A Guide to the Graduate School Admissions Interview

A Guide to the Graduate School Admissions Interview If youve received an invitation to interview at a graduate school of choice, congratulate yourself. Youve made it to the short list of applicants under serious consideration for admission. If you have not received an invitation, dont fret.  Not all graduate programs interview and the popularity of admissions interviews vary by program. Heres what to expect and some tips on how to prepare so you do your very best. Purpose of the Interview The purpose of the interview is to let members of the department get a peek at you and meet you, the person, and see beyond your application. Sometimes applicants who seem like a perfect match on paper arent so in real life. What do the interviewers want to know? Whether you have what it takes to succeed in graduate school and the profession, like maturity, interpersonal skills, interest, and motivation. How well do you express yourself, manage stress and think on your feet? What to Expect Interview formats vary considerably. Some programs request applicants to meet for half of an hour to an hour with a faculty member, and other interviews will be full weekend events with students, faculty and other applicants. Graduate school interviews are conducted by invitation, but the expenses are nearly always paid for by applicants. In some unusual  cases, a program may assist a promising student with travel expenses, but its not common. If youre invited to an interview, try your best to attend even if you have to pay the travel expenses. Not attending, even if its for a good reason, signals that youre not seriously interested in the program. During your interview, youll talk with several faculty members as well as students. You might engage in small group discussions with students, faculty and other applicants. Participate in discussions and demonstrate your listening skills  but do not monopolize the conversation. The interviewers might have read your application file but dont expect them to remember anything about you. Because the interviewer is unlikely to remember much about each applicant, be forthcoming about your experiences, strengths and professional goals. Be mindful of the salient facts you wish to present. How to Prepare Learn about the program and faculty. familiarize yourself with the training emphasis and faculty research interests.Review your own interests, goals, and qualifications. Note what things make you a good match for the program. Be able to explain how your goals and qualifications match what the program has to offer.Take the perspective of faculty members. What can you contribute to their graduate program and research? Why should they accept you? What skills do you bring that will help a professor advance in his or her research?Anticipate questions and rehearse potential answers.Prepare intelligent questions to ask. During the Interview Remember your goals during your interview: to convey your interest, motivation, and professionalism and to gather the information you need to determine if this is the graduate program for you.In meetings with graduate students, try to ask questions that reveal what they really think about their advisers and the program. Most students will be forthcoming especially in one-on-one conversations.Dont underestimate the potential influence of current graduate students. Present your best side because current graduate students may be in a position to help or hurt your application.Some interviews include social events like parties. Dont drink (even if others do). Remember that even though it seems like a party, its an interview. Assume that youre being evaluated at all times. Empower Yourself: Youre Interviewing Them, Too Remember that this is your chance to interview the program, its facilities, and its faculty. Youll tour the facilities and lab spaces as well as have the opportunity to ask questions. Take this opportunity to assess the school, program, faculty, and students to determine if its the right match for you. During the interview, you should evaluate the program just as the faculty is evaluating you.

Alexander Bain and the First Fax

Alexander Bain and the First Fax Faxing is by definition a method of encoding data, transmitting it over a ​telephone line or radio broadcast, and receiving a hard copy of the text, line drawings, or photographs at a remote location. The technology for fax machines was invented a long time. However, fax machines did not become popular with consumers until the 1980s. Alexander Bain The first fax machine was invented by Scottish mechanic and inventor Alexander Bain. In 1843, Alexander Bain received a British patent for â€Å"improvements in producing and regulating electric currents and improvements in timepieces and in electric printing and signal telegraphs†, in laymens terms a fax machine. Several years earlier, Samuel Morse had invented the first successful telegraph machine and the fax machine closely evolved from the technology of the telegraph. The earlier telegraph machine sent Morse code (dots and dashes) over telegraph wires that was decoded into a text message at a remote location. More About Alexander Bain Bain was a  Scottish  philosopher and  educationalist  in the  British school of empiricism  and a prominent and innovative figure in the fields of  psychology,  linguistics,  logic,  moral philosophy  and  education reform. He founded  Mind, the first ever journal of psychology and analytical philosophy, and was the leading figure in  establishing  and applying the  scientific method  to  psychology. Bain was the inaugural  Regius Chair  in Logic and  Professor of Logic  at the  University of Aberdeen, where he also held Professorships in  Moral Philosophy  and  English Literature  and was twice elected  Lord Rector. How Did Alexander Bains Machine Work? Alexander Bains fax machine transmitter scanned a flat metal surface using a stylus mounted on a pendulum. The stylus picked up images from the metal surface. An amateur clockmaker, Alexander Bain combined parts from clock mechanisms together with telegraph machines to invent his fax machine. Fax Machine History Many inventors after Alexander Bain, worked hard on inventing and improving fax machine type devices. Here is a brief timeline: In 1850, a London inventor named F. C. Blakewell received a patent what he called a copying telegraph.In 1860, a fax machine called the Pantelegraph sent the first fax between Paris and Lyon. The Pantelegraph was invented ​by Giovanni Caselli.In 1895, Ernest Hummel a watchmaker from St. Paul, Minnesota invented his competing device called the Telediagraph.In 1902, Dr. Arthur Korn invented an improved and practical fax, the photoelectric system.In 1914, Edouard Belin established the concept of the remote fax for photo and news reporting.In 1924, the telephotography machine (a type of fax machine) was used to send political convention photos long distance for newspaper publication. It was developed by the American Telephone Telegraph Company (ATT) worked to improve telephone fax technology.By 1926, RCA invented the Radiophoto that faxed by using radio broadcasting technology.In 1947, Alexander Muirhead invented a successful fax machine.On March 4, 1955, the first radio fax tran smission was sent across the continent.

Dual Coding Theory Research Paper Example | Topics and Well Written Essays - 1250 words

Dual Coding Theory - Research Paper Example Dual Coding Theory Dual coding theory emphasizes that people should not ignore the aspect of non-verbal processing of information, and concentrate on verbal processing. Today, many people rely on resources from the web for their learning requirements, and it is imperative to distinguish web sites that can benefit students and those that cannot benefit students (Jairath & Mills, 2005). The assumption of the dual coding theory is that there exist two cognitive systems in the human mind. One system specializes in the processing and representation of nonverbal objects while the other system focuses on language (Jairath & Mills, 2005). This theory has been applied in many fields of learning, which include language, problem solving and concept learning. According to Clark & Paivio (1991), dual coding theory focuses on mental processes and mental and mental structures. The mental structures are networks that are associative of imaginable and verbal representations. On the other hand, mental processes focus on the activation and development of the mental structures, including the effect of the physical and the social context in learning. Dual coding theory asserts that mental representations relate to distinct nonverbal and verbal properties, and symbolic modes of events of concrete sensorimotor, which form the basis of this theory. Any learning program should consider the verbal system, which contains auditory, visual and verbal codes that are articulate. The development of a web-based program of learning should create a comprehensive approach that captures all the essential aspects of dual coding theory.... the designers of learning programs to develop the nonverbal representation like environmental sounds, actions, visceral or skeletal expressions that symbolize emotions and images that symbolize shape. Designers of learning programs recognize that the principal purpose of learning and education is to acquire knowledge (Clark & Paivio, 1991). Knowledge is transferred to many people through tutorial lessons or private study. Private study has played a significant role in promoting the utilization of web-based research. This has called for improvement of web sources of information so that they can meet the knowledge demands of learners. Dual coding theory proceeds to provide guidelines, which facilitate program designers to ensure that the psychological mechanisms of learning from texts and web pages are designed appropriately (Khan, 2001). Learning program designers follow the avenue that education relevant knowledge is verbally represented in notes and textbooks. Further, nonverbal ima ging of information triggers a student’s ease of comprehension of text meaning. The dual coding theory in practice emphasizes that human beings have several systems that process information. Therefore, several channels of communication should be used to convey information in teaching, and in designing learning programs (Jairath & Mills, 2005). The theory informs the designers that the learning of students is influenced in a positive way by presenting illustrations and texts together. Furthermore, animations by computers provide an influential means for presenting learners with visually based information. Learning program designers imitate the idea of dual coding theory since it fosters imagery with mental images that help learners to develop sharp remembering skills. Further, program