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A student came to see me for advising today, and that's all good and well. Unfortunately, zie came to see me about a problem that requires pretty extensive specialized knowledge handled by a special office on campus. But the special office on campus had sent hir to me, saying that I was supposed to be the one to know.
Seriously, people?
We talked, and I provided what help I could, and then I called the special office, and voila, I got put through to someone, and then I handed the phone to the student, and then the someone (it seemed) explained the issues so that the student could make an informed decision and gave the student another person's name in another office with a specific request to make for that person for further help.
Why is it that the special office gave the student a run around? And thank goodness, they didn't give me the same run around? But really, students are supposed to be important to us, so they should treat students at least as well as they treat faculty folks.
For what it's worth, I know nothing terribly useful about drug counseling, rental housing laws, financial aid, autism or other disabilities, alcoholism, admissions procedures, MCATs, or a ton of other things for which we have special offices that are supposed to help students. And they know nothing much about Shakespeare. That's fair, but I don't send them Shakespeare students looking for help understanding metadrama or quarto construction, do I?
13 Ekim 2012 Cumartesi
Adapt or Cry
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I totally changed the composition course today. Well, not totally, since it still follows the big overarching plan that we're supposed to share with all the other sections.
But the biking part? That's totally gone.
The students hated it. They don't want to talk about biking. And their hatred (well, mostly) meant that I was constantly dealing with glowering students. And I don't need that.
So today, we brainstormed what they'd like to learn and write about, and put a big list on the board, and then narrowed the list, and then narrowed further, and they'll be choosing from these three topics:
Local Sports Team (and alas, its' not Omega Pharma or Sky)
Desserts (yep, I checked the spelling, so not the dry areas)
The Election
Now they have a project to find stuff, but that's fine because they aren't going to make me miserable, and they'll find good stuff (at least in aggregate) because they're finding stuff about stuff they care about.
And I won't be made miserable.
And they'll learn what they need to learn about writing, and maybe they won't be miserable either.
These are all good things.
But the biking part? That's totally gone.
The students hated it. They don't want to talk about biking. And their hatred (well, mostly) meant that I was constantly dealing with glowering students. And I don't need that.
So today, we brainstormed what they'd like to learn and write about, and put a big list on the board, and then narrowed the list, and then narrowed further, and they'll be choosing from these three topics:
Local Sports Team (and alas, its' not Omega Pharma or Sky)
Desserts (yep, I checked the spelling, so not the dry areas)
The Election
Now they have a project to find stuff, but that's fine because they aren't going to make me miserable, and they'll find good stuff (at least in aggregate) because they're finding stuff about stuff they care about.
And I won't be made miserable.
And they'll learn what they need to learn about writing, and maybe they won't be miserable either.
These are all good things.
One of Those Things I Don't Get
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There's this famous story, you know, the one about the guy in the grocery store.
I don't get the appeal.
Yes, I get the idea that the narrator is a young, straight, male, sexist, ageist asshole. I just don't care. I am inundated by a media full of young, straight, sexist, ageist representations (and mostly white, too, though I'm not assuming that about the narrator and I don't know enough about certain geographic areas and hiring practices to know, though my guess would be very white). If I'm going to read straight, male (white) sexist stuff, it better be damned amazing. And most of it isn't.
I'm not impressed that he thinks he's doing the world a favor, or that his mommy ironed his shirt.
I'm not impressed that he thinks the world is going to be a tougher place because he didn't kiss the ass of a man slightly higher on the work ladder, because he's still a young, straight male in a world ruled by straight males. And yes, the world's tough.
And yes, his family drinks Schlitz and isn't rich. He's still a straight white male in a world ruled by straight white males. And yes, other people are rich, and doesn't he have it tough, because golly, he's a straight male, after all.
So what's the genius of this story? Why is this one of the fix or six stories that students always seem to read in certain classes?
I don't get the appeal.
Yes, I get the idea that the narrator is a young, straight, male, sexist, ageist asshole. I just don't care. I am inundated by a media full of young, straight, sexist, ageist representations (and mostly white, too, though I'm not assuming that about the narrator and I don't know enough about certain geographic areas and hiring practices to know, though my guess would be very white). If I'm going to read straight, male (white) sexist stuff, it better be damned amazing. And most of it isn't.
I'm not impressed that he thinks he's doing the world a favor, or that his mommy ironed his shirt.
I'm not impressed that he thinks the world is going to be a tougher place because he didn't kiss the ass of a man slightly higher on the work ladder, because he's still a young, straight male in a world ruled by straight males. And yes, the world's tough.
And yes, his family drinks Schlitz and isn't rich. He's still a straight white male in a world ruled by straight white males. And yes, other people are rich, and doesn't he have it tough, because golly, he's a straight male, after all.
So what's the genius of this story? Why is this one of the fix or six stories that students always seem to read in certain classes?
Conversation with a High Schooler
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My phone rings.
Hello.
"Hi Aunt Bardiac." (It's my niece/nephew, in high school.)
Hi [Name]!
silence
How are you?
"Okay."
Life treating you well?
"Okay."
What are you up to?
"Nothing."
At which point, I want to say, hey, YOU called me! It's your turn to say something.
And after a few more minutes of monosyballic responses, my niece/nephew gets to the point, which happens to be some question of moderate import.
Now, niece/nephew used to be able to carry on a conversation and actually say stuff, but I think there's a thing that happens, and suddenly, monosyllables.
The thing is, I remember being monosyllabic for YEARS whenever any adult tried to have a conversation with me. I was too embarrassed, too shy, too angry, too defensive (depending on the circumstances) to talk to pretty much any adult. And it took me YEARS to get over that.
Now I feel bad for all the adults who had to put up with me for all those years. So, adults who put up with me, I'm sorry. I apologize for the many years of monosyllables.
Hello.
"Hi Aunt Bardiac." (It's my niece/nephew, in high school.)
Hi [Name]!
silence
How are you?
"Okay."
Life treating you well?
"Okay."
What are you up to?
"Nothing."
At which point, I want to say, hey, YOU called me! It's your turn to say something.
And after a few more minutes of monosyballic responses, my niece/nephew gets to the point, which happens to be some question of moderate import.
Now, niece/nephew used to be able to carry on a conversation and actually say stuff, but I think there's a thing that happens, and suddenly, monosyllables.
The thing is, I remember being monosyllabic for YEARS whenever any adult tried to have a conversation with me. I was too embarrassed, too shy, too angry, too defensive (depending on the circumstances) to talk to pretty much any adult. And it took me YEARS to get over that.
Now I feel bad for all the adults who had to put up with me for all those years. So, adults who put up with me, I'm sorry. I apologize for the many years of monosyllables.
Begin Headbanging
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It's that time of the semester, that time when a lot of first year students come banging head first into the wall of expectations and find that they can't hop over with ease. They hopped over with ease in high school, they tell me, but now they have too much to do.
How much are you working, I ask? How hard?
And then I tell them that we expect 2-3 hours outside of class for each hour of class time, and they do the math and maybe realize that our expectations are greater than what they've been doing. And then they rise to meet our expectations.
In an ideal world, that happens. In a less ideal world, they want us to tell them that it's okay, that they're fine and don't have to change a thing.
But we're asking them to make changes, often big, dramatic changes. And most of them will make some changes, perhaps not quite what I'd wish, but enough to do well enough.
In my fantasy world, there's a way to convince most students coming to college that they really do need to work hard, and that what they've done previously doesn't meet our expectations now. In my real world, the only way to convince students is through painful experience. Or experiences.
I hate these conversations. I wish I could make them easier.
How much are you working, I ask? How hard?
And then I tell them that we expect 2-3 hours outside of class for each hour of class time, and they do the math and maybe realize that our expectations are greater than what they've been doing. And then they rise to meet our expectations.
In an ideal world, that happens. In a less ideal world, they want us to tell them that it's okay, that they're fine and don't have to change a thing.
But we're asking them to make changes, often big, dramatic changes. And most of them will make some changes, perhaps not quite what I'd wish, but enough to do well enough.
In my fantasy world, there's a way to convince most students coming to college that they really do need to work hard, and that what they've done previously doesn't meet our expectations now. In my real world, the only way to convince students is through painful experience. Or experiences.
I hate these conversations. I wish I could make them easier.
12 Ekim 2012 Cuma
Making an adjustment for faulty goods
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| Dear Sirs,Thank you for your letter of 26 January.We are very sorry to hear about the difficulties you are having with your new 4CP60 printing press.When our engineers installed the machine last month, they satisfied themselves that it was functioning perfectly. They did, however, have some reservations about the ability of your operatives to carry out routine preventive maintenance.We believe it is essential that one of our engineers come to your factory for a period of two weeks for the purpose of: 1. putting the press into perfect working order; 2. training at least two of your operatives in routine preventive maintenance.We hope you will agree to our proposal. There will be no charge since the press is still under guarantee.We apologize for any inconvenience you have had.Yours faithfully | Useful phrasesLine 2We are very sorry to hear about the difficulties you are having with your…Line 5They did have some reservations about the ability of your operatives to carry out routine preventive maintenance.Line 7We believe it is essential that one of our . . . come to your factory for a period of ... for the purpose of...Line 13We apologize for any inconvenience you have had. NotesPara. 1Identify the reference. Para. 2Mention the complaint. Para. 3Give your opinion on the cause of the problem.Para. 4Suggest practical steps to remedy the problem.Para. 5Offer the serivce sincerely. Para. 6Apologize for the inconvenience. | |
| CommentsThe machine involved is very expensive. It is still under guarantee, so the supplier is willing to get involved in the recurring expense of future visits by engineers. A practical solution in the form of training for the local operatives is offered. | Alternative phrasesLine 2 I regret to learn of. . .Line 4 …they were satisfied that it was working properly.Line 5 They were not, however, confident about...Line 6 ...to perform routine maintenance.Line 7 We would like to suggest that. . .Line 11 ... because the press is still . . .Line 13 We offer our apologies for . . . | |
Making an adjustment for losses
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| Mr. G P Snow 8 Route du Sud Grasse FranceDear Mr. Snow,Thank you for your letter of 1 October regarding the loss of part of your consignment of household goods.The two staff members responsible for the move have admitted that the van was left unattended and open for an hour during unloading. They suspect that pilferage occurred during this period.Would you please send a complete inventory of the missing goods and their value. You should inform the police at your end of the loss.For our part, we will contact our insurance company. They cover all goods in our charge and we have an all-risks policy on your goods.We will get this matter resolved as soon as possible and hope to compensate you for your loss in the near future.Our sincerest apologies for the inconvenience.Yours sincerely, | Useful phrasesLine 4. . . pilferage occurred during this period.Line 6Would you please send a complete inventory of the missing goods and their value.Line 7You should inform the police at your end of the loss.Line 10We will get this matter resolved as soon as possible and hope to compensate you for your loss in the near future. NotesPara. 1Identify the reference. Para. 2Explain what you think has happenedPara. 3Advise the client what to do.Para. 4Say what you are going to do.Para. 5Assure the client that you will resolve the matter.Para. 6Offer your apologies. | |
| CommentsThe company acknowledges that it is probably responsible for the losses. It gives advice and promise the client to compensate. | Alternative phrasesLine 1 We are in receipt of your letter . . .Line 3 ... that they left the van unattended .Line 4 ... that the goods were stolen ...Lines 6 ... send a list. . .Line 10 We will resolve this matter . . . | |
Replacing merchandise
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| Mme A Legrand Montrouge et cie 7 Avenue de la Paix CaenNormandy FranceDear Mme Legrand, Thank you for your letter regarding your order no. 343, delivered last week.We are sorry to hear of the breakages which occurred in transit. We pack our shipments with great care but there are occasions when the merchandise is mishandled along the way.I have your inventory of the broken items. We shall make up a consignment of replacements which should reach you shortly.Please hold the broken items for possible insurance inspection. I have lodged a claim with our insurer for the loss.Our apologies for the inconvenience. Yours sincerely, | Useful phrases Line 2We are sorry to hear of the breakages which occurred in transit.Line 2We pack our shipments with great care but there are occasions when . . .Line 4We shall make up a consignment of replacements which should reach you shortly.Line 6Please hold the broken items for possible insurance inspection. NotesPara. 1Identify the reference. Para. 2Apologize for the problem.Para. 3Say what action you are going to take.Para. 4Advise the client of any steps that should be taken.Para. 5Apologize for the inconvenience. | |
| CommentsThe letter frankly admits responsibility and states the steps which will be taken to replace the goods. It informs the client of what needs to be done by both parties. | Alternative phrasesLine 1 ... which was delivered . . .Line 2 We regret the breakages . . .Line 3 ... but the merchandise is sometimes mishandled . .Line 6 Please retain the broken items . . .Line 6 I have made a claim . . . | |
Wrong order shipped
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| J Singh &l Company 4 Sabagh Street Abu Dhabi UAE Dear Sirs,Thank you for your letter of 20 May regarding your order no. 645.We are sorry to learn that there was a mix-up in your order. We are now sending the consignment to you by airfreight. It should be with you within a week.The necessary documentation will be sent under separate cover.Please hold the goods which were wrongly shipped for collection.We offer our sincere apologies for the delay. Should you have any further problems, please do not hesitate to contact us immediately. Yours faithfully, | Useful phrasesLine 2We are sorry to learn that there was a mix-up with your order.Line 5Please hold the goods which were wrongly shipped for collection.Line 6We offer our sincere apologies for the delay. NotesPara. 1Identify the reference. Para. 2Apologize for the problem and say what you are going to do.Para. 3Refer to the documentation.Para. 4Tell the customer what to do with the wrong goods.Para. 5Apologize for the delay. | |
| CommentsThe letter apologizes for the mistake. It makes clear that the vendor will act immediately to ship the correct goods. Using airfreight will minimize the delay. | Alternative phrasesLine 1 ... in respect of your order .Line 2 We regret to hear that. . .Line 3 You should receive it. .Line 4 The relevant documents . . . | |
Dealing with a dissatisfied customer
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| Mile Lauren Legros Hypermarche Legros Route du Sud Paris FranceDear Mile Legros,Thank you for your letter of 25 September telling me about your 1 unpleasant experience with our Paris representative.I apologize for the way he acted, and would like to rectify the situation 3 as soon as possible.You are absolutely right. I have checked with our export department and a mistake was made in your order no. 454.Our representative's refusal to check the consignment against your order was quite unforgivable. The matter is now in hand, and you will receive the 8 missing goods within the next ten days. Please do not hesitate to contact me again should you have any further problems with our representative.Yours sincerely, | Useful phrasesLine 3I apologize for the way he acted, and would like to rectify the situation as soon as possible.Line 7Our representative's refusal to check the consignment against your order was quite unforgivable.Line 8The matter is now in hand. Line 10Please do not hesitate to contact me again should you have any further problems with our representative.NotesPara. 1Identify the complaint. Para. 2Apologize and promise action.Para. 3Give the results of your investigation.Para. 4Say what you are going to do.Para. 5End with a friendly message. | |
| CommentsThe letter tries to placate the dissatisfied customer by agreeing with her and promising prompt action. | Alternative phrasesLine 3 Please accept my apologies for . . .Line 3 ... would like to put the matter right.Line 6 ... we made a mistake in . . .Line 7 ... was quite unpardonable.Line 8 We are dealing with the matter . . . Line 10 ... if you have any further problems . . | |
11 Ekim 2012 Perşembe
Meeting our faculty: Prof. Taddei
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Filippo Taddei is the new full-time junior economist at SAIS Bologna, succeeding Çiğdem Akin, who is teaching at SAIS DC now.
Prof. Taddei will be teaching two courses that most students take while at SAIS. Worth getting to know!
Have a look at his latest work, published in the Journal of International Economics: "International capital flows and credit market imperfections: A tale of two frictions".
-------------------------------
What courses are you teaching?
Macroeconomics and International Monetary Theory
Your degrees?
Ph.D, M.Phil and M.A. from Columbia University; Laurea, University of Bologna
Where have you taught?
I have taught at a few places. I started at the School of International and Public Affairs (SIPA) at Columbia University, where I worked for two years. Then I moved to the Collegio Carlo Alberto in Torino, a new research center established in 2005, where I taught Macro and International Economics for 5 years.
How long have you been teaching at SAIS Bologna?
I taught International Monetary Theory last year, but my real start is this term.
A link to a recent publication by you?
http://dl.dropbox.com/u/1535575/2imperfections.pdf
Anything special about SAIS Bologna?
Like many of our students, I'm new to the place, but so far it's all very interesting.
Anything special about Bologna?
It's a good representation of Italy. It has a lot of potential, but it's not clear whether it will take full advantage of it.
Your favorite book?
It's an Italian novel by Calvino: "Il cavaliere inesistente" ("The Nonexistent Knight").
Hobby?
Soccer. Definitely soccer.
A quote?
"Intelligence is one of the most overrated virtues in human history."
Prof. Taddei will be teaching two courses that most students take while at SAIS. Worth getting to know!
Have a look at his latest work, published in the Journal of International Economics: "International capital flows and credit market imperfections: A tale of two frictions".
-------------------------------
What courses are you teaching?
Macroeconomics and International Monetary Theory
Your degrees?
Ph.D, M.Phil and M.A. from Columbia University; Laurea, University of BolognaWhere have you taught?
I have taught at a few places. I started at the School of International and Public Affairs (SIPA) at Columbia University, where I worked for two years. Then I moved to the Collegio Carlo Alberto in Torino, a new research center established in 2005, where I taught Macro and International Economics for 5 years.
How long have you been teaching at SAIS Bologna?
I taught International Monetary Theory last year, but my real start is this term.
A link to a recent publication by you?
http://dl.dropbox.com/u/1535575/2imperfections.pdf
Anything special about SAIS Bologna?
Like many of our students, I'm new to the place, but so far it's all very interesting.
Anything special about Bologna?
It's a good representation of Italy. It has a lot of potential, but it's not clear whether it will take full advantage of it.
Your favorite book?
It's an Italian novel by Calvino: "Il cavaliere inesistente" ("The Nonexistent Knight").
Hobby?
Soccer. Definitely soccer.
A quote?
"Intelligence is one of the most overrated virtues in human history."
And here's the winner of our photo contest
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She runs marathons and speaks Mandarin. She graduated from Skidmore College magna cum laude with honors. She practices Krav Maga.
Meet the winner of our photo contest: Megan Rhodes.
Here is the picture that drew the most votes:
A picture might be worth a thousand words but it rarely tells the whole story. The photo captures Megan, an MIPP candidate at SAIS Bologna this year, running a half marathon on, yes, the Great Wall of China. She finished top of her age group and was the first American across the line.
"The race was mostly run in a surrounding village, replete with adorable children giving you high fives and giddily chirping 'Hello!' in English," she said. "There was a small goat path, and we formed a single line to use a rope to get off the wall."
Megan ran the Beijing marathon in 2010 and has also run the 42.2-km race in San Diego and New Hampshire. To train for the Beijing run, because of heavy air pollution Megan trained mostly on a treadmill, including a 3-1/2 hour run on the machine. Ouch.
Never one to shun a challenge, here is Megan bungee jumping at the Long Qing gorges outside Beijing, where she lived for 5 years before coming to Bologna last month:
What is Megan's mystery prize? A free lunch with Amina and me in a Bologna restaurant. (Please don't say second prize is two free lunches with us.)
The contest involved photographs by incoming students that were included in this slideshow.
Here are the runners-up, all students at SAIS Bologna this year:
Meet the winner of our photo contest: Megan Rhodes.
Here is the picture that drew the most votes:
A picture might be worth a thousand words but it rarely tells the whole story. The photo captures Megan, an MIPP candidate at SAIS Bologna this year, running a half marathon on, yes, the Great Wall of China. She finished top of her age group and was the first American across the line."The race was mostly run in a surrounding village, replete with adorable children giving you high fives and giddily chirping 'Hello!' in English," she said. "There was a small goat path, and we formed a single line to use a rope to get off the wall."
Megan ran the Beijing marathon in 2010 and has also run the 42.2-km race in San Diego and New Hampshire. To train for the Beijing run, because of heavy air pollution Megan trained mostly on a treadmill, including a 3-1/2 hour run on the machine. Ouch.
Never one to shun a challenge, here is Megan bungee jumping at the Long Qing gorges outside Beijing, where she lived for 5 years before coming to Bologna last month:
What is Megan's mystery prize? A free lunch with Amina and me in a Bologna restaurant. (Please don't say second prize is two free lunches with us.)
The contest involved photographs by incoming students that were included in this slideshow.
Here are the runners-up, all students at SAIS Bologna this year:
 |
| by David Gorgani |
 |
| by Leslie Yun |
 |
| by Marwa Abdou |
Bet you can't solve this puzzle
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Any chess players out there?
Last year Marijn Willem Otte, then a student at SAIS Bologna, responded to a call from our Admissions Office for photos, magnets and mementos with a chess problem, pictured here.
The problem has remained on our bulletin board, and no one has yet solved the problem. Marijn put the solution to the problem in an envelope, which has remained sealed ever since.
Here's the challenge: A game begins with 1.e4 and ends in the fifth move with knight takes rook mate.
"With only five moves deep, the solution is simple, elegant and stunning," Marijn said. "Some of the greatest chess minds of the century could not solve it, yet there have been cases of amateurs solving it overnight."
For some amusing anecdotes about the puzzle, including one about a stumped Garry Kasparov, click here.
Marijn, who is studying at SAIS DC this year, has a distinguished record in chess. He is a FIDE Master with two international master performances; he participated twice in the world university student chess championship.
Think you have the answer? Send it to admissions@jhubc.it and if you're the first, you win a SAIS Bologna tee shirt.
Nelson Graves
Last year Marijn Willem Otte, then a student at SAIS Bologna, responded to a call from our Admissions Office for photos, magnets and mementos with a chess problem, pictured here.The problem has remained on our bulletin board, and no one has yet solved the problem. Marijn put the solution to the problem in an envelope, which has remained sealed ever since.
Here's the challenge: A game begins with 1.e4 and ends in the fifth move with knight takes rook mate.
"With only five moves deep, the solution is simple, elegant and stunning," Marijn said. "Some of the greatest chess minds of the century could not solve it, yet there have been cases of amateurs solving it overnight."
For some amusing anecdotes about the puzzle, including one about a stumped Garry Kasparov, click here.
Marijn, who is studying at SAIS DC this year, has a distinguished record in chess. He is a FIDE Master with two international master performances; he participated twice in the world university student chess championship.
Think you have the answer? Send it to admissions@jhubc.it and if you're the first, you win a SAIS Bologna tee shirt.
Nelson Graves
"This is what we came here for."
To contact us Click HERE
Felix Amrhein is a SAIS Bologna student from Germany. He offered us these thoughts as the fall term got under way:
We knew this day would come. Pre-term is over; now the real thing starts.
The fall schedule has kicked in, readings are taking up more and more time and there are so many essential things to do: readings for classes, statements of motivation for classes or student government applications, choosing paper topics, setting up resume-formatting sessions, internship research, organizing the club fair and heading to the supermarket to make sure there is food in the fridge should I get the chance to head home for a snack.
There is no way to be bored.
I realize something I had not yet fully grasped: This experience is not just some nice readings on a few subjects combined with lots of travel and a vibrant social life, but hard work that requires determination and time-management skills.
We have been told about the three S's: Study, Sleep, Social life. Now we have to juggle these three demands while being acutely aware that we have only one year here. Others have succeeded, and so we will too!
But there is more to this than just hard work, sleep deprivation and desperate efforts to have a life outside the library and the classroom. There is the knowledge and anticipation that once this challenge is met, we will look back on this experience with a feeling of accomplishment that is going to be more rewarding that anyone can imagine today.
Considering the hard work we put into this program, we should not forget that we were given the chance to study in one of the most beautiful cities in Europe, with opportunities to travel through Italy, and are part of the most amazing group of people I have ever met.
This is what we came here for and this is what we will do. Today I can finally say I am ready for this amazing experience.
We knew this day would come. Pre-term is over; now the real thing starts.
The fall schedule has kicked in, readings are taking up more and more time and there are so many essential things to do: readings for classes, statements of motivation for classes or student government applications, choosing paper topics, setting up resume-formatting sessions, internship research, organizing the club fair and heading to the supermarket to make sure there is food in the fridge should I get the chance to head home for a snack.
There is no way to be bored.
 |
| Felix Amrhein |
We have been told about the three S's: Study, Sleep, Social life. Now we have to juggle these three demands while being acutely aware that we have only one year here. Others have succeeded, and so we will too!
But there is more to this than just hard work, sleep deprivation and desperate efforts to have a life outside the library and the classroom. There is the knowledge and anticipation that once this challenge is met, we will look back on this experience with a feeling of accomplishment that is going to be more rewarding that anyone can imagine today.
Considering the hard work we put into this program, we should not forget that we were given the chance to study in one of the most beautiful cities in Europe, with opportunities to travel through Italy, and are part of the most amazing group of people I have ever met.
This is what we came here for and this is what we will do. Today I can finally say I am ready for this amazing experience.
Next online information session: October 24
To contact us Click HERE
Our next online information session is set for Wednesday, October 24 at noon Italy time (1000 GMT).
This is a good chance for anyone interested in graduate study to learn more about SAIS Bologna. All you need to participate is a computer with an Internet connection, plus a phone to make a local or toll-free call.
Here are instructions for connecting, including local and toll-free numbers.
This month we will pay special attention to letters of recommendation -- one of the key elements of any candidate's dossier. Participants will be able to ask questions either over the phone or by chat.
To participate in the session, a participant needs to take two steps:
The second connection ensures quality audio.
If you have any questions about the session, feel free to write to admissions@jhubc.it or call us at +39 051 29 17 847.
We listed other coming information sessions, including some in other European cities, in Tuesday's post. The next online sessions will be:
- November 28 at 5 pm Italy time (1600 GMT)
- December 19 at noon Italy time (1100 GMT)
Nelson Graves
This is a good chance for anyone interested in graduate study to learn more about SAIS Bologna. All you need to participate is a computer with an Internet connection, plus a phone to make a local or toll-free call.
Here are instructions for connecting, including local and toll-free numbers.This month we will pay special attention to letters of recommendation -- one of the key elements of any candidate's dossier. Participants will be able to ask questions either over the phone or by chat.
To participate in the session, a participant needs to take two steps:
- connect to the Adobe Connect platform via one's computer
- connect to a teleconference number using a phone
The second connection ensures quality audio.
If you have any questions about the session, feel free to write to admissions@jhubc.it or call us at +39 051 29 17 847.
We listed other coming information sessions, including some in other European cities, in Tuesday's post. The next online sessions will be:
- November 28 at 5 pm Italy time (1600 GMT)
- December 19 at noon Italy time (1100 GMT)
Nelson Graves
10 Ekim 2012 Çarşamba
One of Those Things I Don't Get
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There's this famous story, you know, the one about the guy in the grocery store.
I don't get the appeal.
Yes, I get the idea that the narrator is a young, straight, male, sexist, ageist asshole. I just don't care. I am inundated by a media full of young, straight, sexist, ageist representations (and mostly white, too, though I'm not assuming that about the narrator and I don't know enough about certain geographic areas and hiring practices to know, though my guess would be very white). If I'm going to read straight, male (white) sexist stuff, it better be damned amazing. And most of it isn't.
I'm not impressed that he thinks he's doing the world a favor, or that his mommy ironed his shirt.
I'm not impressed that he thinks the world is going to be a tougher place because he didn't kiss the ass of a man slightly higher on the work ladder, because he's still a young, straight male in a world ruled by straight males. And yes, the world's tough.
And yes, his family drinks Schlitz and isn't rich. He's still a straight white male in a world ruled by straight white males. And yes, other people are rich, and doesn't he have it tough, because golly, he's a straight male, after all.
So what's the genius of this story? Why is this one of the fix or six stories that students always seem to read in certain classes?
I don't get the appeal.
Yes, I get the idea that the narrator is a young, straight, male, sexist, ageist asshole. I just don't care. I am inundated by a media full of young, straight, sexist, ageist representations (and mostly white, too, though I'm not assuming that about the narrator and I don't know enough about certain geographic areas and hiring practices to know, though my guess would be very white). If I'm going to read straight, male (white) sexist stuff, it better be damned amazing. And most of it isn't.
I'm not impressed that he thinks he's doing the world a favor, or that his mommy ironed his shirt.
I'm not impressed that he thinks the world is going to be a tougher place because he didn't kiss the ass of a man slightly higher on the work ladder, because he's still a young, straight male in a world ruled by straight males. And yes, the world's tough.
And yes, his family drinks Schlitz and isn't rich. He's still a straight white male in a world ruled by straight white males. And yes, other people are rich, and doesn't he have it tough, because golly, he's a straight male, after all.
So what's the genius of this story? Why is this one of the fix or six stories that students always seem to read in certain classes?
My Brain Leaks Out
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I just spent 45 minutes in a meeting.
It should have taken three minutes. There were seven other faculty members there, and a deanling.
Every week, pretty much all year, we meet. And often, as today, we are supposed to approve these forms filled out by departments. We also approve other forms, and do some other stuff, but mostly, we approve these forms, call them form A.
In my memory (and this is my fourth year in this special hell), we have never not approved a form A.
Doesn't this lead you to wonder if we should really have seven or more faculty members spending a half an hour a week to approve forms which will be approved, period, no matter what?
It leads me to wonder that. Why, if there's never a possibility that a form won't be approved, do we go through the approval process? And why do we have seven faculty members taking that time. Today it was 45 minutes. Another time it might be more. And that's just in the meeting.
Imagine, if it's half an hour. That's three and a half hours of faculty time, or nearly half of a working day of faculty time in that one meeting.
Surely, we all have better things to do?
Except the deanling doesn't. The deanling wants to talk about these forms because approving them is really important, and they have to be approved by faculty folks, though they've never not been approved (in my memory).
Let's see, imagine out of the 30 weeks of school, we have 22 meetings (spring tends to have some cancelled meetings). And in each meeting, we waste half an hour of time. And I've been on this committee three years already, and am in my fourth. 11 wasted hours per academic year (just in the meetings), times four years, is over a working week (well, a normal person's working week, anyway).
Times seven faculty members. That's half a semester of wasted time over four years. And that's me estimating conservatively (and that's the only conservative thing I'm going to do in this post, so there).
I think the deanling wants to believe hir job is important and actually matters, but it's all just paper pushing.
When I spent 5 years in a phud program, this isn't how I imagined wasting my life away.
It should have taken three minutes. There were seven other faculty members there, and a deanling.
Every week, pretty much all year, we meet. And often, as today, we are supposed to approve these forms filled out by departments. We also approve other forms, and do some other stuff, but mostly, we approve these forms, call them form A.
In my memory (and this is my fourth year in this special hell), we have never not approved a form A.
Doesn't this lead you to wonder if we should really have seven or more faculty members spending a half an hour a week to approve forms which will be approved, period, no matter what?
It leads me to wonder that. Why, if there's never a possibility that a form won't be approved, do we go through the approval process? And why do we have seven faculty members taking that time. Today it was 45 minutes. Another time it might be more. And that's just in the meeting.
Imagine, if it's half an hour. That's three and a half hours of faculty time, or nearly half of a working day of faculty time in that one meeting.
Surely, we all have better things to do?
Except the deanling doesn't. The deanling wants to talk about these forms because approving them is really important, and they have to be approved by faculty folks, though they've never not been approved (in my memory).
Let's see, imagine out of the 30 weeks of school, we have 22 meetings (spring tends to have some cancelled meetings). And in each meeting, we waste half an hour of time. And I've been on this committee three years already, and am in my fourth. 11 wasted hours per academic year (just in the meetings), times four years, is over a working week (well, a normal person's working week, anyway).
Times seven faculty members. That's half a semester of wasted time over four years. And that's me estimating conservatively (and that's the only conservative thing I'm going to do in this post, so there).
I think the deanling wants to believe hir job is important and actually matters, but it's all just paper pushing.
When I spent 5 years in a phud program, this isn't how I imagined wasting my life away.
Internet Grinch
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A colleague sent out an announcement about good news to a whole slew of email lists including departmental lists, college lists, etc. There are a LOT of people on the lists.
I hit reply and congratulated the colleague, and wished well. I'm sure some other folks did that.
But yes, a surprising number of people hit reply all, so that we can all read their messages of congratulations. Really.
And of course, were I to send something out suggesting that perhaps reply all is not necessary, I would be the worst and meanest, nastiest, most despicable person ever.
But people, most stuff broadcast widely does not require a reply all to share your congratulations.
I hit reply and congratulated the colleague, and wished well. I'm sure some other folks did that.
But yes, a surprising number of people hit reply all, so that we can all read their messages of congratulations. Really.
And of course, were I to send something out suggesting that perhaps reply all is not necessary, I would be the worst and meanest, nastiest, most despicable person ever.
But people, most stuff broadcast widely does not require a reply all to share your congratulations.
Nerd Despair
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My seminar students are working in groups to bring in critical essays for which they're supposed to lead a discussion that focuses on the argument as an argument. It's not going well. Today, the group chose an essay that uses a postmodern structure to make an argument for a postmodern reading(s) of a play. It's not a bad essay, not at all, but it's hard. And the group sort of bombed.
The essay basically jumps up and down waving and says, "I'm doing this as a postmodern essay to make a postmodern argument!" because making a postmodern argument without a postmodern structure would be less effective.
The thing is, my students didn't recognize that gesture (which was more jumping up and down waving a bright flag than subtle), and so couldn't make out what the argument was doing. And it took me a while to figure out that they weren't. So then I sort of stopped things and had them read the first part of the jumping up and down paragraph, and learned that they had no clue what "postmodern" might mean, nor what "modern" means. And then I despaired. And tried to teach them (by showing them graphic art, because you can look at a cubist piece and know it's doing something really different from a Turner). And maybe it worked a little, and maybe it didn't.
I guess the whole thing just brings out two real weaknesses in our English majors' preparation and training.
1) They have no idea of intellectual movements.
2) They haven't read much, so they don't have lots to compare things to.
I'd rather not think of myself as a stodgy old traditionalist, but maybe I am. But I think when you say "Renaissance" or "Modernism" or "Realism," an English major should be able to name a century and think of a piece of literature or art that might fit, and be able to tell you in what ways it fits.
I was venting to a colleague about my class, and my colleague, commiserating, said that she'd had a student in a class recently complain that everyone talked about Heart of Darkness but that she'd never read it. And, fortunately for my colleague's sanity, the other students in the class said that she should go out and read it.
(I hear there are these places called "public libraries" where they'll let you borrow a book for two weeks FOR FREE! And you can renew it, even!)
I'm going to go yell at the neighbor kids to get offa my lawn now.
The essay basically jumps up and down waving and says, "I'm doing this as a postmodern essay to make a postmodern argument!" because making a postmodern argument without a postmodern structure would be less effective.
The thing is, my students didn't recognize that gesture (which was more jumping up and down waving a bright flag than subtle), and so couldn't make out what the argument was doing. And it took me a while to figure out that they weren't. So then I sort of stopped things and had them read the first part of the jumping up and down paragraph, and learned that they had no clue what "postmodern" might mean, nor what "modern" means. And then I despaired. And tried to teach them (by showing them graphic art, because you can look at a cubist piece and know it's doing something really different from a Turner). And maybe it worked a little, and maybe it didn't.
I guess the whole thing just brings out two real weaknesses in our English majors' preparation and training.
1) They have no idea of intellectual movements.
2) They haven't read much, so they don't have lots to compare things to.
I'd rather not think of myself as a stodgy old traditionalist, but maybe I am. But I think when you say "Renaissance" or "Modernism" or "Realism," an English major should be able to name a century and think of a piece of literature or art that might fit, and be able to tell you in what ways it fits.
I was venting to a colleague about my class, and my colleague, commiserating, said that she'd had a student in a class recently complain that everyone talked about Heart of Darkness but that she'd never read it. And, fortunately for my colleague's sanity, the other students in the class said that she should go out and read it.
(I hear there are these places called "public libraries" where they'll let you borrow a book for two weeks FOR FREE! And you can renew it, even!)
I'm going to go yell at the neighbor kids to get offa my lawn now.
Across Campus
To contact us Click HERE
I'm on a committee for the university, a small one, with a closely defined task. It's a lot of work, but it's fascinating. I don't often get to chat with people from really different areas about our common work, but we have a chance to do that in the context of our task, and it's quite an education. Something I take for granted here in my department, in my college, someone in another department or another college thinks totally differently about. Stuff they spend a lot of time thinking about, I may not.
It's fascinating.
It's also, I hear, sort of hard to get faculty to agree to do this extra task. I mentioned that to my chair, since we were having lunch today, and zie said something along the lines of, well, it counts for service, right? But I pointed out that it doesn't count for service in our department, since I'm still expected to carry my full department committee load. (I didn't point out that I had tried to get out of some of my department load in a conversation with hir because of this, and zie had said "no.")
Still, at least it's a really interesting committee.
It's fascinating.
It's also, I hear, sort of hard to get faculty to agree to do this extra task. I mentioned that to my chair, since we were having lunch today, and zie said something along the lines of, well, it counts for service, right? But I pointed out that it doesn't count for service in our department, since I'm still expected to carry my full department committee load. (I didn't point out that I had tried to get out of some of my department load in a conversation with hir because of this, and zie had said "no.")
Still, at least it's a really interesting committee.
9 Ekim 2012 Salı
And here's the winner of our photo contest
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She runs marathons and speaks Mandarin. She graduated from Skidmore College magna cum laude with honors. She practices Krav Maga.
Meet the winner of our photo contest: Megan Rhodes.
Here is the picture that drew the most votes:
A picture might be worth a thousand words but it rarely tells the whole story. The photo captures Megan, an MIPP candidate at SAIS Bologna this year, running a half marathon on, yes, the Great Wall of China. She finished top of her age group and was the first American across the line.
"The race was mostly run in a surrounding village, replete with adorable children giving you high fives and giddily chirping 'Hello!' in English," she said. "There was a small goat path, and we formed a single line to use a rope to get off the wall."
Megan ran the Beijing marathon in 2010 and has also run the 42.2-km race in San Diego and New Hampshire. To train for the Beijing run, because of heavy air pollution Megan trained mostly on a treadmill, including a 3-1/2 hour run on the machine. Ouch.
Never one to shun a challenge, here is Megan bungee jumping at the Long Qing gorges outside Beijing, where she lived for 5 years before coming to Bologna last month:
What is Megan's mystery prize? A free lunch with Amina and me in a Bologna restaurant. (Please don't say second prize is two free lunches with us.)
The contest involved photographs by incoming students that were included in this slideshow.
Here are the runners-up, all students at SAIS Bologna this year:
Meet the winner of our photo contest: Megan Rhodes.
Here is the picture that drew the most votes:
A picture might be worth a thousand words but it rarely tells the whole story. The photo captures Megan, an MIPP candidate at SAIS Bologna this year, running a half marathon on, yes, the Great Wall of China. She finished top of her age group and was the first American across the line."The race was mostly run in a surrounding village, replete with adorable children giving you high fives and giddily chirping 'Hello!' in English," she said. "There was a small goat path, and we formed a single line to use a rope to get off the wall."
Megan ran the Beijing marathon in 2010 and has also run the 42.2-km race in San Diego and New Hampshire. To train for the Beijing run, because of heavy air pollution Megan trained mostly on a treadmill, including a 3-1/2 hour run on the machine. Ouch.
Never one to shun a challenge, here is Megan bungee jumping at the Long Qing gorges outside Beijing, where she lived for 5 years before coming to Bologna last month:
What is Megan's mystery prize? A free lunch with Amina and me in a Bologna restaurant. (Please don't say second prize is two free lunches with us.)
The contest involved photographs by incoming students that were included in this slideshow.
Here are the runners-up, all students at SAIS Bologna this year:
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| by David Gorgani |
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| by Leslie Yun |
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| by Marwa Abdou |
Bet you can't solve this puzzle
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Any chess players out there?
Last year Marijn Willem Otte, then a student at SAIS Bologna, responded to a call from our Admissions Office for photos, magnets and mementos with a chess problem, pictured here.
The problem has remained on our bulletin board, and no one has yet solved the problem. Marijn put the solution to the problem in an envelope, which has remained sealed ever since.
Here's the challenge: A game begins with 1.e4 and ends in the fifth move with knight takes rook mate.
"With only five moves deep, the solution is simple, elegant and stunning," Marijn said. "Some of the greatest chess minds of the century could not solve it, yet there have been cases of amateurs solving it overnight."
For some amusing anecdotes about the puzzle, including one about a stumped Garry Kasparov, click here.
Marijn, who is studying at SAIS DC this year, has a distinguished record in chess. He is a FIDE Master with two international master performances; he participated twice in the world university student chess championship.
Think you have the answer? Send it to admissions@jhubc.it and if you're the first, you win a SAIS Bologna tee shirt.
Nelson Graves
Last year Marijn Willem Otte, then a student at SAIS Bologna, responded to a call from our Admissions Office for photos, magnets and mementos with a chess problem, pictured here.The problem has remained on our bulletin board, and no one has yet solved the problem. Marijn put the solution to the problem in an envelope, which has remained sealed ever since.
Here's the challenge: A game begins with 1.e4 and ends in the fifth move with knight takes rook mate.
"With only five moves deep, the solution is simple, elegant and stunning," Marijn said. "Some of the greatest chess minds of the century could not solve it, yet there have been cases of amateurs solving it overnight."
For some amusing anecdotes about the puzzle, including one about a stumped Garry Kasparov, click here.
Marijn, who is studying at SAIS DC this year, has a distinguished record in chess. He is a FIDE Master with two international master performances; he participated twice in the world university student chess championship.
Think you have the answer? Send it to admissions@jhubc.it and if you're the first, you win a SAIS Bologna tee shirt.
Nelson Graves
First impressions: La vita è bella
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Born in the United States to an Australian mother and Scottish father, Ian Muir is a triple citizen. He grew up in Washington, DC and Paris, and graduated in 2006 from Trinity College Dublin with a degree in chemistry. Ian spent the last five years working in the energy and climate change field, first as a consultant in Paris and DC and more recently as a Junior Fellow at the German Marshall Fund and with an education-focused nonprofit he co-founded with friends.
Ian will be concentrating on Energy, Resources and Environment at SAIS.
We asked Ian, who arrived for SAIS Bologna pre-term later than most as he attended pre-term in DC, to share his first impressions with us.
I may have spent the last five years at an international consultancy based in Washington, DC, but SAIS and the Bologna Center had already started feeling like old friends, even family.
My former office was at one point home to some 20 SAIS graduates who regaled me with tales of their bolognese experience, which they commonly referred to as the “best nine months of my life.” Living vicariously on these years of first-hand reports of this historical and beautiful city, I arrived in Bologna with nothing but the highest of expectations. Despite this grand failure of moderation on my part, I’ve faced disappointment only while learning that word’s Italian equivalent from my Neapolitan teacher, who, yes, has a penchant for wild gesticulation. (Hint: the word in Italian is nearly the same as in English.)
Rambling on endlessly about my newfound love for la vita quotidiana in Bologna would be easy, but I had better segue into the real reason I’m attending the SAIS Bologna Center: academics and community.
As one of the few students able to attend pre-term in DC, I arrived in Italy with an already strong sense of SAIS’s academic rigor and its keen focus on relationship-building.
Back Stateside, my Intermediate Microeconomics pre-term course could only be described as a tour-de-force, particularly for someone with scant background in economics. After the first class, I quickly realized that my original intention of “easing” back into academia was perhaps wishful thinking.
The course, taught by a former SAIS Bologna grad, was a personal boot camp, guaranteed to tune me up for some serious transfers of knowledge. It was just what the doctor ordered -- and introduction to what I expect to be two years of advanced learning of the highest degree.
In tandem with the academic side, I am already sensing the importance of SAIS’s approach to community building -- the bringing together of talented students from every corner of the world. Invitations to lunch events, guest lectures and happy hours are helping me and my classmates become fast friends. It is exciting to imagine the quality of discussion that our diverse backgrounds and experiences will lead to over the next couple of years.
Attending DC pre-term meant I had to fly to Europe soon after sitting my microeconomics exam, arriving in Italy just in time for the welcome ceremony at the beginning of Bologna pre-term. In DC, SAIS owns a series of imperious structures along the busy Massachusetts Avenue thoroughfare; here in Bologna students and faculty congregate in an attractive building sitting quaintly on a quiet side street. Despite the normal high-tech security measures, the atmosphere at the Center is uncommonly warm, with students and faculty alike livening up “Giulio’s Bar” at nearly all hours.
Having gotten some economics out of the way in DC, I was able to reward myself with four weeks of “Intensive Italian” classes in Bologna. And when they call it intensive, they are not kidding!
My already multilingual classmates and I have been spending five hours a day, five days a week, interacting non-stop with a rotating roster of wonderfully energetic Italian ladies. Honestly I doubt there’s a better, faster way to learn a new language. Except perhaps "sur l’oreiller", as my French colleagues would suggest. Fortunately, I know that at SAIS I can expect much of the same rigor and passion from all my future professors.
Since settling into my new apartment on Monday, my days have become increasingly routine. "Routine" might have a negative connotation for some. But if your routine is anything like mine, you’d understand otherwise.
A morning stroll through Piazza Maggiore, under the arches and down winding, bustling side streets to via Belmeloro. A delicious cappuccino and brioche. Two hours of banter in Italian with some of the brightest, motivated people you could ever expect to meet. Time for a caffè macchiato. More Italian banter. Lunch surrounded by chatty classmates, friendly faculty and curious bolognesi. Two final hours of Italian. Soon there’s talk of l’aperitivo, the little pizzeria just off the piazza, and most certainly a drop of vino rosso. Oh and yes -- there is that homework to do. Perhaps it can wait until domani.
Even the spot for doing my homework is not exactly the worst in the world.
La vita è bella!
Ian will be concentrating on Energy, Resources and Environment at SAIS.
We asked Ian, who arrived for SAIS Bologna pre-term later than most as he attended pre-term in DC, to share his first impressions with us.
I may have spent the last five years at an international consultancy based in Washington, DC, but SAIS and the Bologna Center had already started feeling like old friends, even family.
My former office was at one point home to some 20 SAIS graduates who regaled me with tales of their bolognese experience, which they commonly referred to as the “best nine months of my life.” Living vicariously on these years of first-hand reports of this historical and beautiful city, I arrived in Bologna with nothing but the highest of expectations. Despite this grand failure of moderation on my part, I’ve faced disappointment only while learning that word’s Italian equivalent from my Neapolitan teacher, who, yes, has a penchant for wild gesticulation. (Hint: the word in Italian is nearly the same as in English.)
 |
| Ian Muir |
As one of the few students able to attend pre-term in DC, I arrived in Italy with an already strong sense of SAIS’s academic rigor and its keen focus on relationship-building.
Back Stateside, my Intermediate Microeconomics pre-term course could only be described as a tour-de-force, particularly for someone with scant background in economics. After the first class, I quickly realized that my original intention of “easing” back into academia was perhaps wishful thinking.
The course, taught by a former SAIS Bologna grad, was a personal boot camp, guaranteed to tune me up for some serious transfers of knowledge. It was just what the doctor ordered -- and introduction to what I expect to be two years of advanced learning of the highest degree.
In tandem with the academic side, I am already sensing the importance of SAIS’s approach to community building -- the bringing together of talented students from every corner of the world. Invitations to lunch events, guest lectures and happy hours are helping me and my classmates become fast friends. It is exciting to imagine the quality of discussion that our diverse backgrounds and experiences will lead to over the next couple of years.
Attending DC pre-term meant I had to fly to Europe soon after sitting my microeconomics exam, arriving in Italy just in time for the welcome ceremony at the beginning of Bologna pre-term. In DC, SAIS owns a series of imperious structures along the busy Massachusetts Avenue thoroughfare; here in Bologna students and faculty congregate in an attractive building sitting quaintly on a quiet side street. Despite the normal high-tech security measures, the atmosphere at the Center is uncommonly warm, with students and faculty alike livening up “Giulio’s Bar” at nearly all hours.
 |
| Ian's homework spot |
My already multilingual classmates and I have been spending five hours a day, five days a week, interacting non-stop with a rotating roster of wonderfully energetic Italian ladies. Honestly I doubt there’s a better, faster way to learn a new language. Except perhaps "sur l’oreiller", as my French colleagues would suggest. Fortunately, I know that at SAIS I can expect much of the same rigor and passion from all my future professors.
Since settling into my new apartment on Monday, my days have become increasingly routine. "Routine" might have a negative connotation for some. But if your routine is anything like mine, you’d understand otherwise.
A morning stroll through Piazza Maggiore, under the arches and down winding, bustling side streets to via Belmeloro. A delicious cappuccino and brioche. Two hours of banter in Italian with some of the brightest, motivated people you could ever expect to meet. Time for a caffè macchiato. More Italian banter. Lunch surrounded by chatty classmates, friendly faculty and curious bolognesi. Two final hours of Italian. Soon there’s talk of l’aperitivo, the little pizzeria just off the piazza, and most certainly a drop of vino rosso. Oh and yes -- there is that homework to do. Perhaps it can wait until domani.
Even the spot for doing my homework is not exactly the worst in the world.
La vita è bella!
How to learn more about SAIS Bologna
To contact us Click HERE
In the next few weeks Amina and I will be meeting prospective candidates to discuss SAIS Bologna and answer questions.
Here is a program of events (Italy time):
Oct 11 - Dickinson College in Italy (1515)
Oct 24 - Online information session (noon)
Oct 29 - Leiden University (time to be confirmed)
Oct 31 - University of Gothenburg (noon)
Nov 1 - Uppsala University (1915)
Nov 6 - Università di Bologna, Forlì campus (1100)
Nov 7 - Università di Bologna (tbc)
Nov 9 - Sciences Po Lille (tbc)
Nov 10 - London (1400)
Nov 12 - St Gallen (1700)
Nov 14 - Budapest (1800)
Nov 15 - Paris (1700)
Nov 28 - Online information session (1700)
Dec 7 - Open Day at SAIS Bologna
Dec 19 - Online information session (noon)
We will be circulating details on how to connect to the online sessions both on this Journal and via email. If you are interested in attending any of the in-person sessions, please send a note to admissions@jhubc.it, and we will send you the details.
Some prospective applicants will know very little about us. They might want to take a look at our brochure.
Others will know a great deal and will have questions about application requirements and procedures. We will strive to answer all questions.
If you cannot participate in any of these sessions, you can always contact us directly:
A word on Open Day: Every year we throw our doors open to prospective applicants. This year it is set for Friday, December 7. It's a great opportunity to meet students, faculty and staff, and to get to know both the Center and the city of Bologna. We try to offer accommodation in students' apartments to all visitors.
To register for Open Day, click here.
Nelson Graves
Here is a program of events (Italy time):
Oct 11 - Dickinson College in Italy (1515)
Oct 24 - Online information session (noon)
Oct 29 - Leiden University (time to be confirmed)
Oct 31 - University of Gothenburg (noon)
Nov 1 - Uppsala University (1915)
Nov 6 - Università di Bologna, Forlì campus (1100)
Nov 7 - Università di Bologna (tbc)
Nov 9 - Sciences Po Lille (tbc)
Nov 10 - London (1400)
Nov 12 - St Gallen (1700)
Nov 14 - Budapest (1800)
Nov 15 - Paris (1700)
Nov 28 - Online information session (1700)
Dec 7 - Open Day at SAIS Bologna
Dec 19 - Online information session (noon)
We will be circulating details on how to connect to the online sessions both on this Journal and via email. If you are interested in attending any of the in-person sessions, please send a note to admissions@jhubc.it, and we will send you the details.
Some prospective applicants will know very little about us. They might want to take a look at our brochure.
Others will know a great deal and will have questions about application requirements and procedures. We will strive to answer all questions.
If you cannot participate in any of these sessions, you can always contact us directly:
- email: admissions@jhubc.it
- Skype: jhubc.admissions
- phone: +39 051 29 17 811
A word on Open Day: Every year we throw our doors open to prospective applicants. This year it is set for Friday, December 7. It's a great opportunity to meet students, faculty and staff, and to get to know both the Center and the city of Bologna. We try to offer accommodation in students' apartments to all visitors.To register for Open Day, click here.
Nelson Graves
Student Letter of Recommendation Requests
To contact us Click HERE
Professor David A. Gerstner
NB: You must allow 3 – 4 weeks for letters to be complete and submitted by appropriate deadline.
Following your formal request in an email, and in order for me to successfully complete letters of recommendations for graduate school applications, academic-job positions, or non-academic positions, I will need the following information should I agree to write the letter(s):
1. -CV.2. -Statement of Purpose or Cover Letter (preferably that which you intend to send with your application dossier).
3. -Writing Sample of most recent work, and that you consider relevant for your application. It is best that this sample match the sample you will send with your application.
4. -In the case of application letters directed to multiple institutions, I request the following:a. Spreadsheet (Excel or some variant readable on Mac) that clearly lists all universities to which you are applying. Be certain to identify the proper name of the department to which you are applying.b. Please include deadlines, whether application is submitted electronically or via traditional post.c. If the traditional post is required you must supply me with SASE(s).d. Please keep in mind that the 3-4 week window is extremely important for doctoral-program applications and academic positions.e. If possible, I encourage you to establish an account through Interfolio where I can post one letter which will be accessible to multiple institutions at your request.
NB: You must allow 3 – 4 weeks for letters to be complete and submitted by appropriate deadline.
Following your formal request in an email, and in order for me to successfully complete letters of recommendations for graduate school applications, academic-job positions, or non-academic positions, I will need the following information should I agree to write the letter(s):
1. -CV.2. -Statement of Purpose or Cover Letter (preferably that which you intend to send with your application dossier).
3. -Writing Sample of most recent work, and that you consider relevant for your application. It is best that this sample match the sample you will send with your application.
4. -In the case of application letters directed to multiple institutions, I request the following:a. Spreadsheet (Excel or some variant readable on Mac) that clearly lists all universities to which you are applying. Be certain to identify the proper name of the department to which you are applying.b. Please include deadlines, whether application is submitted electronically or via traditional post.c. If the traditional post is required you must supply me with SASE(s).d. Please keep in mind that the 3-4 week window is extremely important for doctoral-program applications and academic positions.e. If possible, I encourage you to establish an account through Interfolio where I can post one letter which will be accessible to multiple institutions at your request.
8 Ekim 2012 Pazartesi
Looking to join a science lab this semester? Don't miss this great opportunity in the Crustacean Neurobiology & Behavior Lab!
To contact us Click HERE
The Laboratory for Crustacean Neurobiology Behavior (http://www.bsos.umd.edu/psyc/Herberholz/Research.html) is looking for a motivated undergraduate student to work in the lab for 6-8 hours per week. The student will assist on various research projects, perform animal maintenance, as well as other routine lab duties such as cleaning and organizing lab supplies, managing and picking up orders, etc. This is an unpaid position providing an opportunity to gain experience in a scientific laboratory setting. Future possibilities may include active involvement in experimental research. If interested, please contact Dr. Jens Herberholz via email (jherberh@umd.edu).
The Laboratory for Crustacean Neurobiology Behavior (http://www.bsos.umd.edu/psyc/Herberholz/Research.html) is looking for a motivated undergraduate student to work in the lab for 6-8 hours per week. The student will assist on various research projects, perform animal maintenance, as well as other routine lab duties such as cleaning and organizing lab supplies, managing and picking up orders, etc. This is an unpaid position providing an opportunity to gain experience in a scientific laboratory setting. Future possibilities may include active involvement in experimental research. If interested, please contact Dr. Jens Herberholz via email (jherberh@umd.edu).Learn about the clinical intake process as an Intake Administrator with Powder Mill Counseling Services!
To contact us Click HERE
Intake Administrator Position
Powder Mill Counseling Services is offering an excellent opportunity for students to become familiar with the intake process and protocol in a clinical setting, develop skills necessary to explain the intake process to patients, and more. As an Intake Administrator, you will be expected to volunteer your services for a minimum of 4 hours/week, and you must have a declared major of Psychology.
For more information, please contact Dr. Wendy Buskey at (301) 595-0567 or via email at pmcounseling@hushmail.com.
Powder Mill Counseling Services is offering an excellent opportunity for students to become familiar with the intake process and protocol in a clinical setting, develop skills necessary to explain the intake process to patients, and more. As an Intake Administrator, you will be expected to volunteer your services for a minimum of 4 hours/week, and you must have a declared major of Psychology.
For more information, please contact Dr. Wendy Buskey at (301) 595-0567 or via email at pmcounseling@hushmail.com.
Part-time Lab Coordinator position at George Washington University!
To contact us Click HERE
The Neuroscience of Language Lab at George Washington University is accepting applications for a part-time lab coordinator beginning January 2013. We investigate the neural basis of language using a variety of techniques, including fMRI studies with healthy adults, behavioral studies with children, and studies of language breakdown after brain damage.
The lab coordinator’s administrative duties will include managing subject recruitment, maintaining IRB protocols, helping with grant applications, and training research assistants. In addition, the position will offer opportunities for deep engagement with the lab’s scientific goals, including participation in experimental design, stimulus creation, data collection and analysis.
The ideal applicant will have exceptional organization skills, good communication and interpersonal skills, and intellectual curiosity about cognition and the brain. This position requires a Bachelor’s degree in psychology, neuroscience, cognitive science, or a related field. Additionally preferred qualifications include experience working with children and/or patients, prior research experience in a lab, and knowledge of data analysis procedures and software. Individuals who are interested in pursuing a research career are especially encouraged to apply.
The position is initially for the spring semester (until May) but can be extended another year if both parties are willing. Interested applicants should forward a cover letter, CV, and contact information for two referees to Dr. Malathi Thothathiri (malathi@gwu.edu).
The lab coordinator’s administrative duties will include managing subject recruitment, maintaining IRB protocols, helping with grant applications, and training research assistants. In addition, the position will offer opportunities for deep engagement with the lab’s scientific goals, including participation in experimental design, stimulus creation, data collection and analysis.
The ideal applicant will have exceptional organization skills, good communication and interpersonal skills, and intellectual curiosity about cognition and the brain. This position requires a Bachelor’s degree in psychology, neuroscience, cognitive science, or a related field. Additionally preferred qualifications include experience working with children and/or patients, prior research experience in a lab, and knowledge of data analysis procedures and software. Individuals who are interested in pursuing a research career are especially encouraged to apply.
The position is initially for the spring semester (until May) but can be extended another year if both parties are willing. Interested applicants should forward a cover letter, CV, and contact information for two referees to Dr. Malathi Thothathiri (malathi@gwu.edu).
Psychology career seminar at Prince George's Community College!
To contact us Click HERE
The Department of Psychological, Social Sciences, & Human Services at Prince George's Community College is hosting a Career Seminar for psychology majors.
Freshman (Career) Seminar
Thursday, October 18, 2012
9:00 am-5:00 pm
Prince George's Community College
Marlboro Hall Room 1097
Guest Speaker is Dr. R. Eric Landrum, Ph.D., Boise State University, President Elect for the Teaching of Psychology. Lunch will be provided by Pearson education and the PGCC Department of Psychological, Social Sciences, & Human Services.
Freshman (Career) Seminar
Thursday, October 18, 2012
9:00 am-5:00 pm
Prince George's Community College
Marlboro Hall Room 1097
Guest Speaker is Dr. R. Eric Landrum, Ph.D., Boise State University, President Elect for the Teaching of Psychology. Lunch will be provided by Pearson education and the PGCC Department of Psychological, Social Sciences, & Human Services. AMSA Meeting Tuesday, October 9!
To contact us Click HERE
UMD's American Medical Student Association (AMSA) is holding their next meeting on Tuesday, 10/9 in Stamp's Charles Carroll room at 6:30 pm. Doctors for America will be coming to explain health reform legislation and the Affordable Care Act. As future doctors, and especially as AMSA members, we should take a proactive role in improve health care systems.
UMD's AMSA
Send email: umdamsaboard@gmail.com
Website: http://www.umdamsa.org/
Facebook: https://www.facebook.com/groups/8994436417/
Twitter: https://twitter.com/UMDAMSA
UMD's AMSA
Send email: umdamsaboard@gmail.com
Website: http://www.umdamsa.org/
Facebook: https://www.facebook.com/groups/8994436417/
Twitter: https://twitter.com/UMDAMSA
7 Ekim 2012 Pazar
Next information session: Tuesday, Sept 18
To contact us Click HERE
Our next monthly online information session is set for:
Tuesday, September 18 at 4 pm Italy time (1400 GMT).
These sessions give prospective applicants a chance to learn more about us and to ask any questions they like. We're happy to discuss our academic program, living in Bologna, financial aid, career opportunities, application procedures -- whatever participants want to discuss.
To participate, all you need is an Internet connection, plus a phone line to make a local or toll-free call for the audio portion of the session.
For details on how to connect to the session, click here. Please read them very carefully.
In next week's session we'll focus on standardized tests: the English competency exams, the GRE and the GMAT.
If you have any questions about the session, feel free to write to admissions@jhubc.it or call us at +39 051 29 17 847.
We'll be holding these sessions each month, at different times to accommodate different time zones. Here is our schedule looking ahead and the proposed themes:
October 24 at noon Italy time (1000 GMT) - letters of recommendation
November 28 at 5 pm Italy time (1600 GMT) - statement of purpose
December 19 at noon Italy time (1100 GMT) - analytical essay
We will send reminders of these sessions via email and also on this Journal.
Nelson Graves
Our next monthly online information session is set for:
Tuesday, September 18 at 4 pm Italy time (1400 GMT).
These sessions give prospective applicants a chance to learn more about us and to ask any questions they like. We're happy to discuss our academic program, living in Bologna, financial aid, career opportunities, application procedures -- whatever participants want to discuss.
To participate, all you need is an Internet connection, plus a phone line to make a local or toll-free call for the audio portion of the session.For details on how to connect to the session, click here. Please read them very carefully.
In next week's session we'll focus on standardized tests: the English competency exams, the GRE and the GMAT.
If you have any questions about the session, feel free to write to admissions@jhubc.it or call us at +39 051 29 17 847.
We'll be holding these sessions each month, at different times to accommodate different time zones. Here is our schedule looking ahead and the proposed themes:
October 24 at noon Italy time (1000 GMT) - letters of recommendation
November 28 at 5 pm Italy time (1600 GMT) - statement of purpose
December 19 at noon Italy time (1100 GMT) - analytical essay
We will send reminders of these sessions via email and also on this Journal.
Nelson Graves
Our new application is up and running
To contact us Click HERE
Our new application is now online.
Why a new application?
SAIS is a global institution with a foothold on three continents; in fact it is the only graduate program of its kind. It is natural that our three campuses -- Bologna, DC and Nanjing -- should use a common application.
To achieve such convergence, we had to make some changes to the application. A word on those later. But first, what remains the same?
- An applicant can start the application, save it, close it down and come back later to edit it and flesh it out. This gives candidates more time to tie up loose ends and to fine-tune the dossier. We hope the flexibility encourages candidates to start their applications early. As we wrote in a recent post, the early bird ...
- Almost all documents can be submitted online. These include the statement of purpose and analytical essay. Referees can upload their letters of reference -- which remain confidential to the applicant -- to the site. Standardized test scores can be sent directly from the testing institution to SAIS. The only documents which have to be sent via post are undergraduate transcripts.
So, what is new?
- The new deadline for applications for all candidates who want to study at SAIS Bologna is January 7, 2013.
- Candidates who want to pursue the two-year M.A. at SAIS are given three choices when asked to select a campus:
With respect to one's chances for admission, there is no statistical advantage in choosing one answer or the other. Applicants' choices of campus help guide our work in admissions. In the case of candidates who are undecided, more work needs to be done to establish which campus would be the best choice; uncertainty at the application stage is not necessarily a problem.
- The test codes that determine where TOEFL, GRE and GMAT results are sent have been standardized across SAIS's three campuses. Here are the codes:
TOEFL - 5610-0000
GRE - 5610-0000
GMAT - KGB-GX-99
- We have standardized the wording of the explanation of who needs to take an English competency test as part of the application process. It now reads:
You must submit an English competency score if (1) English is not your native language and (2) you do not hold an undergraduate degree from an accredited institution in a country where English is an official language and where English is the language of instruction.
Please note that candidates who are not native English speakers and who did not do their undergraduate work in an English-speaking country must take one of the competency tests. So if your undergraduate studies were in English and the institution was in a country where English is not an official language, you must take an English competency exam.
If you are in that category, then our advice is to go out, take one of the competency tests and sweep away any uncertainties.
- Consistent with the increasingly widespread practice in academic admissions, we have added a section on candidates' disciplinary history. Candidates are given a chance to explain any disciplinary issues they have faced in the past. Here is the introduction to the section:
Johns Hopkins SAIS receives applications from a diverse pool of candidates. The following questions ensure we have the clearest possible understanding of each candidate's background. Your answers will be kept confidential.
We realize that candidates put a great deal of effort into their applications and they will have many questions. That is why Amina and I stand ready to answer your questions. You can reach us:
Nelson Graves
Why a new application?
SAIS is a global institution with a foothold on three continents; in fact it is the only graduate program of its kind. It is natural that our three campuses -- Bologna, DC and Nanjing -- should use a common application.
To achieve such convergence, we had to make some changes to the application. A word on those later. But first, what remains the same?
- An applicant can start the application, save it, close it down and come back later to edit it and flesh it out. This gives candidates more time to tie up loose ends and to fine-tune the dossier. We hope the flexibility encourages candidates to start their applications early. As we wrote in a recent post, the early bird ...
- Almost all documents can be submitted online. These include the statement of purpose and analytical essay. Referees can upload their letters of reference -- which remain confidential to the applicant -- to the site. Standardized test scores can be sent directly from the testing institution to SAIS. The only documents which have to be sent via post are undergraduate transcripts.So, what is new?
- The new deadline for applications for all candidates who want to study at SAIS Bologna is January 7, 2013.
- Candidates who want to pursue the two-year M.A. at SAIS are given three choices when asked to select a campus:
- Washington
- Bologna
- I am open to either campus for my 1st year
With respect to one's chances for admission, there is no statistical advantage in choosing one answer or the other. Applicants' choices of campus help guide our work in admissions. In the case of candidates who are undecided, more work needs to be done to establish which campus would be the best choice; uncertainty at the application stage is not necessarily a problem.
- The test codes that determine where TOEFL, GRE and GMAT results are sent have been standardized across SAIS's three campuses. Here are the codes:
TOEFL - 5610-0000
GRE - 5610-0000
GMAT - KGB-GX-99
- We have standardized the wording of the explanation of who needs to take an English competency test as part of the application process. It now reads:
You must submit an English competency score if (1) English is not your native language and (2) you do not hold an undergraduate degree from an accredited institution in a country where English is an official language and where English is the language of instruction.
Please note that candidates who are not native English speakers and who did not do their undergraduate work in an English-speaking country must take one of the competency tests. So if your undergraduate studies were in English and the institution was in a country where English is not an official language, you must take an English competency exam.
If you are in that category, then our advice is to go out, take one of the competency tests and sweep away any uncertainties.
- Consistent with the increasingly widespread practice in academic admissions, we have added a section on candidates' disciplinary history. Candidates are given a chance to explain any disciplinary issues they have faced in the past. Here is the introduction to the section:
Johns Hopkins SAIS receives applications from a diverse pool of candidates. The following questions ensure we have the clearest possible understanding of each candidate's background. Your answers will be kept confidential.
We realize that candidates put a great deal of effort into their applications and they will have many questions. That is why Amina and I stand ready to answer your questions. You can reach us:
- By email at admissions@jhubc.it
- By phone at +39 051 29 17 811
- By Skype at jhubc.admissions
Nelson Graves
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