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Nationsservice.org

I’ve been asked to contribute to a new website for college seniors interested in pursuing public service after graduation.

Nationsservice.org is a resource portal for those who wish to live out and uphold the University’s informal motto ‘in the nation’s service and in the service of all nations’ but are overwhelmed by the apparent abundance of pathways but underlying lack of clarity when it comes to actually setting out. Bringing together, in a collaborative Wiki format, alumni knowledge of resources and opportunities has the potential to bridge the gap between service in college and service in the world and connect students and alumni with common passions.

One of my contributions to the site is posting my profile about how I got interested in public service and how I navigated my senior year. Continue Reading »

Spring in Galway

One of the challenges to attending school in the west of Ireland is dealing with the weather: constantly cool, wet, and windy. That’s why I was moderately elated to find out that Galway is a good bit drier between February and July than it has been so far.  Coupled with the lengthening daylight hours (the sun is already setting after 6, only two months after the solstice), the spring is definitely looking promising.

From weather.com:

New Adventures

See the original post on the Mitchell Scholarship website.

I knew that I could look forward to my time in Ireland when, upon landing at Dublin’s shiny new airport, I was greeted by free luggage carts. That’s right: when moving to a new country, a free luggage cart (are you reading this, O’Hare?) is exactly what a jet-lagged passenger desires. Famed Irish friendliness at its best.

After the nearly seamless trip to Galway–made all the more comfortable by the waterproof jacket and backpack I had been advised to procure–I finally met my fellow Mitchell Scholar and flatmate, Katie Van Winkle. Katie had done an extraordinary job in finding an apartment during the preceding week (all I could do to contribute was look at classified ads online and scope out places with Google Street View), overcoming quite a bit of bureaucracy along the way. Katie wrote on Facebook earlier that week: “I cannot rent an apartment without putting down a large deposit. I have a housing stipend in check form, but I cannot deposit it until I have a bank account. I cannot open a bank account until I have an Irish address–which I won’t have until I rent an apartment.” In graph theory, we call that a cycle. How Katie solved this particular riddle is still a mystery to me.

My experiences so far in Galway have exceeded expectations. My program is interesting, with great classes and great students. The small class size means that students can really get to know each other well, whether working on class projects or over a pint in the bar. Further, I was allowed to sit in on an course titled “Irish Economic Policy” and taught by Alan Ahearne. Prof. Ahearne had just returned to Galway from Dublin, where he was a top adviser to the previous Minister for Finance, Brian Lenihan. Prof. Ahearne was in the room when momentous decisions were being made about the Irish economy; his commentary really helped me make sense of the current euro zone crisis. Indeed, my coursework in Galway has made me feel like an economist for the first time.

I’ve also used my time in Galway to get involved with several clubs, including the school paper and Labour Youth. For the school paper, I wrote extensively about the October presidential election and was even able to secure an exclusive interview with Martin McGuinness, the Deputy First Minister of Northern Ireland and the Sinn Fein candidate for president. McGuinness supported the Mitchell Scholarship at its inception while he was Minister for Education in Northern Ireland.

But I’ve hardly been stuck in Galway. Whether traveling with a friend through Northern Ireland (thanks for letting us room with you at QUB, David), meeting and hanging out with the Mitchell Scholars over two great weekends in Dublin, meeting up with friends in London, going to an economics conference in Kilkenny, or attending the Labour Youth conference in Cork, I’ve ventured out across most of Ireland (Limerick, you’re next). A big “thank you” to Irish Rail for making travel this easy by providing rail passes. Though the accents may vary (noticeably so, for such a small country) and the crewcuts may differ, the Irish I’ve met have been kind, open, and engaging.

Stay tuned for my next post. There’s still so much to do–join a student protest in Dublin, camp out at Occupy Galway (though there are ominous signs that the Galway City Council will be kicking the occupiers out soon), write up more hard-hitting news stories for the school paper, and visit Limerick, the Aran Islands, the Burren, and the Cliffs of Moher. Oh, and pass finals, spend winter break with family at home, and finally visit the Continent. Onward ho to new adventures!

Given the current brouhaha over TLC’s “All American Muslims,” I think it’s worthwhile to take a look at attitudes towards Muslim minority populations in other countries. A good comparison for the US is India: a large, pluralistic, democratic nation with a majority religion that has had historically poor relations with Islam.

And yet Islam is not marginalized in India. Indeed, a recent Congress Party ad made the point that India is strengthened by diversity, not weakened–and indeed, this is a core strength in the US as well. Terrorism is caused by radical individuals and is centered on geopolitical causes, not religion.

Rhodes Scholarship

I’m excited to be named a Rhodes Scholar for 2012. My time in the UK will prove a fantastic opportunity to pursue my interest in the nexus of economics and policy, both in the classroom and out.  My training in mathematics and economics at Princeton–together with my experiences from the Mitchell Scholarship in Ireland, from study abroad in Singapore, and from volunteering in Ghana–will inform my perspective in studying the economic policy of Britain and Europe.

I want to thank my fantastic professors at Princeton, Purdue, the National University of Ireland, and the National University of Singapore, together with my formative teachers in West Lafayette, my family, and friends, all of whom pushed me harder and further.

Continue Reading »

EPICS and EWB

I received an email from KS from Pakistan about EPICS and EWB. KS is studying engineering education and is interested in the differences between EPICS and EWB.

Hi Mohit,

I’m pretty sure you’ve been hit by a round of random emails ever since the Washington Post put your name out there as a Rhodes elect for this year- so I hope you’ll excuse one more addition to the new mail.

I was wondering if you could share some personal experiences about Engineers Without Borders; and how effective you think this program is- holistically speaking. The program’s websites are great, but I wanted to hear it from someone who was genuinely involved- it seems you were. I’d like to contrast it with Purdue’s EPICS program which is sort of a community-associated final year project. (https://engineering.purdue.edu/EPICS/)

I’m interested in electrical engineering education, and design thinking in mind. Your input, however brief, might help me qualify further the need for project based learning integrated as standard coursework. I live and work in Pakistan now, and I think there’s way too much potential being lost to pedagogy that doesn’t seem to change/ adapt at the rate the discipline it teaches does.

This is a long mail, yes, but I have a hunch that your feedback, particularly given our experiences at Purdue- a typical ‘great tech school’ can be really valuable with the refinement of a research proposal on my part.

Best regards from Lahore,
KS Continue Reading »

I teach 3-4 tutorial sections each week for Ec 209: Managerial Economics. This course covers intermediate microeconomics and follows the Pindyck and Rubinfeld text (“Microeconomics“) closely. Below is a brief survey that I’ve asked my students to fill out, along with the tutorial questions from each week. Solutions to the tutorial questions are on Blackboard.

Feel free to email me with any questions, or leave a comment below.

Fill out the teaching evaluation survey here.

Tutorial Questions

Week 3-Chapter 2

Week 4-Chapter 3

Week 5-Chapter 4

Week 6-Chapters 5 and 6

Week 7-Chapter 7

Week 8-Chapter 8

Week 9-Chapter 9

Week 10-Chapter 10

Week 11-Chapter 11
Also see this earlier post for a deeper examination of price discrimination.

Week 12-Chapter 12

Sample Problems

Q: The income-consumption curve for Dan between Q_a and Q_b is given as: Q_a = 4 Q_b. His budget constraint is given as: 140= Q_a + 3 Q_b. How much Q_a will Dan consume to maximize utility? Continue Reading »

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