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Hi ! This is my very first post on the forum or any forum for that matter. Anxiety got the better of me. I intend to apply to LSE MSc Econ course as an international student. I would really appreciate if somebody could help me gauge my chances. My profile in short: UG: Triple major in Econ, Stats and Math from a top 5 institution in my country Grades: > 80% agg (distinction) GRE ( 163Q 162V) EA's Econ research assistant 2 national level economics competitions under my belt Executive member of econ committee Revived an econ club 2 internships with Big 4 corporate finance and M&A dept 2 publications in college journal 2 research projects (1 is underway) Others National level accolades for painting and sports Recommendations from HOD from Econ dept and Dean I would really appreciate a feedback and suggestions, if any, regarding what other schools I could possibly consider? I am also slightly concerned (read: panicking) over my GRE scores. Does it call for a reattempt? Thanks :)

A nation should require all of its students to study the same national curriculum until they enter college. Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position. This topic raises the question of whether a nation should require all of its students to study the same national curriculum until they enter college. Indisputably, this would help regulate that all students enter university having studied the same topics. However, it is unreasonable for a single curriculum to be mandated unto all students, regardless of their individual needs. Therefore, I disagree with the statement--having the same national curriculum may be more harmful than helpful in regards to the needs of each student. First of all, the argument does not address what subjects will be included in the national curriculum. Will it include the basic skills such as math and science--and if so, to what extent? It is dubious whether all students will need to know the principles of organic chemistry or astrophysics, and those students who want to pursue such specific fields may not have access to those courses because of the restrictions that accompany such a strict curriculum. Similarly, a national curriculum raises questions relating to language classes--what language of instruction will be chosen to teach? Will there be a foreign language and who will be the one to make that decision? While most classes in the U.S. are taught in English, should English be the national language for instruction for other countries? While English is one of the more global languages and many countries are adopting it as a useful skill for its citizens to learn, there are many other countries who prefer to speak their own language for reasons cultural and social, among others. Moreover, it is likely that some of these smaller countries may lack teachers and faculty available to instruct in a language like English that is not often used for their daily purposes. Moreover, while many people will agree that history is fundamental to the future success of our nations, the topic of whose history will be taught is likely to be a more sensitive topic. American history books have been known to paint its own history in a way that looks favorably upon itself; however, many other nations do not see America in quite the same light. Reflecting briefly upon the tragedies of Pearl Harbor and the consequent Japanese internment camps that arose out of fear and xenophobia, specifically towards those of Japanese heritage, it is safe to say that promoting the U.S. as a great, faultless country is not an idea that Japanese education boards would hope to inculcate in its students. Undoubtedly, the discussion of whose history (and subsequently, those minority groups that are repeatedly overlooked in it) is likely to be a dissonant one that may result in impasse--it is too sore a subject. Lastly, schools should not overlook the needs of their individual students. For instance, is it imperative that students with special needs or disabilities learn under the same curriculum as their peers? Today, many of these students use a specialized curriculum so that individuals can learn at their own pace. To impose a standard national curriculum would be to ignore the needs of this group of students, and would likely garner disapproval from these individuals, their parents, and their current teachers who support this current approach to teaching. Overall, while a united curriculum may be helpful to a specific group of students limited to a specific region, imposing such a curriculum on the entire nation would be far-reaching, and even ignorant to the needs of the smaller minority groups of students. Therefore, nations should consider the needs of each and every student before proposing that a national curriculum is what is best for them.

It's out of normal hiring cycle so doing a bit more effort to promote this job and hope you will take a look. Perfect for gearing up to apply for a PhD in econ related fields. A lot of other RAs, post docs, visitors around also doing research which makes for a good environment. Projects related to work on school choice and mechanism design in practice. See Heterogeneous Beliefs and School Choice Mechanisms https://workforcenow.adp.com/jobs/apply/posting.html?client=nbecon&jobId=27426&lang=en_US&source=CC3

I was given a task to write an essay about one custom in my country. I chose Novruz which is a national holiday celebrated in the early spring in Azerbaijan. However, I am not sure if I can talk about a holiday as a custom. Is it correct to refer to a national holiday as a custom? Thanks in advance.