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Trisha94

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  • Gender
    Female
  • Application Season
    2015 Fall
  • Program
    International Relations

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  1. Hi I'm not familiar with a degree combining English literature with the other two, but Georgetown's SFS and MPP have courses that suit your interests. Arab Studies is one. Global Human Development is also a really good program that will also draw on you health reporting background. If you're interested in more hands-on courses, then Security Studies is an option. You should also look into Johns Hopkins SAIS.
  2. Your scores are good enough for MPP (at least at Georgetown). They do tend to look at analytical and quant more than verbal, so you're set.
  3. Definitely not looking to do a phd till I'm in my late 20s. Or 30s (basically I'm not keen on a phd at all). Overall Georgetown fits better. And I'll have to get over the age gap in either college Thanks! I'm pretty much decided now.
  4. Million dollar question. My specific area of interest is conflict transformation and peacebuilding, so I would like to work with an international organisation (UN's the dream).
  5. I'm currently writing my undergrad thesis and I have a few questions regarding people's attitudes towards guns (in general) and gun control laws. I have a section on the representation of weaponry in Japanese science fiction and I'm trying to get a clearer picture of what popular perception of firearms is.
  6. I have a journalism undergrad degree, so probably a more extensive course. Georgetown?
  7. I got my acceptances a few weeks ago and I got through for International Relations at Chicago and Security Studies at Georgetown. Both have their pros and cons and I'm having a tough time deciding. What's the campus life at both like? Job opportunities?
  8. I got mine last week, and I also received an e-mail from the admissions office regarding my acceptance with one line stating I'd been denied funding.
  9. Does the funding restriction hold for Security Studies too?
  10. Hi. I can't really comment specifically as per your context but it often depends on the course you apply to. As far as I know, communications will not pay a lot of attention to your Quant scores. Your verbal and analytical scores are good, so that should tide you through. I suggest e-mailing the colleges you're applying to (or faculty within the college).
  11. I just received my GRE scores. 164 in verbal, 4.5 in analytical. And then there's my pathetic quant score- 150 (no idea what went wrong). I plan on applying for International Relations to Johns Hopkins, UCSD, Columbia and Georgetown. How likely is it that they'll ignore quant? Should I give the GRE again?
  12. ETS Powerprep is deceptively easy, especially quant. The verbal section, though, accurately represents the actual test. Princeton Review was the most comprehensive. I'd suggest taking that for an good gauge of how you'll do on the final thing.
  13. I've read guides but I guess I'll just have to keep practicing. Thanks for the feedback!
  14. I got one graded by Princeton Review (a measly 3), and I'm trying to improve to atleast a 5. ISSUE: The best way to teach is to praise positive actions and ignore negative ones Teachers play a key role in the development of a person. There have been numerous schools of thought regarding the best way to teach, one of which promotes the use of positive feedback. In the course of my essay, I will seek to disprove this assumption. Positive reinforcement is a tried and tested psychological tool for learning, proven in the 20th century by BK Skinner. We are pleasure-seeking beings, and our actions are often motivated by the need for praise. There is no denying that praise promotes performance. However, Skinner also found that negative reinforcement is often more powerful than its softer counterpart. Given the same action, a person is more likely to perform better if there are negative stimuli involved. While it may be argued that the aim of teaching is not to push a person to their breaking point but rather to promote holistic growth, negative feedback is just as important as positive feedback. I would use the term “constructive criticism” to describe the balance between praise and rebukes. Praise may encourage a person to continue performing, but ignoring negative actions would be detrimental. If the aim of teaching is indeed holistic growth, the shearing away of imperfections is crucial to the same. Thus negative actions must be noted and acted upon. I would, however, caution against nitpicking on every flaw as the excess of anything (both good and bad) is not desirable. I would also caution against using a blanket style of teaching on different individuals. Understanding a person’s context should be included in the approach one takes in teaching them. In conclusion I say that the key word in the practice of teaching is balance. A person is the sum of experiences both the good and the bad- and all experience is enriching in its own way. To ignore the negatives and to focus only on the positives would not help them grow. In conclusion I say that the key word in the practice of teaching is balance. A person is the sum of experiences both the good and the bad- and all experience is enriching in its own way. To ignore the negatives and to focus only on the positives would not help them grow.
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