ohgoodness

I have some questions regarding fit. 
 
Suggesting that your program is larger than 10 persons then it might actually be hard to keep track of what is going on with everyone (where they are and where they are heading in terms of research). Did you identify a "core" of applicants and then looked deeper into their interests, possible POIs (suggested fit by the student) and cross-compared with the faculty/department to get a sense of fit? 

I see absolutely no difference in the grading process and the teaching/mentoring process but I do understand your point. My reservation was merely about the use of words and the tone it communicated.

Regarding the hours put in - yet again I might be looking at things differently - if someone puts in 12 hours on a project which could take 6hrs yet still only recieves a poor grade then either one has failed in instructing them, teaching them or they just spend the time making nice graphs.. If the latter then it would be easy to let them know that they should be spending their time with the material rather than the production without dragging in feelings at all. If the former then I blame the teacher.

This may feel like a high horse to get up on but I do feel that I, myself, have these issues and that they must be addressed. For example - I teach a courses on welfare states where the syllabus states that an A requires thestudent to make a "significant contribution to the field of study" through their 12 page final essay. Obviously - the problems are many.

My comment omitted agreement to your basic idea since I felt that there was a certain tone/mood here that I do not agree with and see as a serious issue. If someone actually gets upset about a mark then yes they might be spoilt and silly but also they could be in doubt about the grading process as such. Like TakeruK states - some people actually voice that they put in hours into a project yet did not get a grade that they felt was proper. If people voice this then there must a lapse in communicationbetween the teacher and the student. To me - this is a failure on the part of the instructor rather than of the student.

"What shocks me is that they think we actually care about their feelings." is a very strange sentiment.

Just look at our forum here - neurotic beyond belief and I would clearly link that to the power structure of a colleges. Students lack trust in those at power and vice versa.

I see absolutely no difference in the grading process and the teaching/mentoring process but I do understand your point. My reservation was merely about the use of words and the tone it communicated.

Regarding the hours put in - yet again I might be looking at things differently - if someone puts in 12 hours on a project which could take 6hrs yet still only recieves a poor grade then either one has failed in instructing them, teaching them or they just spend the time making nice graphs.. If the latter then it would be easy to let them know that they should be spending their time with the material rather than the production without dragging in feelings at all. If the former then I blame the teacher.

This may feel like a high horse to get up on but I do feel that I, myself, have these issues and that they must be addressed. For example - I teach a courses on welfare states where the syllabus states that an A requires thestudent to make a "significant contribution to the field of study" through their 12 page final essay. Obviously - the problems are many.

My comment omitted agreement to your basic idea since I felt that there was a certain tone/mood here that I do not agree with and see as a serious issue. If someone actually gets upset about a mark then yes they might be spoilt and silly but also they could be in doubt about the grading process as such. Like TakeruK states - some people actually voice that they put in hours into a project yet did not get a grade that they felt was proper. If people voice this then there must a lapse in communicationbetween the teacher and the student. To me - this is a failure on the part of the instructor rather than of the student.

"What shocks me is that they think we actually care about their feelings." is a very strange sentiment.

Just look at our forum here - neurotic beyond belief and I would clearly link that to the power structure of a colleges. Students lack trust in those at power and vice versa.

I have, yet, never had a complaint about my grading but as a student - I always felt that the instructor was a complete moron if they failed to communicate the reasons behind a certain grade. You give me an A- then please do let me know why and how it should havebeen improved. That old assymetrical teacher-student power structure needs to be revised and updated. It would be nice if students could grade teachers - more than a couple faling grades as an instructor and one should be forced to revise one's whole onset.

Students not doing the assigned reading for seminars that however... deduct 10 points of any mark I say.

I'm pretty sure that this is an average for most graduate programs but it's still utter bs. 100 hours per week means that you work atleast 14 hours a day 7 days a week. Such practices were banned and outlawed in most professions some decades ago..

I think most of us have enough passion for our subjects to put in 14 hours 5 days a week and then an additional package during the weekend (in at 6, out at 8.30 is regular to me as a MA) but to assume that one does not need any rest or disconnect is just horrible.

Even if this is the way it is - it's still not an ok practice nor a good deal for either party.

Additionally - "I love my area of study. Truly, I do--and I love my research. But if it came down to a choice between working on research and sitting on the couch with a glass of wine and a good fiction novel, I'd take the latter in a heartbeat. I'm putting in about 70 hours a week right now and don't think I can go on at this pace."

This attitude means that you should quit and do something else..

Not that I want to get into a discussion about this but you do know that your comment might have a small but significant influence on someone's life decisions thus buffing up your own department without justification is a tad ego.   UCI is a sweet program in my mind but neither of us have any idea about the moves and improvements that programs are making.. besides you are vouching for a public program in the age of debt crisis in a state with a history of refusing money to their state schools  

Ain't no flying to Ithaca ... Super-expensive and going to Syracuse is pretty tough as well.  NYC and then Campus to Campus or shortline bus is the recommended way sadly.  The buses are not nice but not horrible and the 5 hour trip is easy and rather beautiful (going through the catskills then binghamton to ithaca corridor).
 
The campus to campus bus really is a posh thing - leaves from mid-town and offers a better ride than an airplane (only 4 hours).  You get free sodas, snacks and coffee with wifi and whatnot.  http://transportation.fs.cornell.edu/coach/ 

I'm pretty sure that this is an average for most graduate programs but it's still utter bs. 100 hours per week means that you work atleast 14 hours a day 7 days a week. Such practices were banned and outlawed in most professions some decades ago..

I think most of us have enough passion for our subjects to put in 14 hours 5 days a week and then an additional package during the weekend (in at 6, out at 8.30 is regular to me as a MA) but to assume that one does not need any rest or disconnect is just horrible.

Even if this is the way it is - it's still not an ok practice nor a good deal for either party.

Additionally - "I love my area of study. Truly, I do--and I love my research. But if it came down to a choice between working on research and sitting on the couch with a glass of wine and a good fiction novel, I'd take the latter in a heartbeat. I'm putting in about 70 hours a week right now and don't think I can go on at this pace."

This attitude means that you should quit and do something else..

just wrote a long ass blog post that was deleted
 
in a nutshell:
if you have the option, goto princeton: no other program has demonstrated the ability to place ALL students in solid postions (both ROCKSTARS and not)
if you cant do princeton, harvard and berk set you up to do just as well as pton if you end up being a rockstar
otherwise, the usual suspects--wisc, mich, chicago, duke, etc.--give you equal "chance" to the lottery of placement
 
DO NOT GO TO SOC GRAD SCHOOL IF NOT TOP 20. if so, do it at your own risk (risk of unemployment, underemployment, making less than 50k in your thrties if lucky etc). clearly folks here CAN do ok, but be a social scientist for a second, how different are you?

I really have no idea about the wait-list situation but we have been having admitted students visiting these last two weeks so I know that there is an ongoing recruitment process currently.     
 
I would also be aware the Cornell goes on spring break (WOO!) on Friday and does not return until April 4th or so.   Seeing how close that is to the deadlines..  Just an FYI.   I am 100% outside of this process and have no inside information  

Wow I just realized that my Becker might be seen as Howie..  I am obviously a fan of Gary and not Howie.  

I try not to attack people personally but I had a bad day and I need to work it out so just know that that high horse of yours is actually a donkey and your comments just bring attention to your own lack of sense.   I hope I get banned for this because wow those replies..... lowest low

I try not to attack people personally but I had a bad day and I need to work it out so just know that that high horse of yours is actually a donkey and your comments just bring attention to your own lack of sense.   I hope I get banned for this because wow those replies..... lowest low

I try not to attack people personally but I had a bad day and I need to work it out so just know that that high horse of yours is actually a donkey and your comments just bring attention to your own lack of sense.   I hope I get banned for this because wow those replies..... lowest low

I lived in Saskatoon for 2 years and worked in Calgary and Edmonton.    Edmonton is a western city whereas Calgary is much more metropolitan and is comparable to Montreal/Toronto/Ottawa.    Calgary has an excellent train system, a somewhat lively cultural scene and a decent downtown core.   Edmonton has hockey,  lots of working class and woeful transportation.     In Calgary - you can rest your eyes on the foothills of the Rockies whereas Edmonton - welcome to tar sands country.   Also - winter is rough in both places but Edmonton is among the worst things I have ever done (aka the nickname deadmonton). 
 
I have perhaps spent 2 months total in these cities so I have no idea bout living life there but I would say that Calgary is a city whereas Edmonton is a trading outpost turned city.   Calgary is comparable to eastern Canada whereas Edmonton is only comparable to the prairies. 

I concur 100% but a word to the weary -  if the program is famous for quantitative methodologies;  it probably is.    I haven't even heard the word qualitative methodology since startng my program but we have other programs/departments that are heavy in qualitative (DSOC, ILR, Policy).   You are always able to spend your electives outside of the direct department thus you can get your qualitative fix from other departments if needed.   Finding a advisor tho might be harder

Sheila Orloff is somewhere around the left-ist lean but I would say that a lot of the work of the "social politics"  school has been done in reaction to the neglections of Marxist work.   Lesie McCann is there as well and she does a lot of stuff that is closely related to Orloff's stuff. 

I try not to attack people personally but I had a bad day and I need to work it out so just know that that high horse of yours is actually a donkey and your comments just bring attention to your own lack of sense.   I hope I get banned for this because wow those replies..... lowest low

I find that I end up putting so much pressure on myself that I burn out completely and associate a lot of anxiety with work.  On that margin, I wonder if deliberately forcing breaks, social time, and me time, would actually increase productivity.

Fulbright (at least the Swedish variety) does not work if you are applying from the U.S and have already started your program.
 
You should look into the things through your school first and foremost.  I get lots and lots of information about possible scholarships from Cornell on a monthly basis and they helped me get a first-year fellowship.
 
(Cornell here: http://www.gradschool.cornell.edu/fellowships )

I lived in Saskatoon for 2 years and worked in Calgary and Edmonton.    Edmonton is a western city whereas Calgary is much more metropolitan and is comparable to Montreal/Toronto/Ottawa.    Calgary has an excellent train system, a somewhat lively cultural scene and a decent downtown core.   Edmonton has hockey,  lots of working class and woeful transportation.     In Calgary - you can rest your eyes on the foothills of the Rockies whereas Edmonton - welcome to tar sands country.   Also - winter is rough in both places but Edmonton is among the worst things I have ever done (aka the nickname deadmonton). 
 
I have perhaps spent 2 months total in these cities so I have no idea bout living life there but I would say that Calgary is a city whereas Edmonton is a trading outpost turned city.   Calgary is comparable to eastern Canada whereas Edmonton is only comparable to the prairies. 

I really appreciate this comment. I have met some amazing graduate students who have offered wonderful advice over these forums. I'm a first generation college student and often feel naive about the admissions process. People have been truly helpful and kind.
 
I spoke with a current Fulbrighter (PHD student at a top school) about sociology grad admissions and she constantly reminded me that admissions are sometimes illogical. Don't worry and move on. She's at a different program than she'd intended, and four years later is doing ground-breaking research in China.

My girlfriend went to Berkeley for a single term but I never visited so I can't really answer but Ithaca has awesome natural scenery.  Beebe lake is gorgeous,  the hikes into the various state parks are amazing and you hike the Finger Lakes trail going through Ithaca and connecting into the APT further east.    I do long runs (10-25km) and it really never gets boring as the scenery is inspiring and refreshing. 
 
If you want bike up the hill then I would suggest looking into something close to the lake front or Cayuga heights-area.   South hill is Ithaca College-area and Townies,  West is just dead ends.   The hill really is the biggest issue into biking but you can always put your bike on the bus and hitch a ride up.