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MORE SUCCESSFUL APPLICATIONS AND STRATEGIES AT TWINBRO.COM LIVE YOUR DREAM PLEASE NOTE THAT THE FOLLOWING DOCUMENT
MORE SUCCESSFUL APPLICATIONS AND STRATEGIES AT TWINBRO.COM LIVE YOUR DREAM PLEASE NOTE THAT THE FOLLOWING DOCUMENT

MORE SUCCESSFUL APPLICATIONS AND STRATEGIES AT TWINBRO.COM

LIVE YOUR DREAM PLEASE NOTE THAT THE FOLLOWING DOCUMENT HAS BEEN PROVIDED VIDED TO TO 1.
LIVE YOUR DREAM
PLEASE NOTE THAT THE FOLLOWING DOCUMENT HAS BEEN PROVIDED VIDED TO TO
1. Help increase access to Post Secondary Education
2. Act as a benchmarking tool for students seeking financial aid through scholar-
ough schol
ships and admission into Post Secondary Educational programs.
PLAGARISM AND ACADEMIC INTEGRITY
All applications provided on Twinbro.com are made available to crawling engines
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such as turnitin.com to ensure that an author's work is never reproduced. Applica-
uced. Appli
tions are to be utilized as "road maps" for students who may not have access to the
ve access to
information necessary to be competitive for high value scholarships and post
s and post
secondary admission processes. Application transparency is a valuable self
able self
assessment tool to students, especially for under-represented youths. As such,
uths. As su
Twinbro.com works diligently to ensure that this level of transparency is not
rency is n
abused so that these services can continue.
MORE SUCCESSFUL APPLICATIONS AND STRATEGIES AT TWINBRO.COM LIVE YOUR DREAM PLEASE NOTE THAT THE FOLLOWING DOCUMENT
OPYRIG The following application is the sole property of lowing ap Twinbro Enterprises and the original
OPYRIG
The following application is the sole property of
lowing ap
Twinbro Enterprises and the original author. The
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ermission
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MORE SUCCESSFUL APPLICATIONS AND STRATEGIES AT TWINBRO.COM LIVE YOUR DREAM PLEASE NOTE THAT THE FOLLOWING DOCUMENT

Disponible en fronEois

www. boursedexcel lence. co

Mi[[ennium

Schotarships

f*l

Les bourses

du milt6naire

1 877-786-3999

MI LLEN N I UM EXCETTENCE AWARD PROGRAM

2OO7 ENTRANCE AWARDS

Application Form

IMPORIANT:

SUBMIT TWO FULLY COMPTETED

AND SIGNED COPIES OF THIS APPLICATION FORM (PAGES 1 TO 6) wlTH TWO COPIES OF YOUR ACADEMIC TRANSCRIPT,

RECORD OF STUDIES OR ADMISSION

ASSESSMENI TWO COPIES OF THE REFERENCE LETTER AND TWO COPIES OFTHE PERSONAL

INFORMATION FORM.

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FIRST NAME

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Dote of bi*h

DAY

MONTH YEAR

MIDDLE NAME

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Ploce of bidh

CITY

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LAST NAME {use copitols}

I

lcHlNA

PROVINCE COUNTRY

Gender:Elr flM

El I orn o Conodion

lCh^.V i+ ^^^li.^Al-\

Home Address.

ciiizen, permonenl reside nt or proiected

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City,

person wiihin lhe meoning of ihe /mrnigrotion and Refugee Profection Act.

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Province: BC

Postol Code

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Home Telephone Number:

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Emoil Address:

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Educofion: (list schools o$ended sioding wilh the mosl curreni. lf oossible, pleose include elemeniory schoor.,r

scHoot NAiAE

FULL ADDRESS

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TECHNICAL

SECONDARY

SIMON FRASER Jr. HIGH

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KAMOREK

TELEPHONE NUMBER

APPROXIMATE

YEARS

DATE OF

NUMBER OF

ATTENDED

GRADUATION

STUDENTS

(1;TART/END)

iif opplicoble)

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1700

2002-2007

)une 2007

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  • 300 2001-2042

N/A

  • 300 1 999-2001

SECTION A:

Nome of Moiher/Fother/Guordion:

Full Address:

Telephone:

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Nome of Mother

,

/ TOTner/\rUOfOton:

Full Address:

DAMU

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[|Liuing n Deceosed

Llry

Province:

Occupolion

RESEARCHER-- UN EMPLOYED

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I

Liu;ng !

Deceosed

Ciiy:

Province:

El Some os my home oddress Postol Code:

@ Some os my horire oddrcss Postol Code:

Telephone: (

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Occupotion: CASHI ER--UNEMPLOYED

How mony brothers do you hove (#)? Older 0

Younger. 0

How mony sisters do you hove (#)? Older 0

Younger

I

SECTION B: (for applicanls eniering o poslsecondory inslitution os molure studenfs)

r\r1arilol Sictus

Current Occupotion:

# of children:

_

Aqes:

SECTION C: Whot longuoge(s) do you speok ot hon-re? ENGLISH' MANDARIN

I cerlify thol the iniormolion provided on th.s opplicot'on form ond ir lhe

occomponying

documentot;on;s true, occurote

ond complete. I hove,eod the requloliors

Moeoverlorthorzelneprov;cionof

Inthe,zUUl.enlronceowordgpplcoliorord;nlheolherdocumenls.occomponyinglhisopp'icolion.

log'sslebeborrdbyoltoflnem.

perono|evo|uotionsond|mnscripts,totheConodoM;JlennirmScho|o'shibFoundolion{the,Foun3ot;6n'').|underond

odminis|ro|ive',cortespondencewithoppli66115,necessortofuriher'theobie;ves

Foundotion queslions regording my personol F:nolly, ;l my opplicotion is selecled lor on oword, I outhorize the publicotion of my no-e ond province o{ residenre on lhe Foundolion's Web sile.

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2OO7 ENTRANCE AWARD

www.excel lenceoword.co

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APPLICATION FORM

877 -786-3999

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FULL NAME OF APPLICANT

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PROVINCEAERRITORY OF RESIDENCE

  • l. Ljll coreer interests: (You con write more thon one or "uncertoin" if you hove not decided.)

(o)

DOCTOR

(b) PHARMACTST

1.1 UNCERTAIN

  • 2. lilt,the

posfsecondory instituiion(s) (college, institute, CEGEB university) ond progrom(s) to which you ore seeking odmission for the

2007-2008 ocodemic yeor in order of preference.

POST-SECONDARY

INSTITUTION

LOCATION

PROGRAM

YEARS OF PROGRAM

UNIVERSITY OF WESTERN ONTARIO

LONDON, ON

BIOMED SCIENCE

4 YEARS

  • 2 QUEEN'S UNIVERSITY

KINGSTON, ON

LIFE SCIENCE

4 YEARS

  • 3 UNIVERSITY OF BRITISH COLUMBIA

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BC SCIENCE

4 YEARS

  • 3. (o) Were you required to complete o cedoin number of communily service/extrocurriculor hours in order to obtoin one of the followinq? (check oll opplicoble)

IH;gn School or CIGEP Diplomo

IEnironce inio your chosen poslsecondory progrom

EAn cword (pleose speci{y\ DUKE OF EDINBURGH AWARD

n Oth"l. (pleose specify)

flCoutse or Closs Credii

{b) lf you hove checked ony of the obove boxes. pleose indicole {for eoch cotegory) whot the requirements wer.e ond how yo1r rnei tnenr.

ln order to receive the Duke of Edinsburgh Award, I was required to complete 30 hours of service, either inside the school or within the community. I completed this aspect of the award in my grade g year through Library Club, in which I shelved and organized books in the library.

(c) Does your school provide clcss time or ony oiher ossistonce to fociliioie your in community service, leodership or extrocurriculor ociivities? lf so, pleose speci{y.

The activity was either completed during lunch hours or after school. No class time was ever provided.

4. Describe the community in which you livc ond how it hos iniluenced the person you hove become.

My community is not grand, nor is it glamorous. Our streets are not filled with monster houses, nor are they

lined with luxurious cars. I grew up at the heart of East

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British Columbia- an area where homeless

people are a common sight. My family and I reside in a two bedroom apartment, overlooking the busy street of

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To state it bluntly, a house is something that is out of our level of income.

We have long accepted that

fact, and learned to look past it. By growing up in my community, I have learned the significance of family values and human kindness in comparison to wealth and other materialistic items.

Throughout my life, I have been sheltered from a world where one's level of income defines their worth in life. My neighbours do not compete for greener lawns, finer gardens or even larger houses. They dedicate their times to helping others in the community by running canned food drives, clothing drives, and even toy drives. They themselves are not wealthy, yet they still contribute what they can for the betterment of the community . I have continuously witnessed these selfless acts for the duration in which I have lived here. My community is a true

inspiration to me. lt taught me one's real worth in life can be seen through the number of lives in which

they touch,

not the possessions they own. The genuine kindness that my neighbours display influenced me to become the

compassionate person I am today.

2OO7 ENTRANCE AWARDS

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APPLICATION FORM ::

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FULL NAME OF APPLICANT

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PROVINCE/TERRITORY OF RESIDENCE

of involvement {exomple: l. Ymrbook Commilfee, Member 04-06, Editor 06-0/).You moy not list the some octivily in more thon one box. l{ vou hove ben oul of schooJ for longer

lba!,iryqfgq6 or i{ you ore entering o posl-secondory institution os o molure student, qttoch o one-poge description explonotion of why you wonf lo begin post-secondory studis.

of your employment

ond,/or volunlr history wifh o brief

f

Aciivify

SCHOOt ACTIVITIES:

Posiiion(s) Held

Yeor(s) (Storr/End Dole)

1. Hope Club, Founder and President

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  • 2. Kids Help Phone Club, Founder and Executive

Council Member

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  • 3. Building A Safer Environment, Leader (2005-Present) . UBC Video Project, Video Editor (2005- Present) . Duke of Edinburgh Club, Participant (2004-Present) Library Club, Senior Member (2004-Present)

  • 7. Night School, Consession Manager (2005) Grad Committee, Fundraiser (2006- Present) . Mandarin Club, Fundraiser (2006-Present)

10. Key Club, Fundraiser (2005-Present) 11. Summit Camp, Counsellor (2006)

COMMUNITY INVOLVEMENT (VOLUNTEER WORK):

#

Act;vitv

Position{s) Held ,

Yeor(s) (Srorr/End Dote)

1. Frog Hollow Neighbourhood House, Program Assistant

  • 2. Beauty From Inside Out, Facilitator (2005-Present)

  • 3. Sun Splash Day Camp, Inclusion Assistant (2005) . Kids Help Phone, Ambassador (2005-Present) Boy's and Girl's Club, Kitchen Assistant (2006) . South Granville Park Lodge, Events Coordinalor (2005)

. StillCreek Project, Tree Planter (2005)

Chown Adult Day Care, Events Assistant (2006)

  • 9. Youth in the Work Place, Facilitator (2006-Present)

    • 10. Britannia Library Read Along Program, Tutor and

Supervisor (2004-Present)

  • 11. Daily Vacation Bible School, Tutor and Supervisor

(2005)

  • 12. Arts and Craft Committee, Member (2006-Present)

  • 13. Reading Club, Tutor (2006-present)

ATH LETIC/ARTISTIC

ACTIVITIES :

(For othletic octivities, indicote whether you were pod o{ o school leonr,

house lmgue or club sport. For oriistic octivities, indicote whether it wqs

#

Aciivity -

school-bosed or

Position(s) Held

bosed.)

Yeor{s) (Stort/End Dore)

  • 1. Dragon Boat (School), Paddler (2005-Present)

. Badminton (Club), Participant (2005-Present) Yoga (Club), Participant (2004-Present) . Cardio Kick Boxing (Club), Participant (2004) Swimming (Club), Participant (2004-2000) Table Tennis (Club), Participant (2004-Present) Guitar (Community), Participant (2004) Flute (Community), Participant (2004-Present) 9. Creative Writing (Community), Founder

(2004-Present)

EMPLOYMENT:

lPleose irrdicote *irefh-.r the lob wos heii curing the srmitier,

#

lhe school ymr, os pori of o co-op progrom

or on o full-time

bosis.)

Activity -

Position(s) Held

Yeor(s) (Slort/End Dore)

  • 1. Secord Summer School (Summer Employment), Worker (2006)

COMPETITIONS AND/OR CONFERENCES: lP!9ose indicote i.iue in vrhich you hove ocrticipoteci or beholf cl yorr sci.col or conrrrjr

Gauss Math Contest Fermat Math Contest

ACHIEVEMENTS

AND/OR HONOURS:

lent Community Service for Perfect Score on Chemistry 12 Provincial for Perfect Score on Math 12 Provincial Top Student in Chemistry 12 Duke of Edinburgh Award

HOBBIES AND/OR INTERESTS:

reative Writing

ute

ton

with children

2OO7 ENTRANCE AWARDS

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APPLICATION FORM :: 3i6

Disponible en frongois

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FULI NAME OF APPLICANT

ffi

BC

  • 5. (o) List the three most importonl octiviiies in which you took ,: leodershio role. For eoch one, briefly stote why ii wos imporlont for you

1o ossume lhe responsibility of leoder.

ACTIVITY

I

Hope Club

LEADERSHIP POSITION(5}

HELD

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YEAR(S} OF INVOLVEMENT

iSTART/END DATES}

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REASoN:l organize community and school based projects in order to raise awareness of and to fundraise for AIDS.

  • 2 Building a Safer Environment (BASE)

Leader and Facilitator

2005-Present

REASoN: I target discrimination and racism in the school and in the community to create a safer environment for youth.

  • 3 South Granville Park Lodge

Events Coordinator

2005

REASoN: I coordinate recreational events, such as daily walks, afternoon tea, and games for seniors with dementia.

(b) Using one or iwo speci{ic exomples {rorn the leodership experiences lisied obove, describe your successes ond icilures ond how thev hove contributed to your developmeni os o leoder.

My involvement with the BASE program began in my grade 10 year, as a result of my desire to become a positive role model to younger students. As a leader of the program, I coordinate and plan various school and community based events in order to discourage bullying and harassment. Throughout the school year, I interact and bond with over three hundred Grade 8 students in the school through organized events that range from Eating Contests to Fashion Shows. My true success as a leader is my ability to bond with younger students. I'm approachable and trustworthy. I serve as both a mentor and a friend. ln the hallways, I'm often approached by freshmen students who require academic assistance, as well as those who need emotional support. In order to better meet their needs, I offer free tutoring sessions at lunch and after school, and became trained as a Kids Help Phone Ambassador. During my grade 11 summer, I facilitated BASE training sessions to the new BASE leaders of 2006, and delivered workshops that focused on a wide spectrum of issues. I found the leadership role to be intimidating at first as I was not accustomed to leading others of my age. As a result of this insecurity, I often spoke too fast on stage. To overcome this problem, I tried to be conscious of my speed of verbalization. By being aware of how fast I speak, I could refrain myself from going too fast. After some practice, I was finally able to talk at a steady pace in front of a large group of audiences. This valuable accomplishment enabled me to become a more successful leader.

  • 7. Describe one ol ihe most imporionl initiotives you underlook which oddressed on unmet need o1 school or in ihe community oi lorge. Whot steps did you icke? Whot were ihe results of your ocfions? (lf you ore o moture oppliconi, you moy olso use on initioiive ihoi you underlook ot work.)

Our society has set unrealistic standards for female bodies. For decades, the combination 36-24-36 has been considered the ideal figure for a female. Interestingly enough, these sizes don't add up. Dresses for a size 10 bust, a size 2 waist and size 4 hips are nearly impossible to find. Yet these "curveously thin" bodies are everywhere-- from

billboards to Hollywood movies. Weight loss advertisements

that if they can lose those last few pounds, they'll have it all-

appear out of nowhere, misleading women to believe the perfect marriage, loving children, and a rewarding

career. But did the media ever take into consideration of the effects these misconceptions have on teenage girls? In order to address this vital issue, I took a leadership role in the Beauty from Inside Out program, and targeted

media's influence on teenage girls. I found this to be an important issue, because I was once led to believe that I was unattractive and unliked, because I did not possess the perfect body. This belief led to much personal struggle and

emotional turmoil. I wanted to do what was in my powers to prevent other girls from undergoing the same experience. To start off the project, I did a thorough research on the issue, and brought my findings to the member's attention. During the meeting, we came to a unanimous decision to facilitate a workshop in order to address the problem. I took on the challenge of designing the script as I possessed the most experience in the area. In the workshop, I made sure to incorporate a mixture of interactive activities and educational information in order to grasp the audience's attention. After much preparation, the workshop was finally ready to be delivered. lt was held at a local neighbourhood house. Notices were given to local elementary schools weeks before the actual event, inviting Grade 6 and 7 girls to attend. The turnout was larger than we had expected- the activity hall was completely filled with people! As a facilitator, I led the girls through series of presentations and interactive activities, ensuring that they were having fun, while still gaining the key knowledge. Through this workshop, the participants were able to learn that not evefihing the media conveys is true. Female bodies don't have to be "curveously thin" to be beautiful. This vital knowledge can enable them to live healthier lives, away from starvation and crash diets, which are associated with a wide range of lethal health risks.

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FULL NAME OF APPLICANT

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PROVI NCE/TERRITORY OF RESIDENCE

  • 8. Whot hos been one o{ your mosl meaningful conlributions os o volunteer lo the betlerment oi your community? Why? Whot wos its significonce or impoct on the community?

Picture yourself at the age of 10. Come on, it's not that hard, just a stroll down the memory lane. Now imagine yourself in a small dimly lit room. There are so many people around you that you can almost feel the heat

coming from of your neighbour. You look around. An old mechanical clock hangs directly across from you, its dark colours completely contrast the clean white walls behind. lt doesn't take you long to rcalize this is not your house. In fact, you don't remgnize this place at all. Strange distorted noises seem to come from everywhere around you. You plug your fingers into your ears in an attempt to filter them out, but the noise still won't go away. A strange lady blocks your vision. You look up. Her mouth moves, but you can't hear her words. A nauseating sense of fear fills your inside. You crouch down on the floor as wet droplets trickle down your cheeks. A sentence echoes itself over and over again inside your mind: "l want to go home."

This situation that I have just depicted is exactly how | first found

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a tear-streaked boy throwing a

tantrum in a room crammed with children.

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is not just another ten-year-old boy. He was diagnosed with a

severe case of autism at the age of two. Due to this impairment, he has lost his ability to successfully communicate and interact with others. As a result, he became an outcast among other children. In order to partially alleviate this problem, his parents made the decision to sign him up for a day camp, where he is able to have a larger exposure to the outside world.

My first day as the lnclusion Assistant of the camp is also the very day in which I met

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He was a

rebellious child, who refused to let anybody near him. The task of melting his shell soon fell on me. I knew in order

for him to overcome this, he needed time, but more importantly he needed someone to be alongside him. Through

my efforts, he opened up little by little. Instead of isolating himself from others, he started to join in-group activities.

On the last day of the week,

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father pulled me aside to thank me for the difference I made in his son's life.

After seeing

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smiling face day after day, he and his wife have made the decision to sign him up for another

session next week. I was speechless. I knew I was making progress, but I never understood the extent of influence

I already had on him. This was the first time I ever made such a profound difference on someone's life. The sense of power and responsibility I felt was overwhelming, maybe even a bit petri{ying. Through my work as the Inclusion

Assistant of

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a

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year old boy had the opportunity to experience the joy of being a part of

something. At the same time, by interacting with him, the regular children in the camp are able to become more

accepting toward the disabled. Thus, my work with

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not only impacted his life, but the community as a whole.

  • 9. Describe o situotion in which you chollenged yoursei{ by undertoking o losk or proieci ihol wos beyond your copcbilities, knowledge or skills ot thot time. Whot difficulties did you encounter ond how did you deol with ihem?

HIV/AIDS has always been a major issue in the world. In 2005 alone, it claimed the lives of 2.4 to 3.5 million people. The majority of these deaths occurred in sub-Saharan Africa, where the epidemic has hit the hardest.

When I came across this statistic, I knew I had to take on the challenge of alerting those in the community of this

issue. I soon

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the Hope Club, with the goal of not only creating awareness, but to also raise money to

provide treatments to those living with the disease.

Suffice to say, I was met with many challenges. Building a club from scratch is more difficult than I imagined possible. The first problem that I was confronted with is obtaining a community sponsor. After much research and debate, I chose CAPAIDS, which is a not-for-profit organization that works with community based groups in Africa to address AIDS related needs. The CAPAIDS organization is small, but their projects are ambitious. I saw much

future in their initiatives, and decided to do my best to support them. I soon contacted

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the

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the BC Chapter, and formed a partnership with the association. From there, the Hope Club was established.

of

Everything has to start somewhere. For the Hope Club, we started at the

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Awards Dinner.

I was able to contact the

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of the Neighbourhood House Association, and share our plans with him. He was

inspired by our initiatives, and decided to offer us a very generous donation if we were to assist with the decorations and the coat check at the awards dinner that night. I eagerly accepted his offer. The dinner was a true success. The club members did an outstanding job creating the center pieces and the gift baskets for the event. Of course above all, the coat check was flawless -- not a single item was lost. The Association was very satisfied with our work. The Hope Club did not stop there. For World AIDS Day, we designed a week full of events inside the school. Our goal was not to only raise awareness of the disease, but to also fundraise for its victims. However when | first scheduled the events, I overlooked an important factor, as I would later discover. Another club inside the school was also planning a similar initiative for World AIDS Day. When the situation dawned on me, I immediately contacted the president of the other club. After some discussion, we agreed to do a joint project featuring members

of both groups. The outcome was a success! Ribbon drives were held throughout the week, and AIDS-related presentations were delivered by a spectrum of organizations, including Condomania and CAPAIDS. Hope Club's next project is a Charity Concert featuring local youth groups. This event is going to be held in the spring of 2007.

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FULL NAA^E OF APPLICANT

ENDORSEMENT:

Pffi

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Pleose submil o complele copy of your opplicotion to your endorser. This person musi hove observed you in your public role ond be fomilior

wiih your vorious octivities. When choosing on endorser, moke sure thot you osk someone who knows you well. He or she should be owore

of your involvements ond be oble io write obout them in detoil. This person moy be o supervisor, o teocher or o community leoder. This person connoi be o relotive. You must submii this form in duplicote {two copies) with your opplicotion form.

ENDORSER:

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FOR ENDORSERT

Millennium Excellence Aword Selection Crilerio:

))

demonstroted positive CInd verifioble service to the community

  • D 0c0demic 0chievement r demonstroted copocity {or leodership ond CIbility to motivote others > demonstroted inierest in innovoiion.

lnslructions:

> Pleose reiurn io the oppliconi, in duplicote, the signed endorsement letter: ln this leiier, tell us something thot does

nol come lhrough in the condidote's onswers thot demonsirotes how this individuol hos disployed

initiotive ond o commitment to leodership ond communiiy service. Use concreie exomples.

r The endorsement letter connol exceed one-poge. Exlro poges will not be reod.

r The endorsement

letter must be printed on letterhead. lPleosu provide on explonotion if letterheod is not ovoiloble).

> Plecse moke sure io reod the completed opplicotion {orm be{ore writing your letier ond signing ihis

endorsement poge.

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APPLICATION FORM ::

6i6

w

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TECHNICAL SECONDARY SCHOOL

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Re:

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To whom it may concern,

I have had the privilege of knowing

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as her

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counsellor for the

past 5 years. I have never come across a student that epitomizes the terms "well-rounded"

and "community-minded"

as effectively as

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Throughout her tenure at

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Technical,

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has achieved academic excellence, developed a strong base of positive

leaderships, consistently demonstrated and role modeled socially responsible behaviour and has proven to be a strong mentor and student leader. She has made a profound

contribution to the climate of our school. I hope this letter does justice to her spirit and conviction.

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is a natural leader who challenges all those around her to set high standards

for themselves and is very generous in providing her peers with endless encouragement

and support. These leadership skills resonate in the many contributions she has made in

our school and surrounding community. In addition to the skills mentioned in the

application,

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has coordinated after school programs at

w Twinbro.com TECHNICAL SECONDARY Twinbro.com Twinbro.com Re: Twinbro.com Twinbro.com To whom it may concern, I have

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Neighbourhood

House, organized community project to build a saf-er and cleaner environment, developed

fundraising programs for various community charities and planned Sports Days for 40 disabled children.

Within

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Technical,

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is the personification of excellence. She has

been the grade's (325 students) top 1o/o academic student for the past 5 years.

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is

currently enrolled in the most challenging courses the school has to ofTer; several of these being Advanced Placement. Her current GPA is 97%.

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has developed and acted upon her strong belief in the tenets of social

participation, empathy, perspective taking, objectivity, friendship conceptions and moral

reasoning. She is a young woman who is driven by values, respects diversity and is open

to profound change in promoting understanding. As a student in an "Inner City" school, an opportunity and experience to be a recipient of the Millennium Scholarship, would be, for her, invaluable, transforming and most importantly, af1irming. I am proud to

recommend

Twinbro.com

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for your consideration of the Millennium Scholarship.

Twinbro.com

Counsellor

Twinbro.com

Twinbro.com

Twinbro.com

Twinbro.com

Schl

Year :

06 / 0'/

Course Data (Y/N):

Y

Graduation Rule:

r

Requ (N/C/A) :

Record: Yr:

coHr

coHr

coHr

coHr

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coHr

coHr

coHr

coHr

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03

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o4 / 05

o4/05

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o4 / 05

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CHEM]STRY 11

MI

ENG 10

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MATH 10

PHYS trD 10

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MI

SOC

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ST 10

CHEM]STRY 12

ENGL]SH 11

FOOD STUD 11

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a Printer

Mrk: Cred:

093

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91

97

89

94

93

16

91

95

99

92

88

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4.000

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4.000

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4-000 PLO

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Id:

Twinbro.com

Twinbro.com

Twinbro.com

Twinbro.com Twinbro.com

Record: Yr:

 

coHr

05

/

o6

coHr

coHr

05

05 / o6

/ o6

coHr

05/06

coHr

05/o6

coHr

coHr

05

05 / 06

/ 06

cLrs

06

/