#Geography Dissertation Topics

[transmutationisms]

do you know any texts on the connection between fascism/the right and cleanliness/hygiene (purity) rhetoric? anything that goes a bit in depth on the topic?

Getting Under Our Skin: The Cultural and Social History of Vermin (2021). Sarasohn, Lisa Tunick. ISBN: 9781421441382

Dirt: New Geographies of Cleanliness and Contamination (2007). Campkin, Ben & Cox, Rosie (Eds.). ISBN: 9781845116729

The Sanitation of Brazil: Nation, State, and Public Health, 1889-1930 (2016). Hochman, Gilberto. ISBN: 9780252099052

Clean and White: A History of Environmental Racism in the United States (2015). Zimring, Carl A. ISBN: 9781479826940

Colonial Pathologies: American Tropical Medicine, Race, and Hygiene in the Phillipines (2006). Anderson, Warwick H. ISBN: 0822338041

Bacteriology in British India: Laboratory Medicine and the Tropics (2017). Chakrabarti, Pratik. ISBN: 9781580465908

The Great Hanoi Rat Hunt: Empire, Disease, and Modernity in French Colonial Vietnam (2018). Vann, Michael G. & Clarke, Liz. ISBN: 9780190602697

Soap and Water: Cleanliness, Dirt and the Working Classes in Victorian and Edwardian Britain (2010). Kelley, Victoria. ISBN: 9781848850521

Contagion: Disease, government, and the “social question” in 19th-century France (1999). Aisenberg, Andrew R.

Rome, Pollution, and Propriety: Dirt, Disease, and Hygiene in the Eternal City from Antiquity to Modernity (2012). Bradley, Mark & Stow, Kenneth R. ISBN: 9781107014435

Sanitizing South Africa: Race, Racism and Germs in the Making of the Apartheid State, 1880-1980 (2015). Fabio Terence Palmi Zoia. PhD. Dissertation, Indiana University. Available from ProQuest Dissertations & Theses Global. (1682266398)

there are also a few theoretical texts in social / cultural anthropology that will be frequent touchstones here, including norbert elias's 'the civilising process' (first published 1939) and mary douglas's 'purity and danger' (1966). i don't honestly think it's worth it or necessary to read these directly, both because they're dated in certain ways and because i think the historical studies are generally more useful. but you will probably notice these two texts & a handful of others repeatedly cropping up in introductory footnotes on this topic.

[thebreakfastgenie]

tbqh I never know what's a standard part of history curriculum in the US because from about 5th grade through 8th grade I was homeschooled for social studies only. The person responsible for my social studies education was my father, a licensed secondary history teacher with a masters degree and all but dissertation PhD in history. This wasn't some fly-by-night Christian thing or weird political agenda. The problem is that my father and I both have ADHD and we ended up doing very informal history education that consisted of going to museums, watching movies, reading books, and stuff like that. We did a couple projects that were more formal like you'd get in school but that was the minority. All of the museums and movies were accompanied by discussion because that was just how my family worked anyway and my father the history teacher with a masters degree in history provided background information and context. The result was that I got a better education than most American kids do in some areas, but other areas just kinda got missed. For example the only thing we ever did related to geography was playing a National Geographic board game incorrectly for fun one time. My dad is the type of neurodivergent finds geography very intuitive so he figured I would learn it organically and didn't think he had to formally teach it to me. Unfortunately I am the kind of neurodivergent who is actually deficient in that type of reasoning and the only way for me to learn it is regular formal practice. With historical topics it's more a matter of what happened to come up and what didn't.

I took formal history classes in high school but because of how my school offered them, two of the three years were US history and the third was European history (the second year of US history and European history were both also taught by my father) so I never had a formal world history class and as a result I'm familiar with some things that get glossed over in your standard world history survey course and a little clueless about some things that are standard topics in that kind of course. I can educate myself about history as an adult but it does leave me kind of like "I don't know enough about standard American history education to dispute that."

[hellothetutorshelp-blog]

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[jaya19981]

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[vroooom2]

Halvar sent me a question: if you weren't so smart, what job would you do?

My answer: make-up artist and hairdresser! Because you don't need the baccalaureate to study it. Unfortunately for me, I loved studying. And it looks like I still do.

That reminds me of when I was 15, I met a counselor for professional orientation, who was invited to meet all the students in our school, to advise what we should study after the baccalaureate.

- Me (with sheer enthusiasm): I want to become a fashion designer, what is the degree for that?

- Her (looking at my grades): you have to study at Science-Po

- Me: 😳

- Her: yes study at Science-Po, then you'll be able to do whatever you want after that.

Moral of the true story: I studied Fashion and Textile Design after the Baccalaureate, then Advertising, then I got into Science-Po, skipping the first year (special exam for those who had a BAC+2, usually for those who did two years of prépa, the special formation to get into French elite graduate schools).

I passed the entry exam, because after my studies in advertising, I was so demoralized, that I met another counselor for professional orientation, who advised me to do Science-Po. Her argument: it's all about learning general knowledge "culture générale". The curriculum includes history, geography, law, economics, social science, philosophy, foreign languages, and different specialties. She thought that it would broaden my perspective in order to choose a profession. (Actually, the best professional advice during a career change, was from a friend who said: with your background you can invent your profession. Such a mind-blowing truth.)

I followed her advice. I chose to apply for the communication section. How did I prepare for the exam? A friend who was accepted at Science-Po, after he graduated in engineering at École des Mines, gave me some tips. He works at the European Commission. For one month I read newspapers from various political views. Everyday, I picked up a newspaper and read all the pages. It helps to synthesize ideas, the requirement of the entry exam at that time.

No matter the section you applied for, you had 10 pages on a topic with documents from different sources: newspapers, legal texts, images, etc. Then you had to answer 4 questions, in a dissertation way, in 4 hours. Same process for the English test, but less pages and only 2 questions in 2 hours. Depending on your results, you were either eliminated or offered the chance for an interview with two professors of your chosen section, one who played nice, one who played mean.

Got accepted, then after two weeks, I was so bored, that I went to meet the Dean of Science-Po to ask if I could get into the International Relations section (it was actually my first wish, but I knew I'd have more chance to be accepted in the communication section). He said yes. And here I am babbling my life on Tumblr. Although, I wonder if LinkedIn Pulse would be a better platform. Uh, no I'm not an influencer, I'm a trailblazer.

What about the Medical Anthropology masters degree? Well, if you scroll down less than a mile with your thumb, you already have a part of my memoir.

Here's the other one: at Science-Po, we had a gap year to do an internship or study abroad in another European country (Erasmus program. See the movie l'Auberge Espagnole by Cédric Klapisch).

As I wanted to add something significant to my CV, I decided to work in Thailand, for an HIV/AIDS scientific program of Harvard University. Indeed, I already had my kind of Erasmus blasting experience, when I studied Fashion in London after the baccalaureate. I didn't go there through an University exchange program, but I felt the same liberation as the Erasmus students who discover new cultures, make new friends, and have a lot of fun.

To work in Chiang Mai, was more than an internship, my supervisor who was the director of the program gave me the title of "communication officer". The first time I spoke with him on the phone, he kept repeating: "Thailand is not vacation." He was right. My daily expenses there, were covered by a grant from the French regional public administration, the equivalent of a Thai manager's salary.

It was such a great experience, that after Science-Po (the graduate completion was 4 years, before the European educational reform), I decided to go further and do a Masters degree related to Public Health.

I wrote an email to the two directors of a masters degree: "Health, Population, Social Policies" asking how to proceed to get into it. I didn't know anything about EHESS procedures.

The Historian director wrote me back very quickly, mentioning that the second director would be more appropriate. I wrote to that second director who's a Medical Doctor, an Anthropologist and a Sociologist, forwarding the email of the first director. I explained that I wanted to skip the first year and get into the second year directly. The master degree completion was two years. He wrote me back, and asked me to meet him on June 21st.

After attending a fashion runway, as a freelance videographer/journalist (hey! I had to pay my bills), I went to meet him in his office on 96 bd Raspail. He started to talk about many things, mentioning many researchers names, as if I was already working on my dissertation 😳... Then I asked him: am I accepted? He didn't reply, and kept talking about concepts... I asked him again: am I accepted? No answer... That's when I discovered the heuristic research method.

I got into the second year, and met new students who asked me who was my advisor. When I said his name, they were all WOW... I was obviously the only one who didn't know that he was THE Celebrity that all students wanted to have as a supervisor.

[justquestionanswers]

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[tiffanyachings]

hot tip: get a degree in geography and you can write your dissertation on whatever you want

[miraculousfrenchculture]

The new Bac

In 2018, the French baccalaureate was reformed, so lycée students don’t take the same bac as the one our first school system post described (and the one most of our mods took). The new bac’s format is closer to the UK A-levels or the IB baccalaureate; instead of choosing a filière/strand, students now pick three spécialités = majors at the end of Seconde, from a list that includes “typical” options (mathematics, economics, literature/philosophy…) and “newer” topics (geopolitics, humanities…). 

In Première, the students’ timetable revolves mostly around these three topics, although they also take other classes from a core curriculum (including French Lit). During the year, they decide on one major to “abandon” - they don’t study it in Terminale, but their coursework in Première counts towards their final grade.

Exams at the end of Première: French Lit bac (the written exam is a choice between a text commentary and a general essay called a dissertation; the oral exam is an analysis of a text that was studied in class, followed by questions about one of the full works studied during the year).

In Terminale, the students take the remaining two specialties and the core curriculum, but unlike the old bac, the only exams they sit at the end of the year are those for the two specialties, as well as a Philosophy written exam and a Grand Oral, which assesses a project developed during Première and Terminale. There aren’t any exams for the core curriculum topics, but their coursework counts towards the bac’s final grade.

Core curriculum: History & Geography (still one topic), Languages, Moral and Civic Education, Scientific education (core biology, physics and chemistry), Physical Education.

Exams at the end of Terminale: Written exams for the two remaining spécialités, Philosophy written exam, Grand Oral (preparation of two projects, one for each specialty, during Première and Terminale, based on a question that the student chooses; the jury picks one randomly and the student has to present their work during a 20 minute oral exam, and then answer questions).

Note: as we said in our first school system post, the Miracuclass is more likely to take the "old" bac than the new one. We'll do our best to answer questions on the new bac if they arise, but the vast majority of the mods here took the old one, and the new one has undergone quite a few alterations already, notably because of Covid, so its organisation is not clearly defined yet.

[katytheinspiredworkaholic]

Correspondence, Chapter 01

Pairing: HotchReid

Summary:  An AU where Reid never joined the FBI, but got roped into consulting for the LA field office while working and teaching at Caltech. Hotch gets his email referred from a fellow agent, and they start to work on cases together -- until they start talking on a regular basis. Regular becomes frequent, frequent becomes constant. They know nothing about each other, but they don't really mind.

Rating: Mature/Explicit (eventually)

Chapter CW/notes: some profanity, a side character who is a dick about Reid, set in season 06, self beta’d

Word Count: 2437

Masterpost Link

Ao3 Link

--

Chapter 01

--

March 2010

--

Dr. Spencer Reid

(Current Tenure: California Institute of Technology): Fred Kavli Professor of Theoretical Physics and Mathematics; Director, Walter Burke Institute for Theoretical Physics, Department Head of Mathematics, Physics, and Astronomy at Caltech.

- (Degrees, in order) Ph.D. Mathematics, Caltech, 1995; Ph.D. Chemistry, Caltech, 1997; M.A. Nuclear Science, MIT, 1999; Ph.D. Engineering, MIT, 2000; M.A. Sociology, Columbia University, 2001; M.A. Philosophy, Georgetown, 2001; Ph.D. Psychology, Georgetown, 2002; M.A. Applied Analytics, Columbia University, 2003; M.A. Socio Economic Statistics, MIT, 2004; M.A. Geology, Caltech, 2006; Ph.D. Geography, Caltech, 2006; M.A. Economics, Caltech, 2008; M.A. Brain and Cognitive Sciences, Caltech, 2009

- (Teaching positions, in order) Professor of Mathematics, Caltech, 1995-1997, Professor of Mathematics and Statistical Analysis, MIT, 1998-2005, Visiting Associate, Georgetown, 1999-2002; Professor of Chemical Engineering, MIT, 2002-05; Kavli Professor, Mathematics, Caltech, 2005-; Professor of Theoretical Physics and Mathematics, 2006-; Deputy Chair, 2005-; Director, 2008-.

“Jesus.”

The dossier is just an information sheet; no photo ID, no news articles beyond text component pieces, but it is a thick stack of correspondence and case consultations that S.S.A Aaron Hotchner holds in his hands.

“Five Ph.D.’s and eight separate M.A.’s in fourteen years? What was he doing before that?”

“Who knows? You don’t earn a Ph.D. overnight, even if his accommodation sheet makes ‘em look like they pop up like mushrooms,” Mark Anderson says, audibly tired through the phone speaker on his desk. He was one of the Unit Chief's from the teams at the FBI L.A. field office, who’s phone number was given to him by an old friend, Sam Cooper -- another BAU team leader. Hotch had hit dead end after dead end on this case, and sitting at his desk in Quantico, Virginia, he looks down at the recommended consultant’s extensive list of degrees and teaching positions with a building headache behind his dark eyes. He wasn’t a fan of Anderson, or his briskness, but at this point he’d take anything he could get. “I’m pretty sure that man has never lived outside an academic field. He’s a handful, runs my agents up the damn wall, but he knows his stuff.”

“I hope so. I’ve been on the phone the past three days trying to find someone with a background in Obscure Cognitive Linguistics,” Hotch reads from a separate file, filled with violent images and depraved acts described in morbid detail. “Our unsub sites a very particular thesis about a Study of Language from a Cognitive and Developmental Law, and I keep getting sent to experts in adjacent fields. I don’t see anything in this Dr. Reid’s background about language.”

“Oh, trust me, Hotch -- you’ll get more than you bargained for. This is your guy. He’s basically an expert on everything, and if he doesn’t know anything about languages I’ll eat my tie. He never shuts up.”

Frowning at the speaker phone, Hotch keeps his comments to himself. He’s sure that Anderson probably doesn’t appreciate having an old professor puttering around the field office, but that didn’t mean he had to insult the man. Especially when he was there as a consultant. 

“Okay, fine. Thank you. I’ll give him a call now-”

“Oh, you don’t want to do that. Just send him an email. Trust me.” Anderson all but groans like a petulant child. Graining on Hotch’s nerves excruciatingly.

“I’m sure he’s busy enough with his students, he doesn’t need to be fielding emails from the FBI,” Hotch hedged, still frowning. 

“Not too busy to write you a dissertation in reply, I’m sure, but you’ll at least get the answers you need. You could be on the phone with him a half hour before you get to what you called about. Hopefully it won’t take you too long to sift through.” 

Alright, now he is done listening to the other agent.

“Right. Thanks, Mark.”

“Anyti-” Hotch hangs up on him before the man could make any other remarks. His patience is non-existent after the past week and this extremely brutal case that only seems to compound exponentially in it’s viciousness with each passing day. If Anderson felt like being an asshole to some old man with nothing better to do than rack up Ph.D.’s, he could do it on his own time. Hotch needed help, and this man seemed to be the only person around who might be able to finally do so.

Dr. Reid’s office number is in front of him, as well as about three different lab location phone numbers, and one email address connected to the school faculty. He considers for a moment just ignoring Anderson’s advice and calling the old professor, but he has a meeting with his Department Chief, Strauss, in twenty minutes and the team would be arriving from canvasing the dumpsites soon. 

So with a suffering sigh, Hotch pulls up a new email (for what feels like the millionth time for this case) and composes a standard correspondence introduction. Who he is, credentials, case numbers and specifics as far as clearance rates for civilians go, and then finally the questions he needs answered. There is something about this particular thesis that has to be very tongue in cheek to the unsub, saying something that isn’t really there, and this could just be another dead end -- but if it led to them saving a victim from becoming another dead body, he is willing to give it one last try. 

Thank you for your time,  S.S.A. Aaron Hotchner Unit Chief, Behavioral Analysis Unit, FBI Quantico, VA. 

Then he hits send, and leaves the response up to the universe.

-

The team came up with nothing fruitful. Strauss proceeded to ream Hotch six ways from Sunday for wasting valuable bureau resources and coming up with zero results. His day was spinning down the drain in a hellish cyclone when he sits down behind his desk in his office an hour after leaving it. Case files still piled to one side, grotesque photos stacked within them, and Aaron Hotchner wants nothing more than for them to disappear. For the case to be solved and to be able to go home to his son and his quiet house. But there was no break in sight, no new information, nothing.

Except a new email in his inbox.

Agent Hotchner, 

I know that thesis paper well. I can help you.

All air seems to have been sucked from the room as Hotch reads the words a couple of times, not quite comprehending after the morning he has had that someone wasn’t giving him more bad news. That this Dr. Reid said he could help him. 

 A single click of the email opens up the correspondence reply, and the agent is met with a giant wall of text. Scrolling down for pages, and a quick skim of the material shows such a complex, comprehensive amount of information that there is no way it’s just copy and pasted from any one source. Or even several. It’s a long email spanning a vast number of pages, covering every topic he had asked about (and then some).

The thesis paper, the tongue-in-cheek citation from the unsub, how this killer is acting like he’s being clever when it’s really ‘very obvious what he’s doing, as long as you know the paper’ and detailed links and quotations and references to locations and side tangents on items mentioned that could be evidence to look for or weapons of choice, and so much else Hotch’s head feels like it’s spinning. Like reading the cliffnotes of a complex spy novel, with all the spoilers in one place. 

It takes him half an hour to read through everything Dr. Reid sent, meaning the professor had to have been typing a million words a minute from the moment Hotch had emailed him to get everything replied so quickly, and Hotch was baffled to realize that an old man with a handful of Ph.D.’s and no FBI training just solved his case.

Not a figment of speech.

Dr. Reid just solved the case, without even holding the file in his hands.

Hotch is dialing a phone number on his speed dial without even looking away from the screen. 

“Garcia? Call the team into the briefing room, and phone SWAT to mobilize. We’re going down to the riverfront in thirty minutes.”

“--Wait, what are you talking about? Did you figure out the unsub’s code?”

Not me, Aaron thought to himself, standing up and printing Dr. Reid’s email after forwarding it to the entire team and their tech analyst, Penelope Garcia. He didn’t have time to explain it that many times, and the amount of information in that single email would be enough to send any of them tumbling heels over head. But it solved every aspect of their case. Hook, line, and sinker.

And the clock was ticking. 

“Now, Garcia.”

He rushes from the room with the stack of files in his hands and his laptop open to Dr. Reid’s email. Not even thinking to thank the man for his help as he heads across the bullpen with profound determination.

They have work to do.

-

They catch the unsub that very day. 

Quick, efficient, completely by surprise. They saved Amanda Sutton and another girl they hadn’t even known was missing. No one died. None of his team was hurt. The unsub hadn’t confessed, but Rossi and Morgan had played him like a fiddle in interrogation and now all of his team members were walking to the elevators leaving for a long weekend where they wouldn’t have to worry about serial killers or another dead soul on their conscience. Today was a win. As close to a win as they ever can get, in their line of work. 

And it isn’t until he’s back at his desk, the hours ticking into the night, that he opens up his email and there in his inbox is the very reply that started everything. Dr. Spencer Reid. CalTech Department Head. Professor of everything under the sun. Expert on anything, even the obscure. 

The reason Hotch will get to spend the weekend with his son, without the overbearing aftershocks of a case gone so horribly bad plaguing him. 

His hands are moving before he can stop them. Opening up the email, typing out a response to Dr. Reid thanking him for his help. Relaying what happened, detail by detail much in the same fashion he had completed the paperwork piled on his desk. Letting him know that his information really did end up helping them. All of it. Even the side tangents. 

I don’t know how I can ever thank you for the extensive consideration you gave this case, or how to explain how it solved it so seamlessly, but your time and effort does not go unnoticed by me. 

Okay, so maybe he fluffs it up a bit more than the dreadful bullet-point list descriptions required by the Deputy Chief and the Director and SWAT Team justification reports. Just so it doesn’t look so inadequate in comparison to the man’s thesis-paper-length email he sent to aide Hotch and his team. The passion he has for his work leaps off the page, but it was a lot -- and if the old man put that much dedication into a basic FBI correspondence email, then he was probably used to it being a thankless effort. 

Hotch sends the reply, and continues with his work. He always takes a bulk of the paperwork, so his team can go home and rest and recharge. He needs them at their best for each case, and if that means he spends a couple hours longer after when they finish a case, it is worth every minute. But this time, once he finishes, he gets to take the coveted time off as well. 

It’s as he’s finishing up, everything stacked neatly and ready to be dropped at records, in the mailroom, Strauss’s office, the director’s, and he’s about to log off his laptop that he sees a surprise -- Dr. Reid replied to him, again.

It’s much more brief this time.

Agent Hotchner,

I’m so glad I was able to help you. 

You are one of the only agents to reach out and tell me how the case went after my consultation, and I’m very grateful to know that my information actually helped your team catch the killer. I know I tend to spout facts at random, but I do have methods to my madness and it’s such a nice change to correspond with someone who understands that. 

My services are always at your disposal. Anytime. Whatever I can do to help.

Sincerely, Dr. Spencer Reid

Hotch types out a brief reply. Thanking him for his offer, for lending him his expertise, and letting him know in not so many words --

I’ll have to take you up on that. 

He’d be a fool not to. Someone with that much knowledge and the ability to connect it all in the way Dr. Reid had in the span of an hour? He could be a real asset to the BAU, as a permanent consultant, even through email correspondence. 

He sends the reply just as he stands to leave. Turning off his office light, and his chest feels lighter for the interaction. For giving the professor that sense of assurance that what he had to say did in fact do some real good. Hotch even finds himself smiling softly, sadly, that he has also found a little bit of solace in helping another lonely old man across the country find a sense of purpose that night. Who was working late, as well, despite it being the end of the week. Speaking to not much waiting for him back at home, in whatever shape ‘home’ takes for the man. But Hotch can relate to that, too. Jack is at Jessica’s until the morning, and there is nothing at his apartment to greet him but silence and bare walls and memories he’d rather not dote on. Maybe this Dr. Spencer Reid is in a similar boat, finding comfort in his work when he can. He certainly seems to, with the amount of time he’s poured into his doctorates and degrees. In the number of departments he runs and monitors. 

Hotch can’t help but feel a connection, a companionship between empty offices. Thousands of miles apart, but maybe -- possibly -- at least similar in that aspect.

Not so alone, even if only for a brief moment.

-

(tbc...)

-

Tagged list: @spencehotchner @ssa-sarahsunshine @gothamapologist @reidology @marsjareau @dragon-snaps-fandom​ @emmyraebird @just-an-emo-rat​​​ @aaron-hotchner187 @dk18077 @more-heid-pls

[aal-archaeology]

Ph.D. Applications for Anthropology/ Humanities/ Social Sciences (with examples from a success story)

Doing a Ph.D. is a really scary thought. Especially in humanities and social sciences. Especially in today’s job market.

Here I’m going to speak a little about my approach to Ph.D. applications, why I chose to do what I did, and how I put it all together including examples.

1. The Doubt

After coming out of my Master's degree, I already had a year of research set up, so I didn’t have to think about jobs like all of my friends I had made during that degree. I watched many of them struggle to find a job offer. Some were successful in attaining a job in Cultural Resource Management, a couple got smaller jobs in local museums, but for the most part it induced a lot of stress to have come out of a Master’s degree with no prospects.

How I imagined my future at that time: I knew I didn’t want to work in a museum, I knew I didn’t like Cultural Resource Management, I knew that after all this hard work I didn’t want to end up underpaid somewhere doing data entry.

A Ph.D. has always been something that I wanted. Ever since entering the Anthropology discipline, I imagined myself working towards becoming a Professor.

Here’s what I was told when I started to consider a Ph.D. Program:

“Don’t do it” (said by someone who already had her Ph.D.)

“I wish I had gone into something with more money, even after my Ph.D. its been difficult to find stable work”

“If you’re doing a Ph.D. in social sciences, ONLY go if you are fully funded, otherwise it is not worth the financial debt”

“Most people don’t get in their first try, that's why people apply to 10+ schools”

Coming up with a plan: After hearing this, I came up with a couple different options. Plan A: Apply to Ph.D. programs, if I get into one my first try and it's fully funded then I’ll do it. Plan B: Find a job in Environmental consulting, I could put my GIS experience to use, make some money, and then try again for a Ph.D. later down the road if I wanted. Plan C: Move to Japan and live out my weeb dreams (I’m part Japanese and have a lot of family there so this wasn’t as crazy as it sounds).

I was genuinely okay with any of these options. They all involve things that I enjoy, none of them are bad options, none of them would feel like “failure” if I ended up not getting into a program. I think this step is very important because it forces you to figure out what you care about, and allows you to be open to change if plan A doesn’t work out.

2. Choosing a Program to Apply to

I knew that I didn’t just want to apply anywhere. Getting a job outside of a PhD is already hard enough, and I wanted the school that I chose to reflect the work that I would put into it. As much as we want to think that name brands don’t matter when it comes to education, it sure as heck does help when it comes to opportunity and being selected amongst 100′s to 1000′s of applicants. Therefore, why not shoot for the stars? What’s the harm in trying. For this reason, I decided to only apply to schools that:

Had a prestigious name

Had a program that supported what I wanted to study and allowed for cross-disciplinary research (Digital Archaeology focused on SE Asia)

Had an advisor that had done research paralleled to mine (whether that included SE Asia or just Digital Archaeology in general).

I started research into programs with the Ivies and went down from there, also cross-comparing programs that had been ranked as best schools for studying Anthropology.

At the time of researching, the programs that stood out the most to me were:

Stanford (ideal because it was close-ish to home, fully funds their Phd students for 5 years, has opportunity for additional funding, had professor working with digital archaeology in Asia)

Harvard (had professor working in Digital Archaeology though it wasn’t in my preferred region, also has good funding, and its Harvard)

U Chicago (traditionally one of the top schools for Anthropology, however I had heard that a lot of this is because of “legacy” professors, and not much has come out of the department in recent years. Did not have someone specifically in my region of focus)

ASU (Also considered one of the top Anthropology schools, but funding is often fought for between students)

UC Berkeley (Had professors studying Asia, but it is a public school and also has limited guaranteed funding)

I sent e-mails to advisors that I thought I could support my research (this was probably around May, when applications are due Sep-Dec).

Hello Professor______,

My name is _______ and I am interested in applying to ________’s Doctoral program in Archaeology beginning in the fall of 2020. I would like to inquire whether you are accepting graduate students for this period, as my research interests align well with your research. I received my B.A. in __________ from _________ in 2017 and am currently _______. [Enter what you’re doing now, and any relevant experience that shows what you’re interested in researching]. [Enter something about their research, and why you’re interested in working with them/why you think you would work well with them]. I am eager to continue along this path and I feel as though your experience with _______could provide an interesting opportunity for future research. I would also be interested in working with [enter any other faculty that have similar interests, this shows that you’ve done some research into the program and the school in general] For your convenience, I have attached my CV here. If you have the time, I would appreciate the opportunity to speak with you further about the program and future research.

Best,

Full name

I also researched the financial aid provided to incoming Ph.D. students. After doing this, the only schools that sounded good to me were Stanford and Harvard.

Yeah, I know, only applying to Stanford and Harvard was a “big risk,” but this is how I thought about it:

I don’t want to commit to a Phd program for 5+ years if it's not fully funded, doesn’t have a big name, and isn’t going to guarantee opportunity after graduating.

I wanted an environment where I knew I could be happy under immense amounts of pressure  (California by family, Boston by friends).

If I didn’t get in, I had back up options that honestly sounded really fun to me, so I was okay with pursuing those instead.

I didn’t want a Ph.D. just to have a Ph.D., I wanted a degree that would set me apart from others so that I could give myself the best chance for success afterward. I wanted one that, if pursued, could lead me to become a professor.

So I applied to 2 Schools.

I got scolded for this by many people... but whatever...I got in, so ha. Why spend money and time on an application for a school that you don’t really want to go to? :P

3. Applying to a Program

What an application looks like:

1. At least 3 recommendation letters:

Mine were:

Undergraduate Anthropology Advisor who has been helping me throughout the years with grant applications, etc. She knows me well, can speak well to my accomplishments. She is also a very well decorated anthropologist.

Undergraduate Professor of Geography who can speak to my GIS coursework. I’ve been updating him with my whereabouts and successes since graduating, so we have kept in touch regularly since taking his course.

My Master's dissertation advisor (he stressed me out submitting his letter 3 hours before the deadline >:| )

It’s good to have your recommendation letters come from people within the academic world. These people can write on your ability to achieve your research goals, your drive, etc. It’s okay to have maybe one letter from a workplace environment, however, it’s best to get as much street cred as you can from these letters, and this comes from Professors that know what they’re doing.

2. Curriculum Vitae (C.V.): This is important because it shows everything you’ve accomplished up to this point. This is how mine was set up:

Full Name, Current Position, Email, Phone Number

Education: University Name, City, Degree in ____

Publications: In Edited Volumes, Journal Articles, Manuscripts in Preparation

Conference and Workshop Participation: Papers, Presentations

Grants, Awards, and Fellowships:

Research Experience: Project Roles, Fieldwork

Teaching Experience

Additional Employment History

Leadership and Extracurriculars

Skills/Languages

A C.V. is a list of EVERYTHING you’ve done in your career, unlike a resume which is tailored to the specific job that you’re applying to. If you’d like a specific example, send me a DM. 

3. Personal Statement: This is where you tell them why you want to be there and what makes you qualified. Why should they consider you?

Personal Statement Example

      1st paragraph, introduce the program and your research interests: I am applying to _____ for admission to the Ph.D. program in Anthropology with a focus in Archaeology. My research interests are to explore [the consequences of ..... on the environment and human responses to environmental change] in [region of the world], and how these actions of the past can be visualized through the use of remote sensing and GIS applications to archaeology.

      2nd paragraph, why you’re interested in what you’re doing: I learned the value of digital applications in archaeology through my undergraduate and master’s degree. [Digital archaeology] is appealing to me because [.........]. I first became interested in [example of why you’re interested in the topic/what inspires you].  After witnessing this, I began to seek out opportunities to partake in similar research.

    3rd and 4th paragraph, what makes you qualified to pursue this degree?: I have many research experiences that qualify my pursuit of a Ph.D. dedicated to using digital methods in Anthropological research. [Talk about your undergrad experience, do some name-dropping of professors you’ve worked with], [why did these experiences inspire you to take the next step?], [how are you where you are now because of them?]

   5th paragraph, what are you doing now?

   6th paragraph, why this school in particular?: This is where you name drop the professor you are interested in working with, talk about how their research aligns well with yours by mentioning specific things that they’ve done such as theoretical approaches. What are you interested in doing that would fit well within this program? Are there any facilities on campus that you are particularly eager to work with? Show that you’ve done your research.

   7th paragraph, what do you plan to do after you get your Ph.D. from this institution?: With goals of continuing archaeological research in ________ and expanding off the networks that I have established in _______, ________’s doctoral program in Anthropology is the ideal match to further my career as a Digital/Landscape Archaeologist. The Ph.D. in Anthropology at _______ allows for _________[reasons why you like the program]. Ultimately, my postgraduate goals are to remain in academia by continuing research and gaining a university faculty position. My foundation in archaeology gained in my undergraduate, graduate, and ______experiences have equipped me with a unique set of abilities to offer to ______’s Anthropology graduate program, and I look forward to the opportunity to exchange ideas with faculty and students alike.

Have your resume and statement looked over by as many eyes as you possibly can. It took me a good 6-10 revisions before settling on something that I liked.

4. Let the professors that you’ve been in contact with know

This puts you at the front of their minds when application review comes around. They’ll be like “oh yeah, this person messaged me about this.” I hadn’t spoken to the professors that I reached out to since those first few exchanges back in May, so sending this message was very valuable to remind them of my existence.

This email can be as simple as: Hi Professor ____, I hope you have been well since we last spoke. I am writing to inform you that I have submitted my application to _______. Since our last chat I’ve been [whatever you’re up to now that's relevant]. I look forward to hearing from _____ soon. Best, Me.

5. Productive Waiting

Yay, you’ve submitted! That was hard, but you made it through. Time to start diving into those other plans you’ve been thinking about. What will you do if you get into your top school? What will you do if you don’t get into your top, but you do get into your 2nd or 3rd choice? What if you don't get into any of them?

Remember that none of these options are bad, and in this world, you have to be open to change and welcome it. A Ph.D. is a really long commitment, and it doesn’t have to happen right away.

If you get in, accept only if:

It has the research you’re looking for

It has an advisor that’s supportive of what you’re doing

It’s transparent about what it offers its students

The current students are happy with the culture of the program and quality of life

The location is something you're comfortable with (for me having family nearby was a very important factor)

The money you are offered is enough to live the lifestyle you need to maintain good mental health

There is an opportunity for networking and expansion of your research outside of the university

As always, feel free to reach out with any questions at @aal.archaeology on Instagram or DM here! I’m happy to share my documents with you.

Happy writing!

-Lyss

[mr-entj]

Hey Mr. ENTJ! Greetings to you, Princess Mango, and the wife. Have you seen the data online about MBTI types and income? Do you have thoughts on why these studies show that certain types (like yourself, ExTJs and other TJs) make more money than other types and could that be linked to cognitive functions? Thank you for your response in advance!

I’ve seen the MBTI type and salary/income articles on Truity, Visual Capitalist, Nitro, BusinessWeek. My thoughts on this topic aren’t PhD dissertation complex: the types that make the most money are the ones willing to do the jobs that pay the most money.

The way this loosely relates to cognitive functions is that certain MBTI types approach their careers through an internal lens (what they like to do, what they’re passionate about) vs. an external one (what the world needs, what pays a lot). I wrote about it here. The risk of approaching careers through an internal lens is obvious: what you personally want to do can be something the world doesn’t need, that doesn’t pay well, where no jobs are available, and that’s extremely difficult to get. For example, an aspiring screenwriter for a TV show can have difficulty finding their dream job if the world only has 1 open screenwriting position for every 1,000,000 hopeful screenwriting candidates. Contrast this with software engineering where there’s high demand and there’s a talent shortage, positions outnumber candidates. I’m not saying that creative types are less valuable to the world or that they’re foolish in their pursuits, I’m saying that it’s a game of statistics and probability where the numbers sometimes aren’t in their favor.

Excluding personal circumstances outside of MBTI type (i.e. socioeconomic, geography, etc.), income has more to do with the person’s approach to balancing what they love to do/are personally passionate about (internal) vs what the world needs and what it’ll pay for (external). From experience, TJs lean more externally (literally the definition of high Te/low Fi and the reason behind epic TJ mid-life crises) with FJs as well. FPs lean internally with TPs. There’s no value judgement here because to have a job that pays a lot of money but is awful every day is a miserable experience, and to have a dream job that doesn’t pay enough to live is also miserable. Poverty is not fun, but money isn’t everything. The key is balance. 

Two takeaways here:

1. Find balance in what you like, what you’re good at, what the world needs, and what pays well (also known as ikigai):

2. Don’t surrender your hopes, dreams, and passions to become a miserable and mindless cog in the machine of the real world but, instead, work harder, prepare better, and persevere longer for personal goals that are more difficult to achieve.

[aslamdiaz]

Intro to IR: Answering Question

Aslam Luqman Diaz-072011233076-USA

Nationalism is an ideology based on the premise that the individual’s loyalty and devotion to the nation-state surpass other individual or group interests. Nationalism is a modern movement. Throughout history people have been attached to their native soil, to the traditions of their parents, and to established territorial authorities, but it was not until the end of the 18th century that nationalism began to be a generally recognized sentiment molding public and private life and one of the great, if not the greatest, single determining factors of modern history. Because of its dynamic vitality and its all-pervading character, nationalism is often thought to be very old; sometimes it is mistakenly regarded as a permanent factor in political behaviour (Kohn, hans, 1949-1962).

National character is an expression which describes forms of collective self-perception, sensibility, and conduct which are shared by the individuals who inhabit modern nation-states. It presupposes the existence of psychological and cultural homogeneity among the citizens of each country, as well as the idea that each nation can be considered a collective individual, with characteristics analogous to the empirical individuals who are its inhabitants. The noun character seeks to describe a universal aspect of social life-an internal dimension to the existence of individuals and an external one, observable through collective behaviour. The adjective national situates this universal aspect of social life in the specific context of those social units we call nations. Social theory interested in understanding the social force of feelings of national belonging has turned once again to this expression, which was first formulated in Europe during the second half of the eighteenth century. What distinguishes this trend is the fact that there is no attempt at attributing any theoretical status to national character; instead, it is more concerced with it as a practical category used in the discourse and action of the social agents and groups. The aim of this article is to summarize the genealogy of the expression and to discuss its current heuristic value (Neiburg, 2001).

One can differentiate between hard and soft power tools in international relations. Traditionally, the states opted for hard power tools in the framework of realpolitik thinking. Meanwhile, the scholars and practitioners start to recognize that the world is in need of a shift from old assumptions and rigid distinctions about ‘hard’ and ‘soft’ power since the economic and political challenges can no longer be simply resolved by military power or policy innovation (Bound, et al. 2007: 13). However, the concept of soft power, initially introduced by Joseph Nye (1990), is still in its theorization process and requires further studies. Hence, the aim of this paper is to evaluate the concept of power, with specific reference to Nye’s frames: hard, soft, and smart. The research objectives are three-fold; first, to provide an brief overview of the concept of power in international relations, second, to evaluate some of the key issues pertaining to the concept of soft power and, third, to assess education as a tool of power. This paper is based on the on-going research for the author’s Ph.D. dissertation.

The subject of power has been an interest of social scientists for many decades, if not centuries, if one were to go back to writings of Aristotle, Plato, and Machiavelli. Despite such great deal of attention, however, there are still notable academic debates over power’s specific definition and its features, which lead to the topic’s complexity and ambiguity. In discussing power, it is important to note whose power one is referring to. For instance, Arendt (1970: 44) defined power not as the property of an individual, but rather 2 argued that it belongs to a group and remains in existence only so long as the group keeps together. Meanwhile, Dahl (1957: 203) proposed to call the objects in the relationship of power as actors. The term actor is inclusive and may refer to individuals, groups, roles, offices, governments, nation-states, or other human aggregates. One of the most influential definitions of power in the field of social science belongs to Max Weber (1947: 152) who defined it as the probability of one actor within a social relationship to be in a position to carry out his own will despite resistance. According to Weber, power is a zero-sum game and is an attribute that derives from the qualities, resources and capabilities of one subject. However, the Weberian definition attracted a number of criticisms. Martin (1971: 243) pointed out that Weber did not define power, but rather provided the basis for a comparison between the attributes of actors. Moreover, the author argued that, by building the element of conflict into his definition and viewing power solely in zero-sum terms, Weber disregarded the possibility of mutually convenient power relations (Martin, 1971: 243). In contrast, Talcott Parsons (1967) offered a conceptualization of power, which did not define it in terms of conflict, but rather views it as a system resource. Parsons (1967: 208) argued that power is a capacity to secure the performance of binding obligations by units in a system of collective organization, when obligations are legitimized with reference to the collective goals, and where in case of recalcitrance, there is a presumption of negative sanctions. In this regard, Anthony Giddens (1968: 264) stated that, among other things, the Parsonian definition does not take into account that power is exercised over someone and by treating power as necessarily legitimate and assuming a consensus between power holders, Parsons ignores the hierarchical character of power. To sum up, the two major threads in this discussion about power, the Weberian and the Parsonian, both suffer from major problems of definition (Martin, 1971: 244). These are just two instances of how power discussion attracts intense debates and disagreements. The purpose of this short discussion is to emphasize that power is one of the most central and problematic concepts in social science. Despite widespread use, there is little agreement upon basic definitions, with individual theorists proposing their own idiosyncratic terminologies of power (Bierstedt, 1950). Gallie (1956) confirms that due to the existence of competing theories and meanings, power is essentially a contested subject.

Power remains one of the critical subjects in political science, including the sphere of international relations. The discipline of International Relations incorporates a number of competing schools of thought, but for the long time, the discipline has treated power as the exclusive prerogative of realism. In fact, there is still a tendency among scholars and 3 practitioners to view power predominantly through the realist lens. To reiterate, the five basic assumptions of realists about the international system are that it is anarchic; all great powers possess some offensive military capability; states can never be certain about the intentions of other states; survival is the primary goal of states; and states are rational actors (Mearsheimer, 2001: 30-31). The realists view the nation-states as the key actors in the international system. Hans Morgenthau (1954: 25) famously proclaimed that international politics, like all politics, is a struggle for power and ‘whatever the ultimate aims of international politics, power is always the immediate aim’. According to the author, the ‘ubiquity of the struggle for power in all social relations on all levels of social organization’ made the arena of international politics a necessity of power politics (Morgenthau, 1954: 31). Carr (1964: 102) was in agreement with Morgenthau and asserted that politics, at its heart, is power politics. For all realists, calculations about power lie at the core of how states perceive the world around them (Mearsheimer, 2001: 12). While realists are in agreement that power is a key determinant in political relations, there is there is a variation in how individual realists understand the concept. For instance, classical realists posit that the permanent struggle for power stems from the fundamental human drive for power (Morgenthau, 1954). In contrast, for structural or neo-realists, it is the architecture of the international system that forces states to pursue power and maximize their power position (Mearsheimer, 2001; Dunne, Kurki, and Smith, 2013). Furthermore, there are disagreements as to how the power should be conceived and measured (Walt, 2002). There are two dominant traditions of power analysis in IR: the ‘elements of the national power approach’, which depicts power as property of states, and the relational power approach, which depicts power as an actual or potential relationship (Baldwin, 2012: 2). In other words, some realists define power in terms of resources, while others define it in a relational manner as the ability to exercise influence over other actors. Proponents of the elements of the national power approach associate power with the possession of specific resources. All of the important resources that a state possesses are typically combined to determine its overall aggregate power. The resources that are indicators of national power are the level of military expenditure, size of the armed forces, gross national product, size of territory, and population. In line with this tradition, Morgenthau (1954) equated power with the possession of identifiable and measurable resources and listed geography, natural resources, industrial capacity, military, and population as stable power elements of a nation. Carr (1946: 109) argued that military power was the most important form of power in international politics, as it serves as both a means and an end in itself. However, one of the difficulties with the elements of the national power approach is the issue of power conversion.

Refrensi:

https://www.britannica.com/topic/nationalism

https://www.sciencedirect.com/topics/social-sciences/national-identity

http://www.culturaldiplomacy.org/academy/content/pdf/participant-papers/2015-12_annual/Power-In-Ir-By-Raimzhanova,-A.pdf

#IRFEST_USA_Intro to IR

[nnikesh]

Week 1

Step 1: Identify your Data Set: Gapminder

Step 2: Identify your research question: is there a correlation between cell phone use, life expectancy and HDI

Indicator name: Use of Cell Phone (per 100 people) Definition of indicator Cell phone users are people with access to cellular telephones Source organization(s) World Bank Link to source organization http://www.worldbank.org/ Link to complete reference http://data.worldbank.org/indicator/IT.CEL.SETS.P2

Indicator name: Internet Use (per 100 people) Definition of Indicator Internet users are people with access to the Internet Source organization(s) World Bank Link to source organizationhttp://data.worldbank.org/indicator Complete referenceWorld Development Indicators Link to complete referencehttp://data.worldbank.org/indicator/IT.NET.USER.P2

Indicator name: HDI Source organization(s) UNDP Definition of Indicator: Human Development Index is an index used to rank countries by level of “human development”. It contains three dimensions: health level, educational level and living standard. Source organization(s) UNDP Link to source organization http://hdr.undp.org/en/ Complete reference UNDP Human Development Report Link to complete reference http://hdrstats.undp.org/en/indicators/103106.html

STEP 3. Prepare a codebook of your own:  I add to my codebook variables reflecting access to cell, landline and internet communication.

STEP 4. Identify a second topic that you would like to explore in terms of its association with your original topic. I selected HDI, or Human Development Index (see http://hdr.undp.org/en/content/human-development-index-hdi for a full definition).  This is an index that mashes together data about income, education, and life expectancy.

STEP 5. Add questions/items/variables documenting this second topic to your personal codebook.  Is there a correlation between access to communication and HDI? I added Human Development Index (HDI) to codebook.

STEP 6. Perform a literature review to see what research has been previously done on this topic. Use sites such as Google Scholar (http://scholar.google.com) to search for published academic work in the area(s) of interest. Try to find multiple sources, and take note of basic bibliographic information.

Literature Review

Search strings:

access to communication and HDI, access to communication and development, cell communication and human development

1. Christian Fuchsa, “Africa and the digital divide” Telematics and Informatics, Volume 25, Issue 2, May 2008, Pages 99–116.  Argue that the digital divide is a deeply structural, not just technical problem. 2. Kay Raseroka, “Access to Information and Knowledge,” Human Rights in the Global Information Society edited by Rikke Frank Jørgensen 3. Birdsall, Stephanie and William Birdsall, GeographyMatters: mapping technology access and human development, http://ojphi.org/ojs/index.php/fm/article/view/1281/1201

4. Koroma, Joseph T., Dissertation: “Geography, Poverty, and Development Policy in the New African Millennium: Monitoring the Millennium Development Goals Through Human Development,” 2008  KEY SOURCE 94-95 explore the relationship between cell phone and land line penetration and HDI and find a 95% positive relationship.  Dissertation at Indiana State University, 2008,  UMI # 3305416

Abstract: “The eight United Nations Millennium Development Goals (MDGs) are to eradicate extreme poverty and hunger, achieve universal primary education, promote gender equality and empower women, reduce child mortality, improve maternal health, combat HIV/AIDS, ensure environmental sustainability, and develop a global partnership for development. The eighth goal (MDG 8), aims to develop and strengthen a global partnership for development between rich and poor countries. Three main components of the latter (MDG 8) aim to accelerate the infusion of official development aid (ODA), liberalize international trade, and introduce information and communication technologies (ICT) in the hope of creating a conducive environment for the manifestation and realization of human and economic development in developing countries. Most of the MDGs have been hailed as quantifiable and time bound. Unfortunately, MDG 8, which is the ways and means goal, lacks quantifiable targets and comparable accountability. Further, the emphasis on development aid, technology, and international trade based on comparative advantage is similar to the old modernization perspective popular in 1950s and 1960s. Are the MDGs an inadvertent avenue by which to create dependency between the weak peripheral states of Africa and dominant, core countries, and their multilateral institutions? I perform regression analyses with Human Development Index (HDI), a proxy for the MDGs, as my dependent variable, and international trade, official development aid, and information and communication technologies as my independent variables in order to answer the research question.

STEP 7. Based on your literature review, develop a hypothesis about what you believe the association might be between these topics. Be sure to integrate the specific variables you selected into the hypothesis.

Hypothesis: access to communication influences HDI (Human Development Index), but is not in itself sufficient to ensure improved HDI. My hypothesis is that in some instances with access to information, HDI will not be as high as one might predict, perhaps because if extrinsic factors such as political violence.

[todayesterday]

Hi! I'm Elaine and I'm in my junior year in hs. I've read your introduction and I was so interested that you do studies about cafes and coffee places. Can you like, elaborate more on what you do? I feel like it's so fun to be a researcher!

hi elaine!! of course! i love to talk about this hehe

i’m an undergrad tourism student, so i’m a researcher but not a full-time one (yet), neither i’m writing a thesis or a dissertation (again, yet). rather, i’m part of a research group project both for fun, because i love it, and for gaining knowledge on research and the academy because that’s the field i want to work on in the future. 

our research is essentially related to tourism. what we focus on is hospitality and how coffee places relate to it, in its essence. basically what we want to understand is how the physical space influences on hospitality in those places, how do people behave when they’re in coffee shops and why do they do so, which aspects of hospitality and commensality (a field of study for hospitality when eating) are visible in those places and so on. we use various methods and approaches, but mainly we use human geography, sociology and other fields of study that relate to the subject of our research to better understand our object (coffee, cafes and coffee shops) and study it. it’s a year-long project and we have a research group consisting of me who has a scholarship for research, my friend who is a volunteer, a postdoctoral scholar, and our advisor professor/supervisor. we work on a lab at my own uni, and the time varies.  

we define goals and objectives for our research and, in order to achieve them, we engage in bibliographical, documental and field research and we, later on, write papers and articles on our findings, based both on what we discovered and on what other authors said about the topic. it can go to a variety of fields and have a lot of different takes and looks, which is the most incredible part.

overall, research takes a lot of effort and time, but it’s my favorite thing on earth, probably. it’s incredibly fun to find and study something and write about it, especially because the people in my group are incredible. i learn so much every day, and i truly want to keep doing this for as long as i can! <3