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Showing content with the highest reputation on 07/23/2016 in all areas

  1. 1 point
    Ummm unless getting you frustrated is meant to distract you from the upcoming proposal I'd say you have a right to be completely peeved.
  2. 1 point
    @Butterfly_effect thanks for posting this. Like you, I come from a humble background: my parents don't have college degrees, my grandparents were immigrants, and we often struggled financially while growing up. When I first started grad school, my mom was living in a trailer, and with my grad stipend, I was making significantly more money than her annually. I recently got my first car at 26, and it was a 20-year-old hand-me-down from my father after HE was able to get a slightly newer hand-me-down car from relatives. What surprised me most about grad school was that most of the other grad students frequently complain about how little we make - to me, the stipend is a fortune! Because of the way I grew up, I am extremely careful now about savings, paying off debts, and filling my retirement IRA each year, so I was flabbergasted to hear from other students last year that they had "run out" of money by the first of June and had nothing to live on over the summer! This year I actually held a workshop for other grad students in the department to show them how to file their own taxes - many of them had never had a job of any kind before (at an average age of 24-26 years old) and had no idea how to fill out the forms. When I told other grad students who grew up with parents who were doctors, lawyers, and teachers that I was raised in a house where we didn't have books, and I saved all of my pocket money to buy them for myself, they were shocked. I've never experienced any condescension or rudeness from other grad students who grew up in families that were better off, but I think it's important both for them and for myself to see that there's something more than we experienced growing up. I hope that my presence in our grad program is able to better remind others how lucky they are to be there (as I myself feel every day), so perhaps they won't take things as much for granted.
  3. 1 point

    My chances of getting accepted?

    I would really agree with what @charlemagne88 said about personal statements - get started ASAP on some drafts and get lots of feedback on them. It is such an important part of your application that most people tend to overlook or underestimate the importance of. After the numbers game is over, I feel like SOP's make the biggest difference. I've got some posts on my blog about what I think should go into an SOP, and you'll be able to find lots of other resources out there too. Also, start planning your LOR's strategically (more posts on my blog about this). This about which professors can comment on which things and try to get a diverse perspective. You wouldn't want all 3 LORs talking about your great clinical experiences. You'd ideally want one focused on clinic, one on academics, and one on research or something. They don't have to be those 3 categories, but you want to diversify. Also, prep hard for the GRE. It is too expensive to just say "I'll try it and see." I recommend doing at least one full practice test (better 2) before taking the exam. I used Magoosh and loved it (there's a full review on my blog), and even if you don't pay for it they offer a lot of really good free resources like their vocab builder app or their blog.
  4. 1 point

    My chances of getting accepted?

    I'm so nervous about not getting into grad school. I feel like my application won't be good enough. I have a 3.75 overall gpa but I'm not sure about the major gpa. Haven't taken the GRE yet but I'm hoping for a 300. I'm in three clubs, including NSSLHA which I'm the treasurer for. I've worked as an aide for children with special needs the past three summers in which I also got to observe speech therapy sessions (I should mention that I want to work with children when I become an SLP). I do extracurricular activities at home too, as well as occasionally babysit. I have the work experience and have observed outside of the required hours, but I'm afraid that it's not enough to get me accepted. Can anyone give me some advice?
  5. 1 point
    Speaking of OSU, Oregon State also has a fully funded MA program in rhet/comp and offers opportunities to teach and work in their writing center. Definitely worth a look...
  6. 1 point
    Ohio State has a funded MA/PhD, but students do sometimes go to another institution upon completion of the masters. Good luck!
  7. 1 point
    It might help to look at who authored a couple of your favorite papers. You can then see where (if) they teach. Also, if you look to the bibliography you will probably get a sense of who they are reading and those people might be possible candidates. I don't know enough about your field to offer and advice on if you are being specific enough, but I hope the last bit helps. QM.
  8. 1 point
    I think that you need to talk to your advisor about this, and promptly. You do have evidence at this point: the things that you have told us in the post. Experiments don't work when she is around; but do when she isn't. Setting out decoy reagents and the reactions work. Unless you set up CCTV cameras in the lab, you aren't going to get evidence that is much better than this. My advice would be to talk to the advisor with your fellow group members. Bring along a written summary of the evidence and concerns. Leave out the aspects of Sarah's personality (micromanager, ridiculing others, etc) and stick to the "sabotage facts". Keep calm: your PI might respond with shock or anger (if they have suspected nothing up until this point), you don't want to derail the discussion. If your PI refuses to admit there's a problem or does nothing, then you might consider talking to a university ombudsman (impartial mediator) to get advice on what to do next. Or resigning from the lab if you don't want to support unethical research. Hopefully the PI will listen to your concerns. In the interim, try to keep your research secured and confidential. That might mean locking up your lab notebooks, setting up decoy reagents/hiding your own reagents. Sabotaging other people's work is an awful thing to do - but it isn't as bad for the PI w. respect to their tenure/funding/publications as if this student was faking positive data (that subsequently got into their grants or papers). I don't think that concern for the PI's wellbeing should stop you from reporting the suspicious behaviour.
  9. 1 point
    I don't know where you are going or what exactly you are studying, but I know exactly no one who got regular financial support from their parents at my grad program, which was also at a top school. Maybe you just need to look for friends outside of your cohort/department. It happens that one doesn't get along with people from one's cohort, for a variety of reasons, and the best solution seems to be to do a combination of becoming more flexible in talking to your cohort and what you expect from them, and looking for friends elsewhere. There are threads here that you can find on where to look (e.g. meetup and similar, and other suggestions). And as for thinking that one's experience is the norm, isn't that entirely commonplace? You know what you know and you view the world from your own perspective. If you and everyone you know does X, and you don't give any thought to the fact that there are other people in other parts of town (or, you know, in other cities/states/countries, etc.) who do Y, you might generalize more than you should. There is a reason why we talk about white privilege and male privilege, etc.
  10. 1 point
    To get up to speed you'll want to look at Kant, Mill and Hume in terms of the classic canon, and maybe Nietzsche, Ayer, Mackie, Street, Singer for more contemporary treatments and the major critical movements.
  11. -1 points
    Thanks Vincenzo! That's what I was thinking of doing as well, since I would rather not bother them again. I just hope they can tell my true passion for their research!

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