当问及为什么选择人文社科专业时，Norah虽语气淡然，答案却掷地有声。

她的老家是一座典型的资源型工业城市，过度依赖稀有金属的开发。长久的、持续性的采矿产业，让整个地区的地形、土壤等都出现了严重的不可逆的破坏；自然资源的有限性，也使得城市的经济发展遭遇了瓶颈。

长居于上海的Norah，每次回去的时候，所见所闻中都深切感受到了两个地区的差异性。在她看来，老家像是一个被困在过去，再难有未来的地方。

在Norah看来，这样的状况不是“遥不可及的远方”，而是与自己息息相关的现实。还在老家生活的长辈，会对她说“不要忘记自己的根，不要忘记你来自哪里”，她也将这些话内化为精神能量，激励着自己去看、去记住、去寻求任何一丝可能的改变。

“帮助他人”的心底声音，让Norah对于未来有着更具体的想象：她希望能以社科专业背景作为“入场券”，迈向法学领域，帮助到更多需要帮助的人。

Norah对人文的追求与热爱，一部分来源于从小打下的深厚的阅读基础：文学、历史、杂谈，各种类型的书籍，无所不及；另一部分，也得益于在校园中得到了充分的个性尊重，从而能够在自己喜欢的课程中尽情享受。

小学、初中阶段，在规范的教学体系下，她形成了相较于同龄人较为成熟的知识体系，也习得更好的学习方法；到了高中可以自由择校的时期，这些“内功”在充足的资源支持下发挥裨益，让她对学术的把握游刃有余。哪怕作业很多，也十分主动且乐意去完成，在良好积极的氛围中，Norah为实现理想而不断地提高自己，向前踏进。·

When asked why she chose a major in the humanities and social sciences, Norah's tone may be calm, but her answer resonates strongly.

Her hometown is a typical resource-based industrial city, excessively reliant on the exploitation of rare metals. Prolonged and continuous mining activities have caused severe irreversible damage to the region's topography and soil. The limited nature of natural resources has also led to an economic bottleneck for the city's development.

Having resided in Shanghai for a long time, Norah keenly feels the disparities between these two regions every time she returns. In her view, her hometown seems like a place trapped in the past, with a bleak future.

To Norah, this situation is not a "distant and unattainable realm" but a reality closely intertwined with her own life. Her elders, who still live in her hometown, would tell her, "Do not forget your roots, do not forget where you come from." She internalizes these words as a wellspring of spiritual energy, inspiring herself to observe, remember, and seek any strand of potential change.

The inner voice of "helping others" allows Norah to envision her future more specifically: she hopes to utilize her background in social sciences as a "ticket" to enter the field of law and assist more people in need.

Norah's pursuit and love for the humanities stem partly from a solid foundation in reading that she established since childhood: literature, history, miscellaneous essays—she encompasses all types of books. Another part of it is attributed to the ample respect for her individuality that she has received on campus, enabling her to wholeheartedly enjoy the courses she loves.

During primary and middle school, within the framework of standardized education, she developed a relatively mature knowledge system compared to her peers and acquired better learning methods. When she reached high school, where she had the freedom to choose schools, these "inner abilities" flourished with abundant support from resources, allowing her to grasp academics with ease. Even with numerous assignments, she willingly and actively completed them. In a positive and supportive atmosphere, Norah continuously improves herself and steps forward in pursuit of her ideals.

正如希望在社会中发挥作为个体的作用一样，在校园这个“小小社会”，Norah同样也通过不同的课外活动，尽一份心力。

她从初中开始学习大提琴，升学备考期间学业忙碌，练习一度暂停。进入高中后虽重新拾起，但间隔期之后，时而偷懒，时而忽略基本功，对乐器的热情显得不再那么高涨。

在Norah 12年级时，狄邦华曜的管弦乐队正式成立，她加入成为低音部的大提琴手。在其他成员的出色表现和集体合奏训练的激励下，Norah原本因水平下滑而忐忑的心情，迅速转换成为不想拖团队后腿的上进心。

心态改变后的Norah，对练习产生了强大的自驱力。小隔间里的自主训练往往一但开始，就很难停下，可谓“废寝忘食”。量变的积累之下，技术水平发生了突飞猛进的变化，她形容其为“一夜回归巅峰状态”。

大提琴是音色独特的乐器，拥有别具一格的独奏魅力，并不只有通过合奏才能崭露光彩。然而当它作为低音融入到交响乐之中，又另有一番韵味。

乐团的分工中，大提琴只需要用到5/8的把位，负责基调或节奏的控制。在此基础至上，小提琴及其他高音乐器进行主旋律的演奏。

音乐之外，Norah的学生活动经历也为她带来不少思考与成长。11年级时，她成为学生会活动部的秘书。学生会分为宣传部、学生发展部和活动部。宣传部作为媒介桥梁，负责各类事项的宣传工作；学生发展部旨在为学生生活提供便利与福利，例如女生卫生巾互助盒的提出和实施；而活动部，是学生会执行工作较重的一个部门，Norah便想在活动推进的过程中施展拳脚。

她协助策划过万圣节、圣诞节等节日的相关活动。在策划过程中，与其他成员常常连夜开会，提出计划创意，完成整体方案，协调场地，与学校的不同部门沟通确认……

Norah笑言，也是因为流程上的对接与沟通，自己的心性、情绪被磨练得更加稳定平和。

Just as Norah hopes to make an impact as an individual in society, she also dedicates her efforts within the "small community" of the campus through various extracurricular activities.

Starting from middle school, Norah began learning the cello. However, during the busy period of preparing for higher education, her practice was temporarily halted. Although she resumed playing in high school, she occasionally slacked off and neglected the fundamentals, resulting in a waning enthusiasm for the instrument.

In Norah's 12th grade, the Debussy Orchestra was officially established, and she joined as a cellist in the bass div. Inspired by the impressive performances of her fellow members and the motivation of collective ensemble training, Norah's initial apprehension due to her declining skill quickly transformed into a drive to not hold back the team.

With this change in mindset, Norah developed a strong self-motivation for practice. Once she began her autonomous training in the practice room, it was difficult for her to stop, as if she were "consumed by it." Through gradual accumulation, her technical proficiency experienced a remarkable leap forward, which she described as a "return to the pinnacle overnight."

The cello is an instrument with a unique timbre, possessing its own charm in solo performances, apart from showcasing its brilliance through ensemble playing. However, when it blends as a bass component into symphonic music, it exudes a distinctive flavor.

Within the orchestra's division of labor, the cello only requires the use of the 5/8 position, responsible for controlling the key and rhythm. On this foundation, the violin and other high-pitched instruments perform the main melodies.

Beyond music, Norah's involvement in student activities has also provided her with ample opportunities for reflection and growth. In 11th grade, she became the secretary of the Student Government's Activities Department. The Student Government consisted of the Publicity Department, Student Development Department, and Activities Department. The Publicity Department served as a media bridge, responsible for various promotional tasks. The Student Development Department aimed to provide convenience and welfare for students' lives, such as proposing and implementing a mutual aid box for sanitary pads. The Activities Department, on the other hand, was a more demanding division of the Student Council, and Norah sought to excel in the progress of its activities.

She assisted in planning events related to festivals like Halloween and Christmas. During the planning process, she would often have late-night meetings with other members, proposing creative ideas, finalizing comprehensive plans, coordinating venues, and communicating with different departments of the school.

Norah jokingly mentioned that it was through the coordination and communication in these processes that her character and emotions became more stable and serene.

Norah也曾一度陷入想做的事无法完成、想达到的目标无法实现的自我怀疑之中。但在狄邦华曜的老师们真诚细致的关怀下，逐渐敞开心扉。一点一滴的正向反馈，让她稳住步调，找回自信。

面临大学申请，烦恼自然而然地浮现。要升什么大学，要选什么专业，要采用什么项目，要递交哪些材料，每一项内容的落实都费时费力。

尤其主文书的写作，更是堪称一座巨峰，Norah爬到一半就濒临崩溃。大到对自我的挖掘和描述不够深入，小到修辞或字数有问题，反反复复几十次的修改，让原本对写作充满自信的Norah变得满是负能量。

与此同时，还得兼顾学校的各项专业课、延展活动、申请需要的不同考试，Norah感受到前所未有的压力。

在这异常艰难的申请攻坚战中，升学指导给予了Norah极大的帮助。对Norah来说，升学指导就如她的“移动救火车”，每天都盼着能和她沟通。

每个高中学者从进校起，就会安排和升学指导接触，通过几年的相处，升学指导对每位学者都有一定深度的了解，也能够在他们感到迷茫的时候，提供相应地、有效的支持。

Norah从11年级开始与升学指导相识，2年下来彼此熟悉，在遇到困扰时，指导老师能引导她走出自己思维的迷宫，从不同的视角给到专业、又一语中的的意见。

教师对学者的关注与关怀，存在于校园的各个角落。因为干燥性鼻炎的问题，Norah偶尔会大量流鼻血，某次数学考试中突发状况，老师立刻停下了她的考试，让她去医务室进行止血。

止住了血，见怪不怪的Norah还想返回课堂，参加体育延展课，体育老师却第一时间就制止了她，让她避免运动，注意休息。随后与Norah相遇的每一个老师，在教师群中了解到情况，都会来关心她的身体，并且叮嘱她如果感觉不好，可以随时求助。

他人如此这般的重视，是Norah此前在任何一个学校都没有体验过的。鼓励式的环境影响下，让她觉得自己也变得更加开朗、更加敢表达自我了。

所有的“得到”与“拥有”，Norah都没有把它们视为理所当然，而是用善意回馈善意，用自己的努力扩大“帮助”所能带来的正面结果。“勿以善小而不为，勿以恶小而为之”，是我们很多人从小听到的箴言，Norah却真正地将其印刻在了心底。我们也期待她将大学作为新的起点，实现为更多的人带来福祉的梦想。

Norah, too, once found herself trapped in self-doubt, unable to accomplish what she wanted and unable to achieve her goals. However, with the sincere and meticulous care from the teachers at HC, she gradually opened her heart. Each bit of positive feedback helped her maintain her pace and regain her confidence.

As she faced the university application process, worries naturally arose. Which university to attend, which major to choose, which projects to undertake, which documents to submit—each aspect required time and effort to fulfill.

Especially the main essay, it proved to be a towering peak that Norah climbed only to be on the verge of collapse. From a lack of depth in self-exploration and description to minor issues of rhetoric or word count, countless revisions drained Norah, who had once been confident in her writing, of her positive energy.

At the same time, she also had to juggle her school's various major courses, extracurricular activities, and exams required for applications, all of which subjected Norah to unprecedented pressure.

In this exceptionally challenging battle for college admissions, the guidance provided by college counselors greatly assisted Norah. For her, the college counselor was like her "mobile fire engine," and she looked forward to every opportunity to communicate with her.

Starting from the beginning of high school, each scholar is assigned a college counselor, and through several years of interaction, the college counselor develops a deep understanding of each scholar. They can provide relevant and effective support when scholars feel lost.

Norah got to know her college counselor in the 11th grade, and after two years of acquaintance, the counselor could guide her out of the labyrinth of her own thoughts and provide professional and insightful advice from different perspectives whenever she encountered difficulties.

Teachers' attention and care for scholars can be found in every corner of the campus. Due to her problem of dry rhinitis, Norah occasionally had severe nosebleeds. In one instance during a math exam, her teacher immediately halted the exam and instructed her to go to the medical room for treatment.

Once the bleeding was stopped, Norah, who took it in stride, wanted to return to the classroom and participate in the physical education class. However, the physical education teacher was quick to prevent her from doing so, advising her to avoid physical exertion and rest instead. Subsequently, every teacher who encountered Norah learned about the situation through the staff, expressing concern for her well-being and reminding her to seek help if she felt unwell.

Such a level of attention from others was an experience Norah had never had in any previous school. Under the influence of an encouraging environment, she felt that she had become more cheerful and daring to express herself.

Norah never took any of the "rewards" and "possessions" for granted. Instead, she reciprocated with kindness and expanded the positive results that "helping" could bring through her own efforts. "Do not neglect to do small things because they seem insignificant; do not commit evil deeds simply because they seem trivial." This proverb, heard by many since childhood, has truly been engraved in Norah's heart. We also look forward to her using college as a new starting point to fulfill her dream of bringing well-being to more people.