The deadline has passed.
“the ideas of economists… both when they are right and when they are wrong, are more powerful than is commonly understood… indeed the world is ruled by little else” , j. m. keynes (general theory, 1936), essay competition 2024.
The Marshall Society Essay Competition for 2024 has officially opened!
We are proud to announce that the 2024 Marshall Society Essay Competition is being sponsored by Cambridge Global Connect .
Cambridge Global Connect are a subsidiary of Oxbridge Global Connect, an award-winning education technology platform and research think tank founded at the University of Cambridge that offers premier tutoring services.
The competition.
The Marshall Society, the economics society of the University of Cambridge, is excited to launch its 2024 essay competition! This is an opportunity for all students who have not begun their university studies to demonstrate their ability to write a convincing and well-structured essay. Emphasis should be placed on sound explanation of economic theory and well-reasoned, original arguments, drawing on relevant real-world evidence.
Participants are invited to submit an essay response to one of the following questions:
Your essay should be written in English with good grammar and structure . We will evaluate your essay based on the logic and persuasiveness of the arguments presented, the quality of the evidence used to support your points, and the originality of your ideas.
Your essay should be properly referenced , citing all sources along the way. It is recommended to use the APA (Author, Year) style of citation in the text. (For example, “The persistence of high unemployment rates is mainly associated with rigidities in the labour markets (Bertola and Rogerson, 1997).”)
Please also provide a bibliography , where you list all your sources at the end of the essay. Don’t worry too much about sticking to one citation format for this; spend your time writing your essay instead (although look to the APA format as a guide for this). Just make sure all the information needed to verify your sources is in here.
Before submitting your essay, do a word count. Words in your bibliography and in any data tables don’t count towards the limit, but everything else does, including footnotes. The limit is 1,250 words (we will check!). We put a word limit so you can focus on what the really important aspects of the question are. Because of the limit, you shouldn’t worry about providing a complete overview of the topic; rather, focus on getting a really good insight into the key aspects, with facts to back it up. You may assume that the judging panel have a basic understanding of the question topic, i.e., there is no need for lengthy definitions or background information.
Finally, some notes on style:
The use of Generative AI programmes, such as ChatGPT, is not prohibited in producing your essay, and you will not be penalised for fair usage. However, any use of AI must be declared on the form used to submit your essay. All essays will be passed through software which detects plagiarism and the use of AI, including where passages have been produced by AI and manually rewritten. Any essays found to have used AI without proper declaration will be disqualified.
Use the submission form below to submit your essay. Do not email your essay to us: we will not read it if you do!
If you encounter any issues while submitting your essay via the Google Form below, please email [email protected] at least 48 hours prior to the deadline.
We have extended the deadline for submissions to Sunday 18 th August 2024, 11:59pm BST . Late submissions will not be considered.
Before submitting, please convert your file to a PDF and change the file name to “[your name] Q[question number].pdf” . (For example, “Adam Smith Q4.pdf”). Make sure this is no larger than 10 MB in size.
Competition results will be published on the Marshall Society website by late-August 2024. Prizes are as follows:
First place: £100 Finalists: £50 Commendation: No monetary prize, awarded to excellent submissions shortlisted for finalist.
Selected winning essays will be featured in the Marshall Society’s annual publication, The Dismal Scientist .
Terms and Conditions of Entry Please also observe that by entering you agree to the terms and conditions listed below:
We look forward to reading your submissions!
Jing, Research Director 2024/25 Chiara, Magazine Editor 2024/25
Rhein-Main Hamburg Berlin Scholarship Foundation Rhein-Ruhr München
Scholarship Foundation Germany e.V.
AN INITIATIVE OF HARVARD UNIVERSITY ALUMNI IN GERMANY
It's that time again!
For the fourth time, the Harvard Scholarship Foundation Germany e.V. organizes the essay competition "Road to Harvard".
Win a Two-Week Harvard Summer Course in 2025 at one of the best universities in the world!
The 2-Week Harvard Pre-College Program is exclusively on campus and offers over 100 non-credit courses. You will thrive in a dynamic, immersive and supportive academic environment alongside peers from around the world.
Application Requiements for Road to Harvard Competition
Participation in the competition
a) an essay on the topic of: Artificial Intelligence - Chances, Risks, Concrete Ideas in the Service of Mankind?
b) a motivation letter
Please describe your special skills and achievements in science, culture or sport and tell us about your social commitment, your family and your inspirations.
The essay and letter of motivation must be written in English . Before preparing and uploading your documents please read the following formal requirements:
Motivation Letter:
Upload the two documents with your last school report via the link below and complete the form in the link: https://scholarship.harvard-club.de/de/road-to-harvard2
This phase of the competition ends as soon as 150 applications have been submitted, at the latest, however, by April 14, 2024 .
By end of May the selection committee will name the 20 competition finalists. The finalists will receive an invitation to the Summerfest on June 29, 2024, where they are awarded the title "German Laureate Road to Harvard" .
Travel and hotel costs are covered by the foundation.
The interviews will take place on the day of the Summerfest, during which you can affirm your interest and motivation for attending Harvard University. The winners will be announced and awarded at the evening event.
The main prize:
A two-week Pre-College Program of Harvard Summer School for high school students.
Application requirements for Harvard Summer School are
The Harvard Scholarship Foundation Germany will cover all costs for the course and a travel allowance of 500 €.
The winners require a passport and a visa for entering the USA at the latest by the time of travel.
Please direct any questions you have about the competition to: [email protected]
We look forward to hearing from you!
Writing the Personal Statement for the Common Application
Today, the Common Application opens for the 2024–25 application cycle. As the platform opens, officially signaling the start of the college admissions season, many students are starting the daunting process of crafting their personal statements. The personal statement is a crucial opportunity to showcase individuality, character, and intellectual depth. In only 650 words, students should seek to encapsulate their authentic voice and perspective through a compelling and creative narrative. The process requires thorough brainstorming, strategy, and editing in order to produce an essay that is distinct from those of thousands of other applicants vying for seats at top colleges.
As students choose a prompt and begin brainstorming essays, here are the key points to consider in order to create a stellar essay for each prompt:
Prompt: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
This prompt invites you to share an aspect of your identity or experience that is central to who you are. Start by thoughtfully considering aspects of your identity that are unique to you; then, try to think of a specific anecdote or experience that provides a portrait of those qualities. While detail and specificity are critical for all engaging essays, they are particularly important in this one, as you should show (rather than tell ) admissions committees the things that are quintessential to who you are.
Your essay should also have a takeaway—aside from just telling admissions officers what the background, identity, interest, or talent is, you should also focus on what you’ve learned from this piece of your identity, how it has developed over time, and how you will apply it in college and beyond.
Best 5% interest savings accounts of 2024, 2. the overcoming obstacles prompt.
Prompt: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
This prompt is an opportunity to demonstrate resilience and the capacity to learn from adversity—qualities that elite universities value highly. Begin by choosing a specific incident where you faced a significant challenge or failure—this could be an academic setback, a personal loss, or a time when you were out of your comfort zone. Students often fall into one of two common mistakes when tackling this question. First, many students rely on cliches and overused tropes. Keep in mind that admissions officers will likely read hundreds of essays recounting stories of students missing the game-winning goal or flunking a test in sophomore English. Try to select a story that only you can tell, and if you choose a topic you worry might be popular among other students, consider how you might recount it in a unique and unexpected way. On the other hand, some students fall into the opposite problem, sharing about a particularly personal, traumatic, or triggering experience that impacted them. Though it should convey personal insights, the personal statement is still a professional document, and you should not make your reader uncomfortable or unsettled by the information you share.
Finally, note that admissions officers are not primarily interested in the challenge itself, but in how you responded to the challenge. Focus on the steps you took to overcome the obstacle, what you learned about yourself in the process, and how this experience has shaped your future actions and mindset. Highlight any new skills, perspectives, or motivations that emerged from this experience, demonstrating your ability to grow and adapt in the face of adversity.
Prompt: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
Top colleges seek to admit students who are willing to engage in critical thinking and who possess the intellectual courage to question norms or ideas. For this essay, consider beginning with an anecdote—starting the essay in media res can be an engaging way to catch the reader’s attention and quickly establish the stakes of your narrative. As you share your story, remember that the essay’s focus is to demonstrate your open-mindedness, your commitment to seeking the truth, and your willingness to engage deeply with complex issues. It also shows your ability to respect differing viewpoints while developing your own reasoned stance. As such, you should take the admissions committee through your process of growth and change step-by-step, clearly articulating how the experience impacted you and how your changed perspective will enhance their campus community should you enroll.
Prompt: Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?
Like the two prior prompts, this prompt requires students to share a particular anecdote, and students should consider beginning with their narrative before zooming out to explore the broader theme of gratitude. Start by recounting a specific instance where someone did something for you that made you feel unexpectedly grateful. This could be a small act of kindness, a significant gesture, or a moment of support that made a lasting impression on you. Then, explore how this experience of gratitude has affected your actions or attitude. As you do so, be sure to avoid platitudes or vapid buzzwords—rather than expressing that the experience made you feel “good” or “appreciated” or the equivalent, share how it has affected your perspective or actions going forward. The best responses are those that illustrate actionable change rather than fuzzy feelings.
Prompt: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
A student’s college years are all about growth and transformation, and this prompt invites students to demonstrate their capacity for self-reflection and teachability. Thus, while this prompt might invite you to describe a major event or accomplishment, what you really want to show is a transformative period and the resulting reflection. Don’t feel as though the accomplishment, event, or realization needs to be especially earth-shattering or ground-breaking—sometimes the small things can make an impression in a big way. Finally, if you do choose to write about an accomplishment, be sure that you are not bragging. The prompt is an opportunity to show self-awareness, rather than to tout your achievements.
Prompt: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
Intellectual curiosity and authentic passion are distinguishing characteristics in the landscape of top college admissions. For this prompt, zoom in on a particular topic that genuinely fascinates you, whether it’s a specific academic subject, a philosophical idea, or a creative pursuit. Many students manufacture a response to this prompt based on what they assume will impress admissions officers—but if you aren’t truly interested in Kantian ethics, an admissions officer will be able to tell. However silly, mundane, quirky, or bizarre your “captivating concept” may be, if it’s true to you—write about it!
While your response should describe how a specific aspect of this topic captivates your interest and why it resonates with you on a deeper level, it should also demonstrate how you have taken the initiative to explore this topic in unique ways. Have you sought out books on the topic? Taken an online course to elevate your knowledge? Started a club to connect with others who share your interest? Developed a passion project that mobilized your interest in service of your community?
If none of the above prompts allow you to effectively express yourself, remember that the Common App includes an open prompt, wherein you can write on a topic of your choice! This is an excellent opportunity to share a story that doesn’t fit neatly into the other prompts but is crucial to understanding who you are. If you choose to pursue this prompt, make sure your essay is well-structured and cohesive, with a clear theme or message that ties everything together.
The Common App essay is more than just a component of your application; it’s a chance to speak directly to admissions officers and present your authentic self. Taking the time to brainstorm and edit will allow you to submit an essay that showcases your unique voice and original perspective to admissions officers at top colleges.
We are a server dedicated to helping enhance your summer as a student of any age (although our primary audience is high school). Are you interested in joining summer programs or finding a summer experience? Look no further.
Harvard Crimson - the U.S.’s oldest continuously published daily college newspaper - is pleased to invite you to the Harvard Crimson Global Essay Competition (HCGEC) 2024!
Registration is open to all students aged 13-18. Competitors will have to write a 500-word essay after choosing a prompt from the creative, argumentative, or journalistic category.
Sounds easy? Sign-up here and use the promo code AMB194 for a USD $5 discount off your registration fee!
Registered participants get:
✍️ Exclusive workshops by The Harvard Crimson to level-up your writing skills.
🏅 The opportunity to be recognized as a regional finalist or global winner.
💼 The chance to win exclusive internships with The Harvard Crimson!
Check out our website at https://www.essaycomp.org for more details!
We hope to see your community represented on our global stage, and please don’t hesitate to reach out with any questions!
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Embattled Harvard Professor John Comaroff Retires Without Emeritus Status
Harvard Fencer Lauren Scruggs ’25 Earns Silver Medal at 2024 Paris Olympics
3 Years Ago, 2U Purchased edX From Harvard and MIT for $800 Million. It Just Filed for Bankruptcy.
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In the end, Lauren S. Scruggs ‘25 was never leaving Paris without gold.
Scruggs propelled Team USA to victory in the 2024 Paris Olympics women’s team foil tournament on Thursday, holding off Italy’s three-time Olympian Arianna Errigo to give the United States its first-ever team gold medal in fencing.
Scruggs, who already won a silver medal in the individual foil event on Sunday, became the first current Harvard student to win a gold medal in the Summer Olympics since David Berkoff ’89 in 1988.
Team USA, led by Scruggs and individual foil gold medalist Lee Keifer, breezed through the tournament on Thursday as they defeated China and Canada on their way to the final against No. 1-ranked Italy.
The victory was a true team effort for the Americans as substitute Maia M. Weintraub contributed two clutch performances in the final against Italy as Kiefer, Scruggs, and Jacqueline Dubrovich all struggled.
Scruggs started the final against Italy strong as she defeated Martina Favaretto 5-1 in the second bout to give Team USA a five-point advantage. After a difficult bout for the Americans against Italy’s Alice Volpi, Kiefer won her bout by one point and Weintraub extended the lead with a two-point victory over Errigo.
Italy earned a point back as Volpi’s bout against Scruggs ended 6-5, bringing the Italians back to within five points of Team USA as they entered the last three bouts of the final.
Weintraub provided a dominant performance against Italian substitute Francesca Palumbo to give Team USA a nine-point lead as Keifer and Scruggs prepared for their final bouts of the tournament.
While Keifer struggled against Volpi, the two-time individual foil gold medalist recovered enough at the end of her bout to hand off an eight-point lead to Scruggs in the final bout of the tournament.
With the score 40-32, Scruggs needed only five touches to secure the gold medal for Team USA. But Errigo quickly proved why she is considered one of the best foil fencers in the world. The left-handed Italian took the first four points against Scruggs to narrow the score to 40-36.
Scruggs and Errigo traded the next four points, but then Errigo took yet another point against Scruggs to bring Italy within three touches of tying the United States. The Queens, New York native, however, would not let Errigo get any closer. Scruggs won the next three points to give Team USA the gold.
On Team USA’s path to the final, Scruggs faced off against her Harvard teammate Jessica Z.J. Guo ’27 for the second time of the 2024 Paris Olympics during the semifinal matchup against Canada. Guo and Scruggs met each other during the individual tournament’s round of 16, where Scruggs easily defeated Guo.
The team tournament provided Guo an opportunity to extract some revenge against Scruggs, as she breezed past Scruggs 5-1 in the semifinal’s opening bout. With Team USA facing a four-point deficit entering the third bout of the semifinal, Kiefer suddenly turned the tables as she outscored her Canadian opponent, the 16 year-old Yunjia Zhang, 14-3 to turn the deficit into a five-point advantage for the Americans.
Despite Guo’s best efforts, Canada never managed to catch Team USA. The loss earned them a matchup against Japan with a bronze medal on the line. Guo and her team, however, lost a nailbiter to Japan as a late comeback fell just short.
Team USA’s victory in the women’s team foil tournament made up for a disappointing performance from the all-Harvard men’s saber team just one day earlier. The Crimson’s saber fencers underperfomed in the individual tournament and didn’t fare any better in the team competition as they were upset in the first round by Iran.
—Staff writer Thomas Harris can be reached at [email protected] .
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After Scruggs, 21, became the first Black American woman to win an individual Olympic fencing medal, she clinched gold for the U.S. team.
By Alexandra E. Petri
After Lauren Scruggs clinched the gold medal for the United States in the women’s fencing team foil competition on Thursday, she threw off her mask and spun around, her eyes and mouth wide open.
It was the team’s first-ever gold in the event. But it wasn’t the first big moment for Scruggs at the 2024 Olympic Games in Paris.
On Sunday, Scruggs, in her Olympics debut, became the first Black American woman to win an individual Olympic fencing medal for the U.S.
“Fencing has largely, historically, been a non-Black sport,” Scruggs told NCAA.com in a July interview. “So I hope to inspire young Black girls to get into fencing and to think that they can have a place in the sport. I just hope that more people who look like me, little girls like me, feel they have a place in the sport.”
A Queens native and a rising senior at Harvard, Scruggs was around 7 when she started fencing. She was inspired by her older brother, Nolen, who was eager to try fencing after seeing “Star Wars,” “ Good Morning America” reported .
“As the younger sibling, I always wanted to do whatever he did, so I started fencing, and I stuck with it,” Scruggs told BET in an interview last month.
Scruggs clung to the sport’s competitive nature, telling “Good Morning America ” that it channeled her creativity. But as a Black fencer, she felt added pressure whenever she stepped onto the piste.
“Growing up in fencing, no one really looked like me,” she said in the “Good Morning America” interview. “I think in order to prove myself, I really had to be the best at the tournaments.”
She kept winning those tournaments. Scruggs was accepted into the Peter Westbrook Foundation, an organization founded by Peter Westbrook, the first Black American man to win an Olympic fencing medal.
The organization supports young fencers from underrepresented racial and economic backgrounds. Scruggs, who now volunteers as a mentor for the group, eventually wants to own her own fencing club, she said in the BET interview.
Scruggs is a six-time world champion and the youngest U.S. foil fencer to win the Junior World Championship, according to her Harvard bio . She has been named a first-team All American three times at Harvard and was the 2023 N.C.A.A. national champion.
She was No. 11 in the International Fencing Federation’s world rankings when she arrived in Paris.
“I think my success in fencing has also helped break stereotypes about what Black people can do and who can be a fencer,” she told “Good Morning America .”
Hello and welcome to the announcement of our Essay Writing Contest Scholarship winners!
As usual, we’re super excited to cut straight to the chase, but we can’t do so without a quick recap.
And there are things worth mentioning, to be honest. Last year, we stated that we received a lot more submissions than anticipated, with 773 works in total and 578 evaluated papers. Well, this year, the record was broken again, as we received 783 essays and accepted 659 of them. Unfortunately, we had to reject 124 works for various reasons: contest requirements not being fulfilled, wrong topic, plagiarism, or work format issues.
We are thankful to all the participants for filling this contest with creativity and bright ideas!
Here’s a short reminder of the evaluation criteria that we used:
On average, all 659 that we evaluated got 68.4 points. Good job!
With all the statistics out of the way, let’s name this year’s winners!
1st place and the $1,000 prize goes to Isabella Barricklow with the essay “The Pen is Mightier than the Keyboard: School as Protective and Preventive Factor Against Cyberbullying,” which got 90 points. Congratulations!
The Pen is Mightier than the Keyboard: School as Protective and Preventive Factor Against Cyberbullying The internet’s vastness makes the issue of cyberbullying seem as evasive as water slipping through one’s fingers. However, to effectively understand and work towards eliminating the complex phenomenon, an institution must take responsibility for the issue, mainly, comprehending its intricate causes and functions across communities and establishing systems and programs towards its prevention. This responsibility should fall to schools; while not always the location where cyberbullying takes place, schools control its progress and develop solutions with consideration for intersectionality in a way that parents and other organizations may lack the resources to do and are the most adequately regulated, pedagogically-equipped, and consistent resource for education acquisition and distribution on cyberbullying. Teacher training and professional skill are factors in successfully addressing intersectional elements of cyberbullying and ensuring homologous, pedagogical awareness and prevention education. The experience of cyberbullying will be different for students based on their diverse backgrounds as well as their developmental stages. For example, Emily Vogels finds that low household income increases the likelihood of cyberbullying and race influences student cynicism of law enforcement efforts to reduce cyberbullying (1). Additionally, students in higher and further education continue to experience cyberbullying but are less likely to seek help, expressing moral disengagement and less empathy (Myers and Cowie). Acknowledging these intersections in the issue of cyberbullying must fall to professionals who are continually trained to do so. Research suggests teachers and administrators who undergo district professional development and training sessions gain the cultural competency required to do this and can even improve student academic outcomes and increase educator “professional efficacy” in doing so (Hamdan and Coloma 110 Furthermore, districts and teachers have the resources and pedagogical structures, or can acquire them, to carry out best practices in cyberbullying prevention. Tozzo et al. find that the most effective cyberbullying interventions were education-based and interactive, whereas “prescriptive and juridical” interventions were much less effective. However, to implement these educational programs, both “complex knowledge of cyberbullying” and “expertise and competencies in the field of media education” are needed (Tomczyk and Wloch 14). Districts and educational environments can provide teachers with this expertise in a relatively homologous way, monitored and assessed by professional development requirements and district standards. In contrast, parents are capable of educating their children on these issues, but there is no way of enforcing this, knowing if resources are accessible for all parents, assessing their understanding and progress, or ensuring that all parents implement research-based, intersectional, best practices. Yosep et al. find that a vast majority of parents both felt and demonstrated they lacked knowledge regarding cyberbullying and resources to address it, and the strategies and resources they do use are varied (Yosep et al.). Teaching, however, is a regulated profession where trained professionals undergo constant observation, assessment, and development where cyberbullying education and prevention strategies can be pedagogically informed and monitored, leading to better results. Finally, education laws give schools the advantage of state-required, mandatory attendance for twelve years, making them a setting where information can be consistently shared across students’ educational lifespans. Tozzo et al. find that, across studies, longer versions of intervention programs targeting cyberbullying had more positive outcomes when compared with shorter versions. Tomczyk and Wloch’s research supports this, stating a weakness in programs is their occasional use when they should be administered more frequently (20). Additionally, students outside the K-12 educational system have less avenues for help and resources, especially those who transition out of the obligatory educational system (Myers and Cowie). While some students may not have consistent parental messaging, life experiences, or access to resources in their home lives or when they leave school, it can generally be assumed that school will be a consistent, actively controlled, and regulated setting in their lives for at least twelve years where the issue of cyberbullying can be addressed continually and empower them to address issues autonomously once out of school. School, as an institution whose pedagogy and practices are constantly evolving and undergoing assessment and a consistent setting for students, must be entrusted with reducing cyberbullying. If knowledge is both a weapon against cyberbullying and a healing tool, then schools are the fortresses whose walls protect and enrich the lives of children, creating lasting change in society. Works Cited Hamdan, Suha, and Roland Sintos Coloma. “Assessing Teachers’ Cultural Competency.” The Journal of Educational Foundations , vol. 35, no. 1, Caddo Gap Press, Spring 2022, pp. 108-128. https://files.eric.ed.gov/fulltext/EJ1358841.pdf. Accessed 16 June 2024. Myers, Carrie-Anne, and Helen Cowie. “Cyberbullying across the lifespan of education: Issues and interventions from school to University.” International Journal of Environmental Research and Public Health , vol. 16, no. 7, 4 Apr. 2019, p. 1217, https://doi.org/10.3390/ijerph16071217. Accessed 16 June 2024. Tomczyk, Łukasz, and Anna Włoch. “Cyberbullying in the light of challenges of school-based prevention.” International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) , vol. 7, no. 3, 20 Dec. 2019, pp. 13–26, https://doi.org/10.5937/ijcrsee1903013t. Accessed 16 June 2024. Tozzo, Pamela, et al. “Family and educational strategies for cyberbullying prevention: A systematic review.” International Journal of Environmental Research and Public Health , vol. 19, no. 16, 22 Aug. 2022, p. 10452, https://doi.org/10.3390/ijerph191610452. Accessed 16 June 2024. Vogels, Emily A. “Teens and Cyberbullying 2022.” Pew Research Center, Pew Research Center , 15 Dec. 2022, www.pewresearch.org/internet/2022/12/15/teens-and-cyberbullying-2022/. Accessed 16 June 2024. Yosep, Iyus, et al. “Preventing cyberbullying and reducing its negative impact on students using e-parenting: A scoping review.” Sustainability , vol. 15, no. 3, 17 Jan. 2023, p. 1752, https://doi.org/10.3390/su15031752.
2nd place and the $500 prize received by Sebastian LaRoche with the essay “Adjusting Pupils – The Future of AI in Education,” which got 88 points. Well done!
Adjusting Pupils – The Future of AI in Education A new sun sits on the horizon. Should we prepare the solar panels? Wait for our pupils to adjust? Students of the future, a different type of pupil, face similar questions. Artificial Intelligence has immense potential for improving Education, but its usage has clear risks, including job-replacement, privacy, and socioeconomic disparities. In this essay, I will not refute these risks but propose methods of obtaining the benefits of AI-assisted education while adapting to these and other concerns. While AI’s continuous growth and economic potential might threaten many labor-intensive jobs currently occupied by humans, human teachers are well away from being replaced. Sarah Hanawald, Senior Director of the Association for Academic Leaders, argues that while “AI tools can help provide personalized learning for a student,” it would require a teacher’s oversight. Not only is student motivation correlated with a positive student-teacher relationship (Rimm-Kaufman), but datasets AI uses in its Algorithm are limited by bias and human error. With an AI-based learning system, teachers and professors also gain insight about their students’ learning styles (Rouhiainen). Therefore, it is evident that AI would best augment teachers rather than replace them. Perhaps a hybrid classroom with information introduced by humans and further explained by machines could accomplish this. It is no secret that technology’s growth poses a threat to user privacy with the misuse of personal data. As Cameron F. Kerry from the Center for Technology Innovation puts it, “As artificial intelligence evolves, it magnifies the ability to use personal information in ways that can intrude on privacy interests by raising analysis of personal information to new levels of power and speed.” With AI-assisted education, monitoring students, even for the sake of tracking learning styles, could potentially risk those student’s personal information. However, what is more infrequently talked about is the effect this would have on the student. Daniel Buck at the Thomas B. Fordham Institute likens the experience of a student in this environment to a prisoner of the theoretical Panopticon, a circular prison popularized by French philosopher Michel Foucault in which, through a light at the center of the facility, prisoners would feel under constant surveillance. Thus, proper behavior would be fostered. What happens to a student in this situation? “A report from the National Association of State Boards of Education suggests that students are less likely to feel safe enough for free expression” (Buck). The National Library of Medicine links several more issues with constant surveillance, including heightened anxiety and decreased mental health. Fortunately, by keeping this in mind, creating a solution is far from impossible. Pairing the hybrid classroom concept from before with legal enforcement of minimizing data collection might be able to inhibit privacy concerns and minimize student surveillance. It is a fact that “students routinely receive dramatically different learning opportunities based on their social status” (Darling-Hammond). This is mainly due to resource disparity, with higher-poverty schools unable to afford updated technology. Implementing AI in schools is reminiscent of when Internet access was doled out unequally. Since “People without (Internet) connectivity are often those with lower incomes” (Muller), it created a “digital divide” that obstructs social mobility, and if only wealthier schools can utilize AI, why wouldn’t the same happen now but worse? It’s as if the state of Education is an arms race, and only those born able to afford the means can succeed. The Learning Policy Institute also describes this as a “cumulative disadvantage” and proposes that, for social equity to be achieved concerning resource disparities in Education, “equal access for these (impoverished) students requires additional resources.” This might mean upgrading lower-income schools with AI first or making sure this revolutionary resource is available to everyone regarding economic standing. In conclusion, to obtain the benefits of AI-assisted education without replacing jobs, lowering student privacy, or threatening social mobility, I propose heavy research into a new education system. This might mean a hybrid classroom, limits to how businesses use data, or strategic allocation of AI as a resource. But no matter the solution, I hope we as a people can let our eyes adjust to the new sun on our horizon in the hopes that we will someday see a classroom perfected. Works Cited Buck, Daniel. “AI is a serious threat to student privacy.” The Thomas B. Fordham Institute , 5 October 2023, https://fordhaminstitute.org/national/commentary/ai-serious-threat-student-privacy. Accessed 28 June 2024. Hammond, Linda. “Inequality in Teaching and Schooling: How Opportunity Is Rationed to Students of Color in America.” NCBI, 2001, https://www.ncbi.nlm.nih.gov/books/NBK223640/. Accessed 28 June 2024. Hanawald, Sarah. “AI Won’t Replace Teachers—But It Could Help Them.” ERB, 12 September 2023, https://www.erblearn.org/blog/ai-wont-replace-teacher-intelligence/. Accessed 28 June 2024. Humane, Sonal. “Exploring the Impact of Security Technologies on Mental Health: A Comprehensive Review.” NCBI, 5 February 2024, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10918303/. Accessed 28 June 2024. Muller, Charlie. “What Is the Digital Divide?” Internet Society , 3 March 2022, https://www.internetsociety.org/blog/2022/03/what-is-the-digital-divide/. Accessed 28 June 2024. Oakes, Jeannie, et al. “Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina.” Learning Policy Institute , 18 June 2021, https://learningpolicyinstitute.org/product/leandro-high-poverty-schools-brief. Accessed 28 June 2024. Rimm, Sara, and Lia Sandilos. “Improving students’ relationships with teachers.” American Psychological Association , 2010, https://www.apa.org/education-career/k12/relationships. Accessed 28 June 2024. Rouhiainen, Lasse. “How AI and Data Could Personalize Higher Education.” Harvard Business Review , 14 October 2019, https://hbr.org/2019/10/how-ai-and-data-could-personalize-higher-education. Accessed 28 June 2024. Wheeler, Tom. “Protecting privacy in an AI-driven world | Brookings.” Brookings Institution , 10 February 2020, https://www.brookings.edu/articles/protecting-privacy-in-an-ai-driven-world/. Accessed 28 June 2024.
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August 1, 2024 at 4:50 pm EDT By Taegan Goddard Leave a Comment
Sen. JD Vance (R-OH) “is drawing renewed scrutiny over his past remarks that the American gymnast Simone Biles, who won another Olympic all-around gold medal on Thursday, showed weakness when she withdrew from the previous Games because of a mental health issue,” the New York Times reports.
Said Vance, on Fox News in 2021 : “I think it reflects pretty poorly on our sort of therapeutic society that we try to praise people, not for moments of strength, not for moments of heroism, but for their weakest moments.”
“His comments began ricocheting online as Ms. Biles was competing in the individual all-around competition in Paris, where she added to her haul of medals. She is only the third woman to win a second all-around title at the Olympics.”
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Kamala Harris is now leading Donald Trump nationally in the FiveThirtyEight polling average, 45% to 43.5%. Harris is polling on average about 3 to 4 percentage points better than Biden…
“Elon Musk and other tech executives are funding a social media ad blitz to support the presidential campaign of Donald Trump,” CNBC reports. “Musk’s America PAC is collecting data in…
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Donald Trump dismissed pressure to debate Vice President Kamala Harris, saying he was leading in the polls and voters already knew where he and his Democratic rival stood on the…
Washington Post: “If there was ever any indication of the head-snapping transition that Democrats have gone through, it was the one that occurred on Tuesday night in Atlanta when 10,000…
“Vice President Kamala Harris played a role in negotiations with allies to secure the prisoner-swap deal,” the Wall Street Journal reports. “Harris met with both German Chancellor Olaf Scholz and…
Nate Cohn: “To win, Vice President Harris will need to stitch a winning Democratic coalition back together. It won’t be easy. She’ll need to rejuvenate support among young, Black and…
“Job growth in the U.S. slowed much more than expected during July and the unemployment rate ticked higher,” CNBC reports. Wall Street Journal: “Better news on inflation and a desire…
Goddard spent more than a decade as managing director and chief operating officer of a prominent investment firm in New York City. Previously, he was a policy adviser to a U.S. Senator and Governor.
Goddard is also co-author of You Won - Now What? (Scribner, 1998), a political management book hailed by prominent journalists and politicians from both parties. In addition, Goddard's essays on politics and public policy have appeared in dozens of newspapers across the country.
Goddard earned degrees from Vassar College and Harvard University. He lives in New York with his wife and three sons.
Goddard is the owner of Goddard Media LLC .
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More than 10,000 elite athletes from around the globe are competing in the 2024 Paris Olympics, where they face incredible pressures to perform in front of an audience of billions.
For these Olympians, years of grueling preparation and training precede an event that leaves no room for error – mere seconds can mean the difference between a medal on the winner’s podium or being dropped from competition, retired Olympic speed skater Apolo Ohno told the PBS News Hour’s Amna Nawaz.
And even for those who win gold over and over again, there’s always a day when it’s time to say goodbye to their sport at the highest level – a challenge that can be as hard as any race, match or routine.
WATCH: Olympian Apolo Ohno on the pressure to compete and prioritizing mental health
When Ohno was competing nearly 15 years ago, the conversation about mental health among athletes was very different from the one today. “To be completely frank, we didn’t know what that even meant,” he said. “The words ‘mental health’ really was mental performance. That’s where we focused a lot of our time.”
FILE PHOTO: Apolo Ohno of Team USA competes in the Men’s 5000 meter Relay of the Short Track speed skating competition at the 2002 Winter Olympics on February 23, 2002 in the Salt Lake Ice Center in Salt Lake City, Utah. Photo by David Madison/ Getty Images
Athletes are increasingly weighing their own mental health against the demands of sport and pressure to perform, said Jessica Bartley, senior director for psychological services for the U.S. Olympic and Paralympic Committee.
Postponing the 2020 Tokyo Olympics for a year during the COVID-19 pandemic was “one of the most notable times” in terms of athletes needing mental health services, Bartley said. That delay unleashed anxiety in many athletes, particularly more experienced competitors, because it allowed a new cohort of younger athletes to become eligible to compete against them, she noted.
Simone Biles of Team USA practices on the balance beam during a training session in the Bercy Arena ahead of the Paris 2024 Olympic Games on July 25, 2024. Photo by Naomi Baker/Getty Images)
When the Tokyo Games returned in 2021, Olympic gymnast Simone Biles helped jumpstart a global conversation about the importance of mental health awareness as she withdrew from team competition .
“We have to protect our mind and our body, rather than just go out there and do what the world wants us to do,” Biles told reporters then. When she participates at the Games this summer she does so on her terms and with a new honor – as the most decorated gymnast ever .
Olympians face daunting expectations, Bartley said. To reach the Games, many athletes started training for their sport almost as soon as they learned how to walk, and have dedicated much of their lives to just one thing.
Often, Bartley said, athletes have trained with the mentality that “you can’t take your eye off the ball or you won’t perform your best.” That can include not paying attention to your own mental health nor balancing the demands of your sport with the rest of your life.
A 2019 meta-analysis of British Journal of Sports Medicine studies found at least a fifth of current elite athletes struggled with alcohol and as many as a quarter of former athletes grappled with anxiety and depression.
In response to Biles’ call for the need to prioritize the mental health of athletes, the International Olympic Committee in 2023 issued an action plan that highlighted how elite athletes are “at increased risk of mental health problems, such as depression, anxiety and eating disorders.”
“While the global mental health burden is significant, we must recognize that mental health symptoms are treatable, and in many instances, preventable,” said professor Uğur Erdener, chair of the committee’s medical and scientific commission, in a statement when the plan was released. “By inspiring, encouraging and assisting stakeholders across the Olympic movement, we can help build a healthier world in and through sport.” The committee’s plan to address mental health challenges and boost well-being focuses on improving culture and leadership as well as using data and research, among other measures.
When Bartley’s staff checks in with athletes from Team USA each year, she said they routinely ask about mental health as well physical health, including questions about sleep, vaccination status and nutrition, as well as disordered eating, trauma, substance use, and anxiety and depression.
“We’ve really shifted to normalize us asking questions about mental health, checking in. We check before Olympic and Paralympic Games, and we’ll check in after,” Bartley said. “We’ll do a touchpoint with each of those athletes.”
Ohno has been speaking out in recent years to raise awareness about mental health needs and resources, including with his book, “Hard Pivot,” and in the 2020 HBO documentary “The Weight of Gold.”
The former speed skater stood up on the Olympic podium eight times, more than any other American winter athlete in history. But when he reflects upon the career he left behind at age 27, those moments of victory are fleeting.
Instead, his most powerful memories happened without any spectators, “when it was me against myself, digging, striving, trying to find that extra 1 percent.”
“While we might not always be able to control these outcomes, in that process is where the true prize can actually be,” he said.
When late-career athletes reach out to Bartley and her staff for support, they usually mull the same questions.
They wonder if they can commit to four more years until the next Olympic games convene. Many have postponed attending college or graduate school. Some have waited to have a family so they could more fully commit to training for their next chance to compete, or they are watching their own parents age and contemplating how to step up for their caregivers.
“‘Am I ready to give it up?’” Bartley said athletes often ask her.
READ MORE: Are the 2024 Paris Olympics gender equal? That depends how you measure it
Change is inevitable. For Olympians, pivoting after sport comes relatively early in life, clinical and cognitive behavioral psychologist Jeff Brown of Harvard Medical School said. It may be out of their control, like when an accident completely alters their trajectory in a split-second. Or it can be a deliberate decision to quit sports and begin anew, which can also be traumatic.
“Identity gets so wrapped up into performance,” Brown said.
Growing up in Steamboat Springs, Colorado, Taylor Fletcher learned to glide down mountains on skis by age 4. To this day, that’s one way he relieves stress.
Taylor Fletcher competes during the men´s Nordic Combined ski jumping during the Beijing 2022 Winter Olympics on Feb. 15, 2022, in Zhangjiakou, China. Photo by Tom Weller/ VOIGT/ DeFodi Images via Getty Images
Fletcher’s parents, especially his mother, made sacrifices so he and his brother could join a local ski team coached by former Olympians who had developed a pipeline to the Winter Games. His journey to the Olympics was not a foregone conclusion, he said, but he worked his way up, pushed by his desire to join the national team. For years, Fletcher said, he focused on just one thing – “everything else took a step back.”
Looking back, having an athlete’s laser-like focus could mean “you can pigeonhole yourself into being stuck,” said the four-time former member of the U.S. Nordic Combined team.
When athletes are contemplating retirement, Bartley and her staff encourage them to reach out to their support networks, including family, friends and peers in their sport, she said, but also to reflect on what they want.
Over the years, Team USA developed its Pivot Program, designed to help athletes cope as they transition into the next phase of their life. Experts talk to current and former athletes about job training skills and financial literacy, preparation for higher education as well as mental health and well-being.
“That’s one thing I wish I knew,” Fletcher said. “While the sport is a big deal, it is not everything.”
In life after the Olympics, Ohno said he has failed countless times. What has helped him recover has been his desire to encourage people to “be open and receptive and vulnerable to listening with empathetic ears” and “to help others recognize and guide them to their own inner truths.”
“They can get back up, they can continue again,” he said. “It’s not too late, and starting today is better than starting tomorrow.”
Laura Santhanam is the Health Reporter and Coordinating Producer for Polling for the PBS NewsHour, where she has also worked as the Data Producer. Follow @LauraSanthanam
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An outstanding group of new faculty will join the School of Arts and Sciences for the Fall 2024 semester.
Amarildo “Lilu” Barbosa is a Senior Lecturer and Program Director in the Diversity, Equity, Inclusion, and Justice Leadership program. He comes to Tufts from the Harvard T.H. Chan School of Public Health where he was the Chief Diversity, Inclusion, and Belonging Officer. Prior to that, Barbosa was the Chief Diversity Officer at Lesley University and the Directory of the Office of Multicultural Affairs and Student Inclusion. His academic interests have focused on strategic diversity leadership, professional development, and organizational learning and capacity building. He received his PhD from Lesley University.
Jonah Bloch-Johnson is the Chang Family Assistant Professor in the Department of Earth and Climate Sciences. He comes to Tufts from a Postdoctoral Researcher position at the United Kingdom’s National Centre for Atmospheric Science at the University of Reading. Bloch-Johnson studies nonlinear climate dynamics, which explores the ways in which the climate’s response to disturbances such as humanity’s CO 2 emissions can become stronger or weaker over time. His work has received funding from the National Science Foundation and has been published in Journal of Advances in Modeling Earth Systems and Climate Dynamics, among others . He received his PhD from the University of Chicago.
Alexandra Collins is an Assistant Professor in the Department of Community Health. She comes to Tufts from Brown University School of Public Health where she was an Assistant Professor in the Department of Epidemiology. Her community-based research examines social, structural, and environmental drives of health outcomes among people who use drugs, and evaluates substance use-related interventions. She previously worked at the British Columbia Centre on Substance Use and the British Columbia Centre for Excellence in HIV/AIDS. Her work has been published in journals such as International Journal of Drug Policy, Journal of Urban Health , and Social Science & Medicine and has informed drug policy related to decriminalization and the establishment of overdose prevention centers. She received her PhD from Simon Fraser University in Canada.
Simone Dufresne is a Lecturer in the Eliot-Pearson Department of Child Study and Human Development. She recently completed her PhD at Tufts with a dissertation titled “Navigating Tufts for Neurodivergent Students: Developing, Implementing, and Evaluating a Workshop Series at a U.S. University.” Her research focuses on how autistic individuals understand themselves and their place in society, and how interventions can support this development. She has been working in the autism field supporting youth and families for over 10 years.
Jeremy Eichler is the Cummings Assistant Professor in the Department of Music. He is a writer, scholar and critic . Before joining Tufts, Eichler was the Chief Classical Music Critic for The Boston Globe , a position he held for 18 years. He has multiple Pulitzer Prize nominations in Criticism for his work at the Globe. Eichler is the author of Time’s Echo: The Second World War, the Holocaust, and the Music of Remembrance (Alfred A. Knopf and Faber, 2023), which was the winner of three National Jewish Book Awards and named a notable book of 2023 by The New Yorker, The New York Times, and NPR. In 2018 he was named a National Endowment for the Humanities Public Scholar and is a recipient of an ASCAP Deems Taylor Award for music criticism. He also received a fellowship from Harvard’s Radcliffe Institute for Advanced Study. Eichler’s criticisms and essays have appeared in The New Yorker, The News Republic, The Times of London, The Nation, Vanity Fair, The Washington Post, The Los Angeles Times, Newsday, The Forward, and Slate. He holds a PhD from Columbia University.
Anne Fast is a Lecturer in the Department of Psychology. She joins Tufts after faculty positions at Western Washington University and Clark University. She has extensive teaching and advising experience, and has also served as a departmental coordinator for graduate teaching assistants. At Tufts, she will be teaching courses in statistics for the behavioral sciences, developmental psychology, and gender development, among others, as well as advising students in all 5 of our undergraduate majors . Her research interests include prosocial behavior, morality, social cognitive development, and gender development. She received her PhD from the University of Washington.
Isabela Fraga is an Assistant Professor in the Department of Romance Studies. She comes to Tufts from Stanford University where she was a Postdoctoral Mellon Fellow at Stanford Humanities Center and a Lecturer of Iberian and Latin American Cultures. Her research explores issues of personhood, subjectivity, and language in the context of chattel slavery in Latin America and the Spanish CaribbeanSpecifically, her book project traces a century-long genealogy of writings concerned with the affective lives of enslaved and free people of African descent in Brazil and Cuba, the two most lucrative coffee- and sugar-producing regions of the nineteenth-century Atlantic world. Fraga received her PhD in Hispanic and Luso-Brazilian Studies from the University of Chicago.
Fatima Aysha Hussain is an Assistant Professor in the Department of Biology. Before coming to Tufts, she was a Postdoctoral Research Scientist at the Ragon Institute of MGH, MIT, and Harvard. In 2021 she was awarded the Schmidt Science Fellowship. Her lab at Tufts will study the ecology and evolution of microbes living in the human vagina with the aim of using this research to design ecologically-informed microbial therapies for women’s health. She received her PhD from MIT, where she studied virus-bacteria interactions in the ocean. At Tufts she will be designing a new Virology course and co-teaching the Microbiology Lab. Her research has been published in journals such as Nature, Science, and Nature Microbiology.
Jordan Jurinsky is an Assistant Professor in the Eliot-Pearson Department of Child Study and Human Development. He recently received his PhD from Vanderbilt University with a dissertation titled “Dynamic ecology of adolescent recovery: A mixed methods exploration of the individual, family, and school contexts of adolescent alcohol use recovery.” His interdisciplinary research examines how social contexts, such as peers, families, schools, and communities, impact the addiction recovery process of adolescents and young adults, with an emphasis on health equity and action research. He is also the Director of the Systematic Evaluation of the Association of Recovery Schools, which is developing and iterating a nation-wide data infrastructure for recovery high schools. He has published his work in peer reviewed journals such as Alcohol: Clinical & Experimental Research , Addiction Research & Theory , and The Journal of American College Health.
Jing Li is an Assistant Professor in the Department of Economics. She comes to Tufts from the MIT Sloan School of Management where she held the William Barton Rogers Career Development Chair of Energy Economics. From 2017-2018, Li was a Postdoctoral Associate of the MIT Energy Initiative. Her research interests lie in energy economics and industrial organization, focusing on development and adoption of new technologies. In recent work, Li has studied standardization and location choices in the U.S. electric vehicle charging industry, automaker diesel vehicle emissions control technology, and cost pass-through in E85 retail markets. Li received her PhD from Harvard
Brandon McDonald is the Rumsey Family Assistant Professor in the Department of Classical Studies. He joins Tufts from the University of Basel in Switzerland where he was a Postdoctoral Fellow and Lecturer in the Department of Ancient History. McDonald’s research interests include ancient environmental history; Roman and late ancient history/archaeology; ancient disease and health; palaeoclimatology; Graeco-Roman Egypt; and Roman and late antique western Asia. He has published his work in journals such as The Journal of Egyptian Archaeology and is working on converting his dissertation into a monograph titled Roman Ecology: The Interplay of An Empire, Its Natural Environment and Pathogens. He received his DPhil from the University of Oxford.
Emily Meehan is a Lecturer in the Department of Mathematics. She comes to Tufts from Wheaton College where she was a Visiting Assistant Professor of Mathematics. Previously, she was an Assistant Professor at Gallaudet University. Meehan has published research in Advances in Applied Mathematics. She completed her PhD at North Carolina State University.
Takeshia Pierre is an Assistant Professor in the Department of Education. She recently completed her PhD at the University of Florida, Gainesville’s School of Teaching and Learning with a dissertation titled “Re-Authoring the Stories of Success of STEM/Health Professional Men Holding Black Diasporic Identities: A Disaggregated Approach.” Pierre’s research focuses on exploring equity in STEM and STEM-related fields. She has been published in the refereed journals Professional Development in Education and Cultural Studies of Science Education. In 2023 she was awarded a fellowship with the Community for Advancing Discovery Research in Education (CADRE).
Mat Rappaport is a Professor of the Practice in Film and Media Studies. He joins Tufts from Columbia College where he was an Associate Professor in the Cinema and Television Arts Department. Rappaport is an artist, curator, and educator whose work has been exhibited in museums, galleries, film, festivals, and public spaces both in the United States and internationally. From 2002-2007 he was an Assistant Professor of Digital Media at the University of Wisconsin-Milwaukee. Prior to that, he was an Assistant Professor of Visual Communication Design at the University of Dayton. Rappaport’s current work utilizes mobile video, performance and photography to explore habitation, perception and power as related to built environments. He is the co-founder of V1B3 , an installation project which seeks to shape the experience of urban environments through media based interventions. He has been awarded fellowships by the Howard Foundation, the Mary L. Nohl Fund, and the Montgomery County Ohio Cultural District, among others. He received his MFA from the University of Notre Dame.
Daniele Santucci is a Lecturer and the Italian Language Coordinator in the Department of Romance Studies. He earned his PhD in Italian from the University of Wisconsin-Madison and holds both an MA and a BA from the Università per Stranieri di Siena, specializing in Linguistics and Second Language Acquisition. He has experience designing and teaching Italian language and culture courses in various international settings, including Italy, Australia, Belgium, and Indonesia. His research interests include contemporary Italian Literature, gender and sexuality studies, queer studies, border studies, environmental humanities, and second language acquisition.
Sonal Sharma is an Assistant Professor in the Department of Sociology. He recently completed his PhD at Johns Hopkins University with a dissertation titled “Class-compromise and informal sector workers in the Global South: the case of domestic workers’ legal rights in India and South Africa, 1990 to Present.” His research interests include sociology of race/caste, gender and labor, labor movements, civil society, capitalism, comparative-historical sociology, and ethnography. Sharma has published his work in peer-reviewed journals such as Critical Sociology, South Asian History and Culture , and South Asia Multidisciplinary Academic Journal.
Emily Strasser is a Professor of the Practice of Creative Nonfiction and Journalism in the Department of English. Her first book, Half-Life of a Secret (University of Kentucky Press, 2023), was awarded the 2024 Reed Prize in Environmental Writing from the Southern Environmental Law Center and the 2024 Minnesota Book Award. Her writing situates the personal within the global and explores themes and questions of home, secrecy, mental illness, environment, grief, guilt, and interconnectedness. Her work has appeared in publications such as Catapult, Ploughshares, Guernica, Colorado Review, The Bitter Southerner, Bulletin of the Atomic Scientists, and Gulf Coast, among others. Strasser has received awards and fellowships including the Ploughshares Emerging Writer’s Contest, an AWP Intro Award, the W.K. Rose Fellowship, the Olive B. O’Connor Fellowship in Creative Writing, and grants from the Minnesota Arts Board, the Jerome Foundation, and the Metropolitan Regional Arts Council. She was a 2019 McKnight Writing Fellow. Strasser has previously taught at Hamline University, Colgate University, Century College, and the University of Minnesota. She received her MFA from the University of Minnesota.
Dorothy Wang is an Associate Professor in the Department of Studies in Race, Colonialism, and Diaspora starting January 1, 2025. She comes to Tufts from Williams College where she was a Professor in the American Studies Program. Previously, she was a faculty member at Northwestern University and Wesleyan University. Wang is the author of Thinking Its Presence: Form, Race, and Subjectivity in Contemporary Asian American Poetry (Stanford University Press, 2013), which won the Association for Asian American Studies’ 2016 award for best book of literary criticism. In 2017-2018 she was the ACLS Frederick Burkhardt Residential Fellow in the English Department at the CUNY Graduate Center. She has also been a Visiting Professor at Chinese University of Hong Kong, Doshisha University (Kyoto, Japan), Lingnan University (Hong Kong), and Columbia University. She received her PhD from the University of California, Berkeley.
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The Harvard Crimson Global Essay Competition provides a platform for young, ambitious high school students to exercise their writing skills and compete with students from all over the world! This competition encourages students to challenge themselves and explore different writing styles to ultimately strengthen their writing skills.
2024 Essay prompts. Each participant will select a prompt from the creative, argumentative, OR journalistic options.. The regional qualifying submission has a maximum length of 500 words.. The top 5 creative, top 5 argumentative, and top 5 journalistic essays from each region will be invited to the Global Final.
The average monthly salary in the Philippines is an estimated PHP18,500, roughly equivalent to USD300. "A family of five will need at least PHP13,797 pesos (about USD249) per month to meet their minimum basic food and non-food needs," explained Philippine Statistics Authority Undersecretary Dennis Mapa.
Contest Dates. There are three distinct submission cycles for the 2024 Contest. Please note that contestants are requested to register and pay before becoming eligible to submit their articles prior to the submission deadline. Admissions are done on a rolling basis! Capacity is limited. Spring 2024. Article Submission Deadline: May 31, 2024
HIEEC 2023-2024 is now closed. The 2023-2024 Harvard International Economics Essay Contest is sponsored by the Harvard Undergraduate Economics Association (HUEA). This essay competition is open to high school students of any year and is a fantastic opportunity to demonstrate an accomplished level of writing and understanding of economic theory.
January - March 2024. About: The Harvard Crimson Global Essay Competition brings together ambitious high school students from around the world with an interest in writing. This competition is an annual opportunity for students to showcase their talents on a global stage, compete to win exclusive educational opportunities and prizes, and explore ...
HCGEC 2024 will run from February through March 2024. The competition features two key rounds, the regional qualifiers held throughout 5 regions, followed by the global finals. To compete in the global round, participants must go head-to-head with local participants and place in the top 15 of the regional qualifiers. Middle East, North Africa ...
Submissions for the 2023-2024 undergraduate competition are no longer being accepted. The deadline for Undergraduate Essays in the English Language was 11:59 p.m. on March 28, 2024. The deadline for Undergraduate Essay in the Natural Sciences was 11:59 p.m. on April 4, 2024.
Winners will be announced in the Spring of 2024 and published in the Online Journal. Submission Guidelines: Qualifications: The essay contest is open to all current students at Harvard University, including undergraduate and graduate students. Length Limitations: Submissions should be approximately 1,000-2,000 words, including footnotes.
Submit your essay through the HUEA website—only your first submission will be considered. Each essay submission requires a $20 reading fee, payable upon submission. If this fee is a significant financial burden for your family, email the organizers for assistance. The submission deadline is 11:59 PM EST on January 5th, 2024.
The Harvard Crimson Global Essay Competition. 4,368 likes · 3 talking about this. A worldwide showcase of talented young writers!
Successful Harvard Essay. Fish Out of Water: idiom. a person who is in an unnatural environment; completely out of place. When I was ten, my dad told me we were moving to somewhere called "Eely ...
HCGEC 2025 will run from February through March 2025. The competition features two key rounds, the regional qualifiers held throughout 5 regions, followed by the global finals. To compete in the global round, participants must go head-to-head with local participants and place in the top 15 of the regional qualifiers. APAC (East Asia, Southeast ...
Undergraduate Essays in the English Language. Two prizes of $3,500 each are open for competition to undergraduate students for essays of high literary merit in any field of learning. Submissions should be addressed to the non-specialist. Essays or theses that form part of the regular work in a course may be offered in competition.
The Competition. The Marshall Society, the economics society of the University of Cambridge, is excited to launch its 2024 essay competition! This is an opportunity for all students who have not begun their university studies to demonstrate their ability to write a convincing and well-structured essay.
The finalists will receive an invitation to the Summerfest on June 29, 2024, where they are awarded the title "German Laureate Road to Harvard". Travel and hotel costs are covered by the foundation. The interviews will take place on the day of the Summerfest, during which you can affirm your interest and motivation for attending Harvard University.
Harvard Crimson Global Essay Competition 2024 Deadline is January 31,2024. ... 2024. They can sign up for US$12 with code ESSAY4EDU instead of US$15 per student. Enlightening your students to compete on a global level helps you test their skills and your competitiveness in the region.
Today, the Common Application opens for the 2024-25 application cycle. As students begin brainstorming essays, here are the key points to consider for each prompt. Subscribe To Newsletters
Harvard Crimson - the U.S.'s oldest continuously published daily college newspaper - is pleased to invite you to the Harvard Crimson Global Essay Competition (HCGEC) 2024! Registration is open to all students aged 13-18. Competitors will have to write a 500-word essay after choosing a prompt from the creative, argumentative, or journalistic ...
In 2015, Harvard GlobalWE launched its annual essay contest at the Beaconhouse School in Islamabad, Pakistan. In 2016, we expanded the contest to schools in Germany and Turkey, with the goal of providing inspiration and encouragement to students who engage in topics relating to global women's rights and freedoms.
The Harvard Crimson Global Essay Competition (HCGEC) 2024 will run across February through March, and is split into the regional and global rounds. In the regional rounds, individuals will compete against others within their own region for a spot in the global rounds. In the global rounds, the top participants from each region will compete ...
The Crimson's saber fencers underperfomed in the individual tournament and didn't fare any better in the team competition as they were upset in the first round by Iran. ... 10 Successful Harvard Essays | 2024. With the top applicants from every high school applying to the best schools in the country, it's important to have an edge in your ...
After Scruggs, 21, became the first Black American woman to win an individual Olympic fencing medal, she clinched gold for the U.S. team.
The IvyPanda team is excited to announce the 2024 Essay Writing Contest Scholarship winners. Check out the quick recap and see who took the prizes! IvyPanda® Blog. Free Essays; Study Hub. Study Blog. Q&A by Experts. ... Harvard. Other styles. Show All Tools About Us. About IvyPanda. Reviews. Editorial Policy. Job Openings. Contact. Open or ...
Eligibility: Students must be between the ages of 13-18 and currently enrolled in a secondary or high school at the time of the global competition in February 2024 -OR- have not started university studies yet and be under the age of 18. Registration: The registration fee is US$15 per student and must be paid upon registration. All guidelines ...
(Scribner, 1998), a political management book hailed by prominent journalists and politicians from both parties. In addition, Goddard's essays on politics and public policy have appeared in dozens of newspapers across the country. Goddard earned degrees from Vassar College and Harvard University. He lives in New York with his wife and three sons.
More than 10,000 elite athletes from around the globe are competing in the 2024 Paris Olympics, where they face incredible pressures to perform in front of an audience of billions. For these ...
Winning Essays 2024 Winning Essays 2023 Winning Essays 2022 Argumentative Winning Essays 2022 Creative ... Put yourself in the running for HCGEC 2025 by pre-registering for next year's competition! HCGEC 2024 participants will receive the exclusive lowest registration price of $5USD until the end of the month! Pre-register here!
Strasser has received awards and fellowships including the Ploughshares Emerging Writer's Contest, an AWP Intro Award, the W.K. Rose Fellowship, the Olive B. O'Connor Fellowship in Creative Writing, and grants from the Minnesota Arts Board, the Jerome Foundation, and the Metropolitan Regional Arts Council. She was a 2019 McKnight Writing ...