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  1. Education is an efficient tool that exists not only in educational sector but also in corporate sectors as well. Universities, Schools & corporations hire teacher to educate their students or employees. High authorities or management work with teachers and his/her proficiency to decide the compensations. The prompt states that a teacher's salary should be solely contingent upon their students academic performance. In my opinion, I disagree with the statement because there is a little relationship between the students performance with teacher's calibre, though, there are many other factors(discussed in below paragraphs) which can help in deciding the teacher's calibre and compensation. To begin, the relationship between a teacher and a student is like 2 tyres of a cycle. It should not only be the teacher's responsibility to involve best practices for imparting maximum knowledge to students, but students should also be willing to travel along the ride and should have the ardency to gain as much knowledge as possible. If either of these tyres rupture, the cycle can't move. To illustrate, consider a "Data structures & Algorithms" professor in a university, who works assiduously, conducting the timely classes, providing notes, assignments, arranging practicals, taking tutorials and doubt sessions for the students through the semester, but if the students of his class are apathetic to teachers effort and take little to no use of the provisions, they will end up scoring bad in semester exams. Even if the teacher has been up to the mark, It is the students unattentiveness and laxity in academics responsible for the bad academic performance. In such a case, the student's academic performance doesn't qualify as the accurate metrics for the teacher's calibre and salary at all. The view that students academic performance shouldn't decide the teacher's calibre doesn't mean that students don't play any role in judging the teacher's calibre or compensation, rather students can play a major role here. For a teacher to successful at his/her role, the teacher should be affable and approachable. Students shouldn't feel formidable about their lack of knowledge or silly doubts, while approaching the teacher. Rather, teacher should maintain a healthy environment by encouraging students to ask even the most frivolous doubts. Universities or schools can make use of efficient contemporary tool i.e Feedback System. Students should be presented with a feedback forms quarterly(or at any other intervals) to rate the teacher based on different parameters like affability, knowledge of the topic, expressability, punctuality etc. Universities can make maximum use of such metrics while judging the teacher's performance and deciding compensation. Such a system would not only help authorities to judge the teachers but it would also provide an opportunity for the teacher to improve at their weaker aspects. There are numerous other metrics that can be utilized while deciding the teacher's compensation. At the time of hiring, university/school authorities or higher management conduct the interviews to judge the applicants knowledge and decide their compensation accordingly. As knowledge isn't static, it might be the case that a teacher had less knowledge at the time of hiring but with time the teacher had worked and improved which deserves a better compensation. In such cases, universities or schools can conduct the timely tests to judge their performance and base the compensation of teacher on that. High authorities and management can also make use of evidences like citation, publications, books written by a teacher while deciding upon the teacher's salary. Evidently, a teacher with more renowned publication or citation deserves better acknowledgement and compensation than rest. In essence, from the above mentioned views, it seems correct to say that student's academic performance shouldn't be the metrics to judge the teacher's calibre and decide the compensations. Instead, there are many other tools like citation, publications, feedback systems which ease out the job in deciding the compensation for the teachers.
  2. Thanks for viewing this post. It would help me a lot if you could rate my essay out of 6 and mention any scope for improvement :) PROMPT Universities should require every student to take a variety of courses outside the student's field of study. Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position. RESPONSE Universities play a crucial role in shaping the personality of young adults and aid them to survive the ever-increasing competitive world. A student must thrive on being an all-rounder and maximize his breadth of knowledge across various fields apart from his study area. It is pivotal that students gain knowledge and skill across diverse fields and not restrict themselves to one's specialization/domain. A quick reflection on the work-life of an individual in the technology sector reveals how all fields are convoluted. A CEO of a start-up at silicon valley requires technical knowledge about the product/service their company offers and needs to be aware of how to market it. If it were not for Steve Jobs' creativity, soft skills, marketing strategy, and charismatic personality, Apple would not have become the first trillion-dollar company by stock value as it is today. It is only with a deep understanding of human anatomy and enzymes that researchers at Google's DeepMind created AlphaFold, a neural network to predict the 3D structure of proteins with unprecedented accuracy. How will researchers publish their work without literary knowledge? Hence, juxtaposing various fields and not looking at them as one unified entity is not a sound solution. There is a pithy saying that when one removes the barriers of keeping oneself restricted to a particular field, the only barrier left is one's imagination. Furthermore, humans' imagination runs wild. The evolution of TED is a perfect example in support of this. It brings to light how innovators and extraordinary speakers, adding up a bit of spice and variety to their field of study, change how the public views it. Taking interdisciplinary courses would aid students in honing their imagination and sense of innovation. It makes people realize the depth at which fields are interrelated. Let us take the blending of psychology with computer science as an example. While developing a social media platform like Instagram, various psychological questions pop up. Is it going to solve the user's problem? How to attract users to use this product? All the questions can be answered by doing research in interviews and surveys and analyzing the psychological traits of people. Receiving education in various fields will help students adapt to society more quickly. For instance, all citizens of a nation must evaluate the ability of presidential candidates and make a rational decision. Courses on economics and politics would help them analyze what changes these candidates can bring to education, infrastructure, healthcare, and diplomacy. One might argue that taking up a variety of courses outside one's field of study might qualify one's knowledge in his/her field, thereby violating the fundamentals of specializing at a university. Moreover, forcing students to take up unrelated courses acts as an extra burden and might pressure them. Such stress, undoubtedly, will lead to loss of focus and increase diversion. As a result, the university might be filled with unenthusiastic researchers and bored students. One way to tackle pressurizing the students is to make them aware of the courses that can dovetail with their specialization and let them make their choices, instead of having it as a requirement. To sum up, I agree that universities should let students take up various courses and explore other domains. This versatility will benefit the students in their research and career and help flourish society.
  3. The number of students who attend a school could be divided among 10, 12, or 16 buses, such that each bus transports an equal number of students. What is the minimum number of students that could attend the school? (A) 120 (B) 160 © 240 (D) 320 (E) 480 hello, I am unable to find the answer to this with the formula lcm = P*Q/GCF. Can someone tell why?
  4. It’s not bad but the city is boring. For RM, it is better that you stay here. The supervisors are good in econometrics and microeconomics. Macro is with a smaller group but still vibrant. It is not so easy to go to other schools. But if you try to apply, there is always chance. If you can resit the urge to live in a vibrant city, then it is fine for you. But for finding a job, it is better that you speak Dutch.
  5. I have been accepted to both, and as my name suggests, I am interested in macro-labor. I know that Wisconsin is higher ranked overall, but I have a sense that UT-Austin is improving (recent hires) and has strong macro-labor faculty as well. Thoughts on which program is better for PhD students (faculty, culture, placement, etc)? Or is Wisconsin clearly the better choice because it is closer to the top 10? This is a very new experience for me, so any insight is helpful. Thanks!
  6. I was curious whether any current or former PhD students could comment on how common it is for economics PhD students to take graduate math courses. In undergrad I double majored in math in order to boost my profile, but ended up falling in love with it and really want to incorporate mathematics into my research. Is it possible/common for econ PhD students to take graduate math courses that are relevant to their research? This is something I probably would want to ask about when I receive offers, but I don't want to do that if it's a weird question.
  7. I am an undergrad student in top10 planning to take a first semester course in PhD Micro. In my school, the first semester Micro covers decision theory and general equilibrium in each of the half semesters. I am worried that the majority of incoming students in my school’s PhD program already has an exposure to PhD level micro from masters degree and etc so that it might be difficult to pull an A. Furthermore, it is known that A/A- are given to roughly 25~30% of the class, which may be risky for an undergrad student taking a PhD level course in my current institution. I am also considering Grad Optimization course and more research experience instead. Given that I already have taken Analysis, Analysis on Manifold Measure and Integration, Measure Theoretic Probability, PDE, Numerical , Linear algebra, will it be worth it to take first year micro for additional signaling? Or would spending more time doing research be a better option? Is it common for students aiming top10 or 5 to have graduate courses in economics?
  8. Hi! I came here after recommendation from Magoosh. I would like someone to score my essays for GRE Argument Analysis Task and Comment if he/she has time. The data from a survey of high school math and science teachers show that in the district of Sanlee many of these teachers reported assigning daily homework, whereas in the district of Marlee, most science and math teachers reported assigning homework no more than two or three days per week. Despite receiving less frequent homework assignments, Marlee students earn better grades overall and are less likely to be required to repeat a year of school than are students in Sanlee. These results call into question the usefulness of frequent homework assignments. Most likely the Marlee students have more time to concentrate on individual assignments than do the Sanlee students who have homework every day. Therefore teachers in our high schools should assign homework no more than twice a week. Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument. _________________________________________________________________________________________ My response is: The author cites a survey in which high school students of two districts are compared. According to the survey, students in the district of Marley perform better in Science and Math as compared to those of Sanlee, the reason being lesser homework assignments. So, the author concludes that all high schools should assign homework no more than twice a week. A closer look would reveal that the conclusion to this argument is unconvincing due to a number of reasons. Firstly, the argument does not contain any detailed information about the survey, which raises some questions: how many schools from both districts took part in the survey? Was the number of students taking part in the survey from each school was same? Without addressing these questions, the credibility of this survey is questionable. Secondly, the argument suffers from this unjustified assumption that earning better grades indicates the academic performance of a student. Admittedly, if a student earns good grades, he is performing well. However, there are a number of other factors that should be considered while comparing the school(s) from the two districts: the grading system, competition among students, level of difficulty of exams. Therefore, to judge the academic performance of students by good grades, other parameters should be kept same. Even if other parameters are kept same, comparison of students between two geographically remote areas is not fair. For example, it is possible that students at Marlee are sharper because they have used iodized salt in their diets; perhaps, they have got better elementary education; it maybe that students at Sanlee struggle with their grades because they have to commute a long distance to school; teaching methods can also vary. Finally, the author’s conclusion that all high schools should follow in the footsteps of Marlee and assign homework no more than two times a week, is also flawed. First, the survey is about high school math and science teachers, this certainly does not apply to other subjects such as humanities. Second, Marlee and Sanlee are just two districts and to generalize their results to all the high school in the country is an over-generalization. In sum, the author’s argument is unconvincing. To better assess the argument, the reader would need to know about the accuracy of the survey and whether the sample size is large enough to generalize to results. The author can make the argument more compelling by specifying the number of students of schools, ensuring whether grades really are a comparing parameter in judging students performance and citing a survey where sample size is large enough to generalize the results.
  9. I am on a Fellowship for this school year at least, and have been given a specific fellowship for summer 2021 and 2022 that is only given to particular students. Can I put both of these on my CV and if so, how?
  10. Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position. Throughout history children are being pressurized either by the parents or by the teachers to meet society’s standards of a successful career. Professions like doctors or engineers are enforced and encouraged on children more commonly growing up in Asian communities and this has led to a debate to fight for an individual’s right to free will of their own career. Nowadays may people including me believe that every individual has the right to follow their passion and no one has the ability to determine one’s success as success is based on hard work, dedication and of course some luck. Through the course of time no individual remains the same as with each step in life they are growing and learning different lessons in life and maturing each step along the way. If a student doesn’t do well in biology at school, there is no confirmation that he wouldn’t succeed pursuing a medical career. Not performing well at school could be due to a number of reasons – simply he is not working hard or maybe he couldn’t focus at school due to problems at home or maybe he was ill and couldn’t study enough, there are numerous reasons to why a student wouldn’t perform well but regardless to this, no one can predict the future of this student as it is possible for him to work hard later in medical school and be successful, therefore no educational institution has the right to dissuade students from taking a career path which they believe that the student would not succeed. Moreover, a student has the right to follow their passion and teachers should not come in the way of that. There are some careers like musicians, artists, actors or even writers who have less opportunities of success, as in this line of work only the best ones from a countless number people achieve greater success. Yet just because the chances of success is less or the job opportunities are low, one must never lose hope as there are countless examples of people who were struggling like J.K.Rowling who became the most famous author of the book Harry Potter which got rejected by publishers twelve times and Ed Sheeran who became a famous singer and musician even though he started off by playing on the streets. As well as, the definition of success varies for each individual, success can merely mean the person is happy in what they are achieving in life and not necessarily defined in becoming rich or famous. Ultimately schools should not persuade students to obtain different career paths rather let the students follow their passion in life. On the contrary, there are some people who believe that teachers, who invest a lot of time on students, know the strengths and weaknesses of a student and would be able to guide the student on a career path which suits him the most. They argue that with their knowledge and experience with the student, they have a better idea at what he will excel in the most and they also feel responsible to persuade a student towards success, as the number of students achieving success studying from this school increases so does the school’s reputation of good education. To conclude, I believe no one has the right stop an individual from following their passion as the definition of success varies for each individual and success cannot be predicted from before.
  11. Is the JM in anyway discriminatory against international students from India/China because of the green card issues? Also, how tough is it to get an EB1 visa for a new professor?
  12. I was wondering if anyone (especially econ professors) have any idea how COVID-19 may impact the number of accepted students being able to actually attend next fall? If international students cannot attend (e.g. are not able to come into the US next year) is there a chance a school may reach out to formerly waitlisted students? Is it worth me reaching out to such a school (I was rejected off the waitlist for my favorite)? Also, what are the odds that we would have to do online learning this fall? Thanks again for all the advice!
  13. In light of a potentially severe recession around the corner, I was wondering how it may affect financial aid for PhD students. How often to students lose financial aid (e.g. TA/RA/Fellowships) due to the impact economic downturns can have on universities?
  14. Hi all, I just received an offer from UChig Booth (Econ track) a few days ago. Interests are in applied + theoretical IO + antitrust econ. I have several questions, if someone could shed light on them that would be amazing: 1. Do UChig Booth (Econ track) students take the same quals as that of normal Econ students (I am guessing, yes)? How brutal is this process? Chicago seems to be infamous for a high % fail rate. 2. How is the placement like for this program -- is it worth going over say, Michigan? It seems that most Econ-oriented Booth students are finance PhDs, not Econ PhDs. Thank you so much!
  15. Hi! I was just wondering whether it would like better to do a masters in a business-related field before applying for Phd in business programs at prestigious/good universities (e.g., Harvard, INSEAD, Wharton, and so on). It seems like that many b-schools do accept students with only undergraduate-level education, but is this the norm? I have heard from somehow that it is actually rare for undergraduate students going straight to PhD in business programs, but an associate professor at a prestigious b-school told me that he would not recommend having a masters degree before doing the PhD. So really, I have been completely overwhelmed by these two opposing views. To make matters worse, there are just too many business-related master's programs (MIM, aka Masters in Management; MBA; Master of Research in Business, aka Mres), and I have basically no idea what to do: should I skip the masters? Or should I have one before applying? If so, which? Taught masters or research masters? Therefore, I was wondering if someone of you would be so kind as to share his/her personal experience/opinion with me. And here I would like to offer my point of view. In my humble opinion, I think doing a masters, although not necessary, can be of huge help. It seems to be evident that when the admission officers at any university review a person's candidacy for a phd program, one of the most important factors taken into consideration would be the person's research background: what he is interested in? what has he studied/published so far? And it is really hard to imagine that an undergraduate student would have the same level of understanding of a field and research background that a masters student have, which denotes that the former will be in an unfavorable position when being considered. As for which masters to opt for, I would say that a taught masters is the best option for anyone wanting to enter into a phd program, since the students are given a lot of freedom to pursuit their interests. Might I know if my understanding and conclusions are correct? Might I know if there are actually some benefits in applying as a bachelor? Thanks for your time and reading! Any suggestion will be highly appreciated
  16. Hello, I was wondering if it's ok to submit an application right before its deadline. Will the phd committee have already started and perhaps even shortlisted some students beforehand? Is there a disadvantage? Thanks!
  17. I don't know if this thread would qualify to stay in the PhD Economics forum, but I will give it a shot. As all incoming Rochester PhDs know, the university housing selection process is over, and there must be some of you who haven't been offered any deal. I'm posting this thread to ask upper-year students about advices regarding off-campus housing, especially as it pertains to international students. Many thanks in advance for any response.
  18. Are there significant differences in acceptance rates of US permanent residents and international students (all else being equal)? What about US PR and int'l with US undergrad?
  19. Hi everyone! My name's John, I'm a TOEFL expert who does online English tutoring for students and professionals. I want to reach as many students as possible, so I'm doing a totally free live Q&A on YouTube this Friday. It's totally free, just a chance for you to ask questions about English grammar, about the new TOEFL, etc. Here's the details: Live Q&A for TOEFL students Location: YouTube, YouTube Time: Friday, August 23 at 1300 GMT If you have questions you'd like to answer, just comment here and I'll try to answer them in the live Q&A. Thanks & good luck on your studies! :) -- John Versa English
  20. A big stressor with being a first-year is passing the quals. I figured this thread could shed some light for applicants. Personally, what I've noticed is mental health is foremost the most important indicator whether you'll survive the first-year and quals. We saw a couple students that were facing depression (skipping lectures, not sleeping well) and unfortunately they're not with the program anymore.
  21. Hi all Next year I will graduate from UPF Econ, which means I will be applying to master programs in just a couple months. My aim is to continue my education and eventually get into a decent PhD program, either in continental EU or in the UK -- I'm not too optimistic about my chances at the top US ones, and even then, there are additional costs of moving to another continent for that long. That said, I would not rule out getting into industry should a good opportunity come down the line. This kind of makes BGSE MSc Econ an obvious choice for me, yet from reading in forums and talking to some alumni who ended up going elsewhere for their masters (UCL, TSE) I don't see the decision as clear-cut as it seems on paper. For one, the comments and information that I have read of the program has been rather contradictory so far: opinions range from very satisfied with the course and its rigour -- which some compared to LSE EME -- to very disappointed. My impression is that going for the advanced track is risky and failing to place among the best of the class will hurt your chances to be admitted in doctoral programs. However, there is seemingly little value in worrying about this as I assume not doing the advanced track guarantees that you won't get there either. Interestingly, I noticed that students on the 'applied' masters held higher opinions of their courses than their counterparts in Econ. Another point that makes me hesitate is the reputation aspect. While the school regularly manages to place their stars into top US programs (I know a recent case of a student who went to MIT) I don't know that much about the average student. For example, they do not require the GRE and have accepted students with Q scores on the 70 percentile range, which is quite low. It seems to me that despite the rigour of the program, the BGSE brand is not as well known as other competitor institutions offering similar programs. Provided I am able to get admitted and ignoring the funding aspect (for now), I get the impression that attending the likes of Oxford MPhil or Bocconi ESS might offer a better safety net in case I change my mind about pursuing a PhD. Hence, I wanted to know about alumni and current students at BGSE. What were your impressions? Do you regret studying there? How about placements in PhD programs in Europe and industry? Thanks!
  22. Does anyone have any information on likelihood or proportion of American Economic departments hiring international students as research assistants. I'm to enter a MSc program in UK this autumn and I'm definitely interested in doing a PhD thereafter but am interested to apply for some of RA jobs (plenty posted on NBERs websit) to gain experience as well as added value to application. However given that I'm an International student, do you know how many students generally apply, how many get accepted or will they sponsor a visa? Also, as most of these jobs look like data type work along with editing and managing projects and papers; while I'm extremely proficient in Stata, a lot of them emphasize on some kind of mathematical/finance/macro modelling done in Python or R, for which I'm inexperienced in. Hence I would appreciate some information on chances of being employed as If more than likely, I would expend a lot of time during the MSc to also train and code in Python/R.
  23. Hi all! First post here. I'm applying for econ phd program for 2020 intake and i ran into a problem. My uni offers a combined intermediate micro+macro econ theory course, titled "Intermediate Economics", rather than two separated ones. It was intensive and really challenging for all the students. The course content is given below. I'm worried that this might not be enough for econ phd application, since most programs require two courses in intermediate theories, though I've learnt a lot from this course and through self study. Any suggestions/thoughts on this? Should I take some other courses to make up for the repercussions brought by this one? Thank you all for your help! :)
  24. shravan555

    Essay review

    Prompt: A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught. The issue at hand is that a teacher’s ability to relate to students is more important than her knowledge with the subject she is teaching. The is a complex issue which allows the writer to take a nuanced stand as teacher in a primary or high school must have a different set of characteristics compared to the teachers in colleges. But under most circumstances the ability of the teacher to understand the needs of her students and teach accordingly is much more important than the knowledge she possesses in the subject that she is teaching. A teacher working in a primary or high school will have students of different capabilities which will include quick learners as well really slow learners. A teacher’s role in a school is to make all the students understand the concepts being taught in the lectures which is more important than having a vast knowledge in a subject. The sound knowledge of a teacher in a particular subject she is teaching does not always translate to efficient teaching of that subject. A teacher who might not have in depth knowledge in a particular subject might be able to teach the concepts in a manner that all the students in a class can understand than the a teacher who has great knowledge in a subject but is unable to deliver the concepts to the students efficiently leaving the students in the lurch. When an Economics teacher teaches the concepts of fundamental theory of economics to high school students she must know what her students want to learn from this topic, do the students have a basic knowledge of the topic or not. Since the topic is being taught in a high school it is important to note that all the students might really have a fair knowledge of the subject. Hence the teacher must teach to cover the “Lowest common denominator”, that is she must teach in way that even the most dull student in the class is able to understand the subject that is being taught. If the teacher teaches in a manner that only the bright students understand then the overall performance of the students in the exams will be affected. The average or below average students might score good marks or might even fail in the subject due to the lack of undestanding. A teacher, thus must understand the needs of the each student in the class in teach the concepts accordingly in order to make sure that all the students have understood the concepts that were taught. In few other cases, a subject such environmental science might be a boring subject to listen to for most of the students. A teacher in such cases can use audio-visual presentations so the students enjoy the lecture and understand the concepts rather feeling bored in listening to lectures. An academic or an researcher who is working in a college might have significant knowledge in a subject but when is asked to deliver a lecture in a particular topic his focus should be on delivering the topic efficiently so that all the students will understand the topic, if he is unable to deliver a lecture properly his knowledge is not of much use to his students. In graduate schools a teacher might not have to teach a trivialize a topic to teach to it to all students as most of the students might have a fair knowledge of the subject being taught. Hence it is very much important for a teacher to understand the needs of his students while teaching than having a good knowledge in the subject being taught for efficient delivery of lecture.
  25. I have received an offer for both programs and need to make a decision until next week for the CEMFI offer (cannot be further extended). I already have a MRes in Economics from another university, my main research interests are development, labor, IO and applied micro. Not yet sure I am interested in becoming a tenured professor, I am mainly considering academic positions at international organizations and think tanks (e.g. World Bank Development Research Group). CEMFI (Doctoral track, 5-6 years) - fully funded, generally well endowed - not necessarily the best place for development, but they have good people in different fields, might be able to broaden my horizons and be less specialised, also research interests can change over time - better overall education (more comparable to some US programs), supervision and preparation for the academic job market, professors care a lot about their PhD students - small department, can be both good and bad, as explained above - can tailor the curriculum to my interests, elective classes on topics that I haven't studied before - very good academic placements (in Europe) - very close knit community, both among students and with respect to professors - access to data through the bank of spain, but not much data on developing countries - quality of life in Madrid may be better - locational advantage for me personally (my boyfriend is Spanish, we have many friends there and would be closer to his family) Oxford (DPhil PRS, 4-5 years) - no funding for the first year, not secured for the following years, would have to teach/RA substantially or pay out of own pocket if not offered scholarship subsequently (only around 40% of students are fully funded); in short: it's a pain... - chaotic and I quote "medieval" structures, no cohesive economics department, very dispersed - less thorough coursework, more direct access to research stage - you can be both very independent or very proactive and close to your supervisors as a PhD student - 3-4 professors that work on exactly my topics of interest and are interested in supervising me - data I would need for my current research ideas is available - great for development if I am 100% sure I want to specialise in this area, many seminars/events in this field etc. and other students with the same interests - connections to World Bank/placements in policy-related research sphere, overall prestige/brand name - small city, but special kind of atmosphere, lots of activities for students, did I mention Harry Potter already - my boyfriend won't be able to come with me and find a job, brexit?! I know in the end nobody else can make this decision for me and it mostly depends on my personal preferences and goals, but given this information, I would still be happy to have your advice, as I am having a hard time deciding... Thanks!
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