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AP

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AP last won the day on July 27

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About AP

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  1. I'd like to chip in with some extra advice. All sorts of teaching can be educational for TAs. In the worst case scenario, where the professor is actually a messy, unfair, dull cartoon, you can see situations that you would handle differently: the what-not-to-do situations. If this professor is in fact a bad professor (in what ever sense this could be), then you can think of ways in which you would do things differently. Here are a bunch of possible questions you can observe: Are they disorganized? (How would you organize your classes?) Are they unfair? How? (How would you handle the issues more fairly?) Are they boring/disengaging? (How would you engage students?) Do they have a bad presence in the class? (low voice, monotone, hiding behind desk, etc) You can imagine others. Also, the bright side of being a bad professor's TA is that you can meet with them periodically, ask questions about the reasons for ways they handle things, and even make suggestions. (Of course, this depends a lot on other factors. I TAed for my advisor so I was a little confident in making suggestions).
  2. I'm not an expert in your field, clearly, but I wonder if the History of Science is a good path given the Public Health-y perspective you want to get. I know several people that did a 'regular' PhD in History but took courses and exams in the school of Public of Health or Environmental Sciences Dept at their university. I'm sure you have POIs in mind, how do they work? Do they co-teach with people from the departments you are interested in? Have they done any scholarly collaborations? Also, scout the Digital Humanities infrastructure as many scholars of Public Health use digital tools for visualizing data (in case you haven't already, of course). thinking out loud here.
  3. So, I re-read the story yesterday and I had nightmares. I don't know if this happened to you, but as I read I remember thinking "this won't be me, I can trust my advisors". And I dreamed I started crying because everything is too damned overwhelming. I saw myself in a PhD-related desperate situation that I couldn't handle. I saw it, and hence it is possible, and thus it is scary, and thus, nightmare. I wanted to share that with the grad school community because we think sometimes we are alone both in thinking we won't make it or in thinking we actually will. The dream hit me hard because what the author describes (plagiarism, robbery, violation, isolation) can happen to anyone, including me. Including me. It was only yesterday when I read the four posts (the last one wasn't out when I first read it) that this can happen in any other form. Nightmares.
  4. Oh, yeah, I read this elsewhere. Horrific.
  5. I took it in early September because it coincided with a easy-going moment at work. I had to retake it and work-wise and date-wise I could sit for it in mid-November, which was a very narrow window for deadlines.
  6. Absolutely. You are always inadvertently building on your own knowledge, skills, and research, even if themes look apart from each other. In my case, I have incorporated work from undergrad into MA and then into PhD by reading my past paper, pulling a face in disgust, and then improving my past self.
  7. Digital-- Yes. The other day I found an old paper from a class I took in my third year and oh my. OH MY. It was fun.
  8. My defaults are Oxford Bibliographies and History Compass.
  9. I think you are saying two very different things. On the one hand, you are bummed about the prospect of not continuing into a Phd. On the other, you are struggling with accepting this as a 'professional' piece of criticism. It is very hard not to take things personally because we sacrifice a lot to be in grad school. I'm an international student, and I left a good job, my friends, my things behind to come here. It was my choice, a personal choice about my professional life. So, like you, sometimes I find it hard not to take things personally. Further, I think of all my friends attending grad school with children! They literally leave a piece of them aside to be here. The way to cope with this is knowing very clearly where the line between personal and professional is. For example, a professor sent me an e-mail today about a possible professionalization seminar (ironic, right?) he will give the Tuesday after Labor Weekend. I told him my family is going to be visiting until Wednesday and that, if possible, I'd prefer the seminar to be any other day that week. My family doesn't visit much, never actually. So I'm not going to sacrifice one day with them for one seminar. I know this now, in fourth year. I'm sure this line I talk about will shift because life changes. Now, yes, it is his job to be honest with you and you should be thankful for that honesty. If he is a mentor to you like you said, saying those things must have been really hard. That said, I'm sure that you can work out a plan together. Big questions to ask: Why does he think you won't succeed? What skills does he think you haven't fully developed? What evidence does he have to support this? Did you know you needed these skills? What broad change do you need to do? Smaller questions to ask: What can you do each month or each week to improve your situation? [Anecdote: after my first class in my first semester with my advisor, she sent me an e-mail about my final paper. It was a horrible e-mail, not because of what she said but because of what I felt. I went to her office and she walked me through the paper. It was a messy paper. She gave me one week to correct it otherwise, I'd be out. I don't know where I got the strength to do this, but I nailed it and stayed]. Talk to your advisor.
  10. POI

    "Relationship"? The people that knew POIs from before (had worked together somehow) had some rapport. I didn't develop a relationship, in fact I was very distant from my current advisor. I honestly have no clue how she accpeted me!
  11. Hispanists as we all understand Spanish? Yes. Also, Brazil is a huge field in itself. You know your fields and you know what you need better than me. Still, I'm not saying don't get someone in your country concentration, I'm just positing the possibility of having them at another stage. The few East Asianists I know sat for three quals: World history, East Asia, and their specific country of focus. If @narple is having a difficult time making a case for their research focused on Korea at this stage, then maybe thinking in broader terms (comparative history) can help them consider other names. Later on, things can work very differently –projects can change, advisors might leave, your interests may shift– and right now you want to get accepted to a program that fits your needs.
  12. I'm not an Asianist, but do you absolutely need a Koreanist right now? I ask this because in my case (I'm a Latinamericanist) and other people's (from other fields) our primary advisor is not a person who studies our country but we do have specialist in our dissertation committee from outside the department/campus. So I would consider also finding a POI specialized in world history/East Asian history/studies more generally or comparative history so that they can advise you on your broader perspective during coursework/exams and cultivate a relationship with a Koreanist for the dissertation. It's just an option.
  13. I'm of the opinion that you must pursue other interests. I agree with you: that person was exaggerating. We all need a way to distract ourselves, to turn stress, worries, questions into something productive. I practice sports: I joined two clubs and an intramural team, I go to gym/swim/run, and I even picked up two new sports during my comps/prospectus because it was a way to also learn something new and accompanying the process of intellectual 'acquisition'. That said, I don't know how serious you can be about an instrument. I know of people how participated in some small performance events because, like you, had a semi-professional past. I also know of people who joined choirs/church bands as a means to channel this. Others collaborated with the performing arts department for fundraisers. I tried to resume piano lessons but they were too pricey for my stipend. I sense you will have to come to grips with the fact that you may not keep up with your professional pace. For example, in my program we don't have any responsibilities in first year other than doing well. That was a great time for me to feel at home doing sports I practiced at home, it was a way of adjusting. During my second year it was harder to keep up with team sports and in my third year it was impossible, hence I picked up individual sports. Lay out the five-six years ahead of you and think about your PhD requirements (teaching, coursework, comps, etc). If you know what's happening when, you'll be able to tune the amount of time you devote to your music. But by no means abandon it.
  14. Your first paragraph is not discussing the topic. The topic is state funding for the arts and your first paragraph can be understood as 'enclosing' the arts for private entertaining. In addition, when discussing a policy, GRE requires you also discuss possible consequences of your view (you timidly touched on it with the propaganda claim, but for the opposite view than yours). Further, remember this is a logical explanation. Your last two sentences are very emotional. I understand what you are saying, but that's not the point. Finally, you are wasting space you could use to strengthen your position by using unnecessary wording. For example, line 6, "Min of Cult develop and produce more and more a kind of 'customized' art production with a straight and obvious touch of feigned patriotism" can easily be: "Min of Cult have increasingly developed customized art tainted with feigned patriotism".
  15. Line 2, movie or movie. I assume this is not for a subject GRE but for the general, right?