Relevant bibliographies by topics / Cornell University. Graduate School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cornell University. Graduate School'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Cornell University. Graduate School"

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ALONSO, DANIEL R. "Cornell University Joan and Sanford I. Weill Medical College and Graduate School of Medical Sciences." Academic Medicine 75, Supplement (September 2000): S235—S238. http://dx.doi.org/10.1097/00001888-200009001-00069.

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A Towart, Laura. "How can the personal discovery process evolve personalized medicine? An interview with Laura Towart." Personalized Medicine 16, no. 6 (November 2019): 435–37. http://dx.doi.org/10.2217/pme-2019-0087.

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Laura is the Founder and CEO of My Personal Therapeutics, a London-based digital health company offering the most advanced personalized cancer therapeutics. She is also the Founder and former CEO of Celmatix, a leader in diagnostics and predictive analytics for female infertility and women's health. She is a graduate of the Weill Cornell Graduate School of Medical Sciences and Memorial Sloan Kettering Cancer Center's Doctoral program and received a Certificate in Bioinformatics. She holds a BS/BA in Biology/English from The George Washington University. Besides being passionate about personalized medicine, she enjoys exploring the world with her children Julian, Valentina and Delphine.
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Lang, Norris. "Once Upon a Time in Ecuador: Memories of Miki." Practicing Anthropology 26, no. 1 (January 1, 2004): 45–46. http://dx.doi.org/10.17730/praa.26.1.g328l76336ml426u.

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I arrived as a graduate student at the University of Illinois in the fall of 1961, joining the relatively new Department of Anthropology under the direction of Joseph B. Casagrande. Muriel (Miki) Crespi (nee Kaminsky) had already been a graduate student for a full year. We became fast friends immediately. Shy, timid, quiet, and midwestern, I was not exactly a likely running buddy. But from the beginning, she was my mentor. After all, she was already wiser in the mysteries of graduate school; and as time passed, I came to know her as a wonderfully warm, intelligent woman from New York who also happened to be Jewish. I had never before connected with anyone who was so urbane and effortlessly gregarious. Mick's and my friendship further blossomed in our shared selection of Dr. Casagrande as our dissertation advisor and of Ecuador as our fieldwork area. Early on, Miki knew she wanted to study the impact of land reform on a government-owned hacienda high in the Ecuadorian sierra, working primarily with Indios or campesinos. She saw nothing out of character to live at an elevation of 11,000 feet, nor to speak Quechua. She left Illinois briefly to go to Cornell to learn the rudiments of Quechua. (Later she was devastated to find that the Quechua taught at Cornell was a different dialect altogether.)
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Lopez, Brianna, and Kate A. Manne. "Origin, Impact, and Reaction to Misogynistic Behaviors." Stance: an international undergraduate philosophy journal 14, no. 1 (April 6, 2021): 147–67. http://dx.doi.org/10.33043/s.14.1.147-167.

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Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.
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Lopez, Brianna. "Origin, Impact, and Reaction to Misogynistic Behaviors." Stance: An International Undergraduate Philosophy Journal 14 (2021): 146–67. http://dx.doi.org/10.5840/stance20211412.

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Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.
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Kecmanovic, Dragutin, Maja Pavlov, Miljan Ceranic, Dragan Kostic, and Branislav Mihajlovic. "Alexander Brunschwig: 110 years from birth September 11, 1901 - August 7, 1969." Acta chirurgica Iugoslavica 58, no. 3 (2011): 21–23. http://dx.doi.org/10.2298/aci1103021k.

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Alexander Brunschwig was very important person in surgical oncology during the 20th century. He helped Maximow and Bloom to write their well-known histology text "A Text-Book of Histology", he was the first to do a one-stage radical pancreatoduodenectomy and pelvic exenteration. Doctor Alexander Brunschwig was born in El Paso, Texas, on September 11, 1901. He graduated from Rush Medical College in 1927. He was named for the chief of gynecology and clinical assistant at Clinics and Medical School of the Chicago University in 1933. He became professor of surgery at the same University in 1940 where he worked until 1947. Doctor Brunschwig moved to New York in 1947 and became the Chief of gynecology in Memorial Hospital for Cancer and Allied Diseases and professor of clinical surgery at Cornell University at Medical College. He published some very important books about oncology, "The Surgery of Pancreatic Tumors", "Radical Surgery in Advanced Abdominal Cancer" and "L? Exenteration pelvienne".
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Rehder, Roberta, Subash Lohani, and Alan R. Cohen. "Unsung hero: Donald Darrow Matson’s legacy in pediatric neurosurgery." Journal of Neurosurgery: Pediatrics 16, no. 5 (November 2015): 483–94. http://dx.doi.org/10.3171/2015.4.peds156.

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Donald Darrow Matson made seminal contributions to the field of pediatric neurosurgery. Born in 1913 in Fort Hamilton, New York, Matson was the youngest of four sons of an army colonel. He graduated from Cornell University and, years later, from Harvard Medical School. Matson selected Peter Bent Brigham Hospital for his neurosurgical training, which was interrupted during World War II. As a neurosurgeon, he worked close to the front lines under Brigadier General Elliot Cutler in Europe, earning a Bronze Star. Matson returned to Boston to become Franc Ingraham’s fellow and partner. He was a masterful surgeon and, with Ingraham, published Neurosurgery of Infancy and Childhood in 1954, the first pediatric neurosurgery textbook in the world. Upon Ingraham’s retirement, Matson became chairman of the department of neurosurgery at Boston Children’s Hospital and Peter Bent Brigham. In 1968, he became the inaugural Franc D. Ingraham Professor of Neurological Surgery at Harvard Medical School. Among his neurosurgical accomplishments, Matson served as President of the Harvey Cushing Society, later known as the American Association of Neurological Surgeons. He was unable to preside at the 1969 meeting that marked the 100th anniversary of Cushing’s birth, having contracted Creutzfeldt-Jakob disease. Matson died at the age of 55, surviving his mentor Ingraham by only 4 years.
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Griffin, Farah Jasmine. "“Race,” Writing, and Difference: A Meditation." PMLA/Publications of the Modern Language Association of America 123, no. 5 (October 2008): 1516–21. http://dx.doi.org/10.1632/pmla.2008.123.5.1516.

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“Race,” Writing, and Difference first appeared in 1986. That Fall, I entered graduate school at Yale University; I still associate the book with those intellectually heady times. Henry Louis Gates, Jr., left the university before my arrival, but his influence was still felt, and we graduate students followed his every move. We also read and debated the essays of his volume with great excitement. The collection legitimated our intellectual concerns and delineated a set of questions that we would pursue throughout our graduate school careers. The volume set the bar high and helped prepare us for the task ahead. These were the days when we anticipated and greeted the appearance of works by Gates, Houston Baker, Jr., Hortense Spillers, Sylvia Wynter, and Cornel West with almost as much excitement that years earlier accompanied the release of recordings by Stevie Wonder and Earth, Wind, and Fire. Many of us came to Jacques Derrida, Michel Foucault, Jacques Lacan, and Paul de Man through these brilliant theorists of African American literature and culture. Those were intellectually exciting times: the period also produced Black Literature and Literary Theory; the painful exchange between Gates, Baker, and Joyce Ann Joyce on the pages of New Literary History; Hazel Carby's Reconstructing Womanhood, and Spillers's “Mama's Baby, Papa's Maybe: An American Grammar Book.” Furthermore, through his books Black Literature and Literary Theory, Figures in Black, and The Signifying Monkey, Gates not only provided a theoretical framework for the study of African American literature, he also set forth an intellectual agenda that he would institutionalize in a number of projects, especially The Norton Anthology of African American Literature and the Department of African and African American Studies at Harvard. In fact, Gates's PBS series African American Lives might be seen as part of this larger project as well in that it demonstrates the fiction of race through scientific evidence without denying its power to determine the lived experience of those identified as black in the United States. Despite the appearance of texts such as Richard J. Herrnstein and Charles Murray's The Bell Curve (and other arguments for the biological basis of race that rear their heads every so often), few people would disagree with the fundamental premise of “Race,” Writing, and Difference: that race was not fixed or naturalized but instead socially and historically constructed and institutionalized.
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Kuznetski (née Tofantšuk), Julia, and Stacy Alaimo. "Transcorporeality: An interview with Stacy Alaimo." Ecozon@: European Journal of Literature, Culture and Environment 11, no. 2 (September 20, 2020): 137–46. http://dx.doi.org/10.37536/ecozona.2020.11.2.3478.

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The interview was mainly conducted at Tallinn University in January 2019, when Stacy Alaimo visited the Graduate Winter School “The Humanities and Posthumanities: New Ways of Being Human” and gave a plenary lecture titled “Onto-epistemologies for the Anthropocene, or Who will be the Subject of the Posthumanities?”, and completed in spring 2020, to address immediately unfolding issues. Alaimo is an internationally recognized scholar of American literature, ecocultural theory, environmental humanities, science studies, gender theory, and new materialism. She is the author of three monographs on environmental theory and ecocultural studies: Undomesticated Ground: Recasting Nature as Feminist Space (Cornell University Press, 2000); Bodily Natures: Science, Environment, and the Material Self (Indiana University Press, 2010); and Exposed: Environmental Politics and Pleasures in Posthuman Times (University of Minnesota Press, 2016). Alaimo has edited and co-edited essay collections, including Science Studies and the Blue Humanities (essay cluster for SLSA journal, Configurations. Fall 2019); Matter (MacMillan Interdisciplinary Handbooks, 2017); Material Feminisms (with Susan Hekman, Indiana University Press, 2008), and is the author of a significant number of essays and book chapters. She co-edits a book series, “Elements,” at Duke University Press. Her current work focuses on oceans and marine life: she is currently finishing a book tentatively titled, Composing Blue Ecologies: Science, Aesthetics, and the Creatures of the Abyss. Alaimo served as co-President of ASLE (The Association for the Study of Literature and Environment), and created and directed the cross-disciplinary minor in Environmental and Sustainability Studies at the University of Texas and Arlington. She joined the faculty of the University of Oregon in 2019, where she is Professor of English and core faculty member in environmental studies. The interview addresses the evolution of her views as represented in Undomesticated Ground (2000), as well as the connections and tensions of feminism and environmentalism; it moves on to Bodily Natures (2010), in which she develops her seminal concept of transcorporeality; and looks into her ongoing interest in the deep sea and its representation in culture, the focus of her current book project, Composing Blue Ecologies. The interview discusses the importance of transcorporeality in the Anthropocene, as an alternative to “self-aggrandizing” accounts “in which some transhistorical ‘Man’ acts upon the inert, external matter of the world.” Examples from both science and culture illustrate the concepts discussed, reaching out into important political concerns of the day, such as climate refugees, sustainability as a labour and power issue, divisive dichotomies and understanding difference. The theme of water as an example of transcorporeality and a burning ecological issue is taken up, touching upon the current vulnerability of the Baltic Sea and elaborating on the material and ideas developed in the new book that Stacy Alaimo is working on. The final part of the interview addresses the environmental implications of the COVID-19 crisis.
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ICHIKAWA, Atsunobu. "Graduate School and University-Industry Cooperation." Journal of Jsee 41, no. 4 (1993): 11–16. http://dx.doi.org/10.4307/jsee1953.41.4_11.

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Dissertations / Theses on the topic "Cornell University. Graduate School"

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Naman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.

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Worry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differences between these two processes. A second emphasis will be on the importance of cultural considerations when treating individuals with emotional disorders. A third focus of the analysis will be on the rationale, overview, and literature associated with a transdiagnostic treatment named the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) . Finally, this review will conclude by highlighting futures research studies that can be implemented to improve upon the existing UP research.

Keywords: Worry, Rumination, Anxiety, Depression, GAD, PTSD, OCD, SAD, Transdiagnostic, Culture, Unified protocol for transdiagnostic treatment of emotional disorders.

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Arizona, University of. "1987-1989 Graduate Catalog." University of Arizona, 1987. http://hdl.handle.net/10150/288552.

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Arizona, University of. "1985-1987 Graduate Catalog." University of Arizona, 1985. http://hdl.handle.net/10150/288550.

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Arizona, University of. "1991-1993 Graduate Catalog." University of Arizona, 1991. http://hdl.handle.net/10150/296909.

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Winters, Mary L. "Evaluation of the School Psychology Program at Marshall University Graduate College." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=97.

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Bartoszuk, Karin, Brian J. Maxson, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4162.

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Bartoszuk, Karin, Scott Kirby, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4160.

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Falkner, Bonni. "A performance analysis of graduate school staff at University of Wisconsin-Stout." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002falknerb.pdf.

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McIntosh, Cecilia A., Karin Bartoszuk, and Scott Kirkby. "Professional Development Provided by the School of Graduate Studies: Enhancing Mentoring and the Graduate Student Experience." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/363.

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East Tennessee State University has taken several approaches to offering professional development for graduate students over the past several years. This includes graduate student research grants, thesis and dissertation awards, teaching awards, awards for service for the public good, Graduate Student Success Specialist service, Thesis/Dissertation/Capstone Boot Camp, Add-on Fellowships, GA Fee Scholarship, Thesis/Dissertation Scholarships, formal courses (GRAD), graduate student research magazine, and workshops. These will be briefly described, including funding sources supporting the initiatives. A mention of professional development for faculty will also be presented. There will be ample time for discussion of strategies and sharing of ideas by participants.
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Honeycutt, Matthew Burton. "Knowledge frontier discovery a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=29&did=1908036131&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264775728&clientId=28564.

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Books on the topic "Cornell University. Graduate School"

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Mangsen, Sandra Joan. Instrumental duos and trios in printed Italian sources, 1600-1675: A dissertation presented to the faculty of the graduate school of Cornell University in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Ann Arbor MI: University Microfilms International, 1989.

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Taylor, Stephen Andrew. The Lamento motif: Metamorphosis in Ligeti's late style : a dissertation presented to the Faculty of the Graduate School of Cornell University in partial fulfillment of the requirements for the degree of Doctor of Musical Arts, May 1994. Ann Arbor, Mich: UMI Dissertation Services, 1999.

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Lindner, Sharon Ruth. Sorption of volatile organic compounds and their mixtures on synthetic and natural soils: A dissertation presented to the Faculty of the Graduate School of Cornell University in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Ann Arbor, Mich: U.M.I. Dissertation Information Service, 1991.

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University of Scranton. Graduate School. The Graduate School catalog. Scranton, Pa: University of Scranton, 1987.

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1927-, Marcham John, and Cornell Society of Hotelmen, eds. Hospitality leadership: The Cornell Hotel School. Ithaca, N.Y: Cornell Society of Hotelmen, 1996.

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Fred, Conner, ed. Hospitality goes global: The Cornell Hotel School. Ithaca, NY: Cornell Hotel Society, 2007.

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Studies, University of East Anglia School of Economic and Social. Graduate prospectus. Norwich: The School., 1985.

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Pulitzer's School: Columbia University's School of Journalism, 1903-2003. New York: Columbia University Press, 2003.

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Willard, Thorp. The Princeton Graduate School: A history. 2nd ed. Princeton, N.J: Association of Princeton Graduate Alumni, 2000.

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K, Albiston Steven, ed. Completing graduate school long distance. Thousand Oaks, Calif: Sage Publications, 1998.

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Book chapters on the topic "Cornell University. Graduate School"

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Reding, Colleen. "Cornell University." In Grad's Guide to Graduate Admissions Essays, 171–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-43.

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Reding, Colleen. "Vanderbilt University School of Medicine." In Grad's Guide to Graduate Admissions Essays, 119–22. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-30.

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Reding, Colleen. "University of Chicago Law School." In Grad's Guide to Graduate Admissions Essays, 11–14. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-4.

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Reding, Colleen. "Emory University School of Law." In Grad's Guide to Graduate Admissions Essays, 19–22. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-6.

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Reding, Colleen. "Georgetown University School of Medicine." In Grad's Guide to Graduate Admissions Essays, 139–41. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-35.

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Reding, Colleen. "Fordham University School of Law." In Grad's Guide to Graduate Admissions Essays, 7–9. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-3.

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Reding, Colleen. "George Mason University School of Law." In Grad's Guide to Graduate Admissions Essays, 31–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-9.

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Reding, Colleen. "University of Texas School of Law." In Grad's Guide to Graduate Admissions Essays, 35–37. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-10.

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Kunimune, Hisayoshi, Masaaki Niimura, Katsumi Wasaki, Yasushi Fuwa, Yasunari Shidama, and Yatsuka Nakamura. "The Learning System of Shinshu University Graduate School of Science and Technology on the Internet." In Lecture Notes in Computer Science, 1296–302. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11553939_180.

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Halley, Jean. "My Not-At-All-Private Metamorphosis: On the Graduate Center of the City University of New York and Public School Spaces." In Women on the Role of Public Higher Education, 155–63. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137358806_11.

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Conference papers on the topic "Cornell University. Graduate School"

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Pattaradapa, Tawatpupisit, Worathep Narkwong, and Nutcha Phasuk. "SATISFACTION OF GRADUATE SCHOOL STUDENTS TOWARD ACCESS ON THE GRADUATE SCHOOL WEBSITE OF SUAN SUNANDHA RAJABHAT UNIVERSITY." In International Interdisciplinary Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.001.011.

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Fjarlie, E. J. "University to night school, to graduate school, to training to short course." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.emcb3.

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Fjarlie, E. J. "University to night school, to graduate school, to training, to short course." In Eleventh International Topical Meeting on Education and Training in Optics and Photonics, edited by K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2208032.

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Yamanaka, Yasuhiro, and Michiyo Shimamura. "A Trans-Graduate-School Education Program Awaking Competencies to Graduate Students in Research University: The Concept of Nitobe School Program in Hokkaido University." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.259.

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"Message from Kobe University, Graduate School of Maritime Sciences, Japan." In 2012 5th International Conference on Emerging Trends in Engineering and Technology (ICETET). IEEE, 2012. http://dx.doi.org/10.1109/icetet.2012.7.

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"gradsCOOL: A Learning Management System for Bulacan State University Graduate School." In 2019 the 9th International Workshop on Computer Science and Engineering. WCSE, 2019. http://dx.doi.org/10.18178/wcse.2019.06.010.

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Tripaichayonsak, Kedsara, and Nutcha Phasuk. "GRADUATE QUALIFICATIONS OF GRADUATE SCHOOL, SUAN SUNANDHA RAJABHAT UNIVERSITY FOR NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION IN THAILAND." In International Interdisciplinary Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.001.023.

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Jervan, Gert, Margus Kruus, and Ennu Rustern. "Graduate School in Information and Communication Technologies. Experiences at Tallinn University of Technology." In 2007 IEEE International Conference on Microelectronic Systems Education. IEEE, 2007. http://dx.doi.org/10.1109/mse.2007.47.

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Al-thani, Noora, Jolly Bhadra, Nitha Siby, Enas Elhawary, and Azza Saad. "Innovative Tool to Educate High School Students through Research Based Learning." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0260.

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The need for enhanced engagement of school students for better behavioral outcomes in line with scientific learning and acquisition of science process skills have continually incited educators to strategize innovative teaching approaches. Meanwhile, innovations and research from the scientific community has consistently been prioritized, demanding highly skilled STEM labor in the global market, henceforth challenging educators to brace the next generation with high proficiency in STEM fields. The research study focuses on an out of school approach that caters to the industrial demands in STEM workforce, henceforth acquainting the high school students with research methodology for improving their technical efficiency and intellectual capacity in problem solving and critical thinking. The study program was conducted on 208 students from public schools in Qatar, who participated in 68 research projects, each project being engaged by a group students during a period of 2 months at Qatar University research laboratories. The performance of participants were analyzed by mixed methods implementing both quantitative data based on questionnaires and qualitative data based on feedback interviews from research mentors, schoolteachers and the participant students. The results of the program yielded positive outcomes from the stakeholders as the school students gained competences exhibited by under-graduate or graduate students like research self-efficacy, research skills and aspirations for scientific careers, accomplishing the objectives of the program. This study program henceforth was successful in bridging the gap between high school and university, as the participant students had an advantage in confidence over their peers in university laboratories and technical writing assignments.
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Seuaudomnan, Wimonpak, and Sukonth Khruanamkham. "READERS’ SATISFACTION TOWARDS THE ACCESS TO THE ON-LINE GRADUATE SCHOOL JOURNAL OF SUAN SUNANDHA RAJABHAT UNIVERSITY." In International Interdisciplinary Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.001.017.

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Reports on the topic "Cornell University. Graduate School"

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Mansfield, Janet. Report on faculty and student evaluation of instructors in direct service teaching at Portland State University Graduate School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1705.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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