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Fields of Study | Graduate School - Cornell Grad School
Primary research occurs when you yourself make some observations on an experiment, survey or study, as is expected in science lab courses as well as in some social science and humanities research courses. But even those papers produced from primary research will usually involve the use of some kind of secondary research to discuss how your results compare to those of experts in the field.
Because of the location–specific firing of these cells, they often are referred to as “place–cells,” and the regions of the environment in which they fire are referred to as “place–fields” (for reviews, see Best and White 1998; Best et al.
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Granted that work (and especially paper work) is thus elastic in its demands on time, it is manifest that there need be little or no relationship between the work to be done and the size of the staff to which it may be assigned. Before the discovery of a new scientific law—herewith presented to the public for the first time, and to be called Parkinson's Law—there has, however, been insufficient recognition of the implications of this fact in the field of public administration. Politicians and taxpayers have assumed (with occasional phases of doubt) that a rising total in the number of civil servants must reflect a growing volume of work to be done. Cynics, in questioning this belief, have imagined that the multiplication of officials must have left some of them idle or all of them able to work for shorter hours. But this is a matter in which faith and doubt seem equally misplaced. The fact is that the number of the officials and the quantity of the work to be done are not related to each other at all. The rise in the total of those employed is governed by Parkinson's Law, and would be much the same whether the volume of the work were to increase, diminish or even disappear. The importance of Parkinson's Law lies in the fact that it is a law of growth based upon an analysis of the factors by which that growth is controlled.
Describe your personal, educational and/or professional experiences that motivate your decision to pursue advanced study in science, technology, engineering or mathematics (STEM). Include specific examples of any research and/or professional activities in which you have participated. Present a concise description of the activities, highlight the results and discuss how these activities have prepared you to seek a graduate degree. Specify your role in the activity including the extent to which you worked independently and/or as part of a team. Describe the contributions of your activity to advancing knowledge in STEM fields as well as the potential for broader societal impacts (See Solicitation, Section VI, for more information about Broader Impacts).
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Present an original research topic that you would like to pursue in graduate school. Describe the research idea, your general approach, as well as any unique resources that may be needed for accomplishing the research goal (i.e., access to national facilities or collections, collaborations, overseas work, etc.) You may choose to include important literature citations. Address the potential of the research to advance knowledge and understanding within science as well as the potential for broader impacts on society. The research discussed must be in a field listed in the (Section X, Fields of Study).
Unique scholarships compensate unique hobbies, such as duck calling or speaking in Klingon, and are less competitive than needs-based or more high-profile scholarships. For example, not many people have a passion for creating prom attire out of duct tape. Consider your special qualities, and look into contacting local organizations that fit your profile. If you are looking into a field that is unique, look to your community for the field-relevant award you are pursuing. Look beyond your college application and your grades, and you may be eligible for funding in more than one place.
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Application Components - NSF Graduate Research …
It would be interesting to follow the further progress by which the 8,118 Admiralty staff of 1935 came to number 33,788 by 1954. But the staff of the Colonial Office affords a better field of study during a period of Imperial decline. The relevant statistics are set down below. Before showing what the rate of increase is, we must observe that the extent of this department's responsibilities was far from constant during these twenty years. The colonial territories were not much altered in area or population between 1935 and 1939. They were considerably diminished by 1943, certain areas being in enemy hands. They were increased again in 1947, but have since then shrunk steadily from year to year as successive colonies achieve self-government.
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