struc­tu­ral en­gi­ne­ering will al­low me to pur­sue a ca­re­er whe­re I can be cre­ati­vely in­volved in prob­lem-sol­ving and de­sign func­ti­onal struc­tu­res, li­ke the simp­le truss brid­ge that ini­ti­al­ly cap­ti­vated me in Mr. Doe’s class. My clas­ses, work at Calt­rans, and in­tern­ship in ge­otech­ni­cal en­gi­ne­ering ha­ve inc­re­ased my know­ledge of and in­te­rest in struc­tu­ral en­gi­ne­ering sin­ce I first lo­oked at the text­bo­ok short­ly af­ter my ar­ri­val in the U.S. A mas­ters deg­ree will gi­ve me the up-to-da­te to­ols and know­ledge to be com­pe­titi­ve and com­pe­tent.

Co­pyrights 2003 Na­talia Lu­kina’s Ho­mepa­ge