Books: 'Graduate School Experiences'

1

Ndumbe, Christy Efosi. A case study of the learning experiences of post-graduate overseas students in a school of education. University of Birmingham, 1995.

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2

Apling, Richard N. Postsecondary educational experiences of high school graduates. Congressional Research Service, Library of Congress, 1991.

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3

Paul, Atkinson, and Parry Odette 1954-, eds. The doctoral experience: Success and failure in graduate school. Falmer, 2000.

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4

Chan-Kopka, Teresita L. Employment experiences: How do high school dropouts compare with completers? U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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5

Bennell, Paul. The vocational school fallacy revisited: The employment experiences of secondary technical school graduates in Zimbabwe. Dept. of Economics, University of Zimbabwe, 1991.

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6

Klausner, Samuel Z. Succeeding in corporate America: The experience of Jewish M.B.A.'s. American Jewish Committee, Institute of Human Relations, 1988.

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7

Ontario. Ministry of Skills Development. Pathways: A study of labour market experiences and transition patterns of high school leavers. Ontario Ministry of Skills Development, 1989.

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8

Popova, Anna. Philosophy of law. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/978600.

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Textbook is universal in nature, is short and at the same time the perfection of the supply of educational material. Consistently and logically set out the philosophical and legal doctrine, the study of the relationship of legal and economic postulates in the explanation of legal reality and legal reality.  Prepared taking into account experience of teaching of philosophy of law students studying in the direction of training 40.04.01 "Law", in accordance with the requirements of Federal state educational standards of higher education of the last generation. For students of humanitarian directions of training, graduate students in training 40.04.01 Jurisprudence, graduates, teachers of law schools and faculties, as well as anyone interested in the philosophy of law.

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9

Óskarsdóttir, Gerður G. The forgotten half: Comparison of dropouts and graduates in their early work experience : the Icelandic case. Social Science Research Institute and University Press, University of Iceland, 1995.

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10

Families & Learning Minnesota. Department of Children. The Minnesota high school follow-up survey trend report: A digest of information based on the educational experiences of the Minnesota high school classes of 1997-1999. Minnesota Dept. of Children, Families & Learning, 2001.

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11

avtor, №., and №. *avtor. Dorpat professorial Institute is a scientific - pedagogical school in Russia. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1064967.

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This monograph carried out a systematic analysis of the unique experience of solving complex problems for the training of professors for Russian universities in Dorpat professorial Institute. In cultural and historical context the first half of the XIX century the system of training of the professors of the new formation is regarded as a scientific-pedagogical school in Russia. Chrono-logical framework of the monograph covers the period from the beginning of the XIX century 60-ies of the XIX century (from the prerequisites for the establishment of Professorial Institute to identify lines of continuity in his work). Analyzed the activity of three generations of Russian University professors.  Addressed to high school teachers, doctoral students, graduate students.

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12

H, Miller Robert. Business school confidential: A complete guide to the business school experience, by students, for students. Thomas Dunne Books, 2003.

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13

Henke, Robin R. Out of the lecture hall and into the classroom: 1992-93 college graduates and elementary/secondary school teaching : with an essay on undergraduate academic experiences. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

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14

Sonya, Geis, Giambattista Jeannifer, National Center for Education Statistics., and United States. Office of Educational Research and Improvement., eds. Out of the lecture hall and into the classroom: 1992-93 college graduates and elementary/secondary school teaching : with an essay on undergraduate academic experiences. U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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15

Janes, Joseph. Now what?: Readings on surviving (and even enjoying) your first experience at college teaching : the Teaching Assistant Program of the Graduate School, Syracuse University. 2nd ed. Copley Publishing, 1988.

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16

Rossinskiy, Boris. Administrative law and administrative responsibility. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083101.

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The lecture course corresponds to the programmes of administrative law for students enrolled in the direction of preparation of bachelors in "Law", as well as the field of "Legal guarantees for national security" and "law Enforcement". This course summarizes the experience of reading the author of the lectures on administrative law and administrative responsibility at the Russian state University of justice (RPA of the Ministry of justice of Russia), Moscow University of MIA of Russia, Academy of the Investigative Committee of the Russian Federation, a number of other universities. For students, cadets, graduate students, adjuncts and professors of law schools and faculties, science officers, employees of state and municipal bodies, individuals, raising the qualification.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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19

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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20

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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21

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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22

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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23

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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24

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. s.n.], 1992.

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25

From graduate school to clinical practice: The experiences of black social workers in white environments. National Library of Canada, 2003.

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26

Beutler, Ralf, and Frank-Harald Greß, eds. Jazz/Rock/Pop - Das Dresdner Modell. Tectum – ein Verlag in der Nomos Verlagsgesellschaft, 2021. http://dx.doi.org/10.5771/9783828874589.

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The jazz/rock/pop programme at the Dresden College of Music developed into a multifaceted educational complex during the GDR era, despite reservations by cultural politicians, and gained international recognition after the fall of the Berlin Wall. Contemporary witnesses, current teachers and graduates report in 25 essays on their work, experiences, individual views and the interaction between artistic practice and pedagogical activity. This richly illustrated volume provides unique insights into the structure and goals of this field of study in all its breadth, from the children's class and the cooperation with the Saxon State Grammar School for Music to the Bachelor's, Master's and graduate programmes.

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27

Early labor market experiences of proprietary school students. Congressional Research Service, Library of Congress, 1991.

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28

Thomas, Gabe, Aleman Steven R, and Library of Congress. Congressional Research Service, eds. Early labor market experiences of proprietary school students. Congressional Research Service, Library of Congress, 1991.

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29

The experience of being in graduate school: An exploration. Jossey-Bass Publishers, 1998.

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30

Rossman, Mark H., Kim Muchnick, and Nicole Benak. Managing the Graduate School Experience: From Acceptance to Graduation and Beyond. Rowman & Littlefield Publishers, Incorporated, 2015.

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31

Managing the Graduate School Experience: From Acceptance to Graduation and Beyond. Rowman & Littlefield Publishers, Incorporated, 2015.

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32

National Center for Education Statistics., ed. Transitions experienced by 1988 eighth graders. National Center for Education Statistics, 1992.

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33

Majer, John M. Community Colleges. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0016.

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Community psychologists typically work in various settings, such as universities, community-based organizations, and/or as independent consultants. This chapter describes the experiences of one community psychologist who found a niche within a community college, including some material on his transition from graduate school to community college faculty and progression to tenured professor. This chapter describes how some community psychology values and competencies (i.e., human diversity, advocacy, mentorship, community-building) are practiced in this unique setting.

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34

Cox, Brennan D., Kristin L. Cullen, William Buskist, and Victor A. Benassi. Helping Undergraduates Make the Transition to Graduate School. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0019.

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This chapter highlights several key changes that faculty can helpstudents prepare for as they leave their undergraduate institutions to begingraduate work. It provides data about common preconceptions andmisconceptions of graduate school, including advice from experienced graduatestudents about how first-year students can successfully negotiate theundergraduate-to-graduate transition. Although this chapter applies mainlyto preparing students for PhD programs in psychology, its suggestions will help faculty to prepare their undergraduates for any type ofgraduate degree in psychology.

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35

Cartmel, Fred, and Andy Furlong. Graduates from Disadvantaged Families: Early Labour Market Experiences. Policy Press, 2005.

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36

The Experience Of Childbirth. Sourcebooks, 2011.

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37

Hay, Stephen, Stephen Billett, Greer Johnson, Cheryl Sim, Jill Ryan, and Sue Thomas. Experience of School Transitions: Policies, Practice and Participants. Springer, 2012.

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38

Billett, Stephen, Greer Johnson, and Sue Thomas. Experience of School Transitions: Policies, Practice and Participants. Springer, 2012.

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39

Hay, Stephen, Stephen Billett, Greer Johnson, Cheryl Sim, Jill Ryan, and Sue Thomas. Experience of School Transitions: Policies, Practice and Participants. Springer, 2014.

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40

Shoenfelt, Elizabeth L., ed. Mastering Industrial-Organizational Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.001.0001.

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In this book, faculty from top-ranked industrial-organizational (I-O) master’s programs provide best practices and discuss important topics for the training of master’s-level I-O psychologists. The book begins with a definition of the field of I-O psychology; an explanation of the knowledge, skills, and abilities needed by master’s-level I-O practitioners; and a description of I-O master’s professional practice areas. I-O graduate training is introduced, highlighting differences between master’s training and doctoral training. Advice is offered about applying to graduate school, including program selection, undergraduate preparation, and the application process. The Society for Industrial and Organizational Psychology’s Guidelines for Education and Training in Industrial-Organizational Psychology are reviewed, as are various methods for teaching the identified competencies. Guidance is offered on implementing important applied experiences such as course projects, practica, simulations, and internships. The pros and cons of a thesis requirement are outlined. Issues faced by faculty in I-O master’s programs, including strategies for balancing teaching, service, and research, are covered. The final chapter gives advice for developing and maintaining an on-campus I-O consulting entity. The best practices presented in this volume, offered by faculty with substantial expertise and experience in successful I-O master’s programs, should be of interest to faculty teaching in I-O master’s programs and other teaching intensive institutions; to I-O faculty and non-I-O psychology faculty advising undergraduates on career options in psychology, specifically as an I-O master’s practitioner; and to undergraduates evaluating potential I-O master’s programs.

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41

Pugliese, Marc A., and Alexander Y. Hwang. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0001.

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Teaching Interreligious Encounters is a multidisciplinary volume of original essays addressing pedagogical issues related to teaching that occurs through experiences of different religious traditions or interreligious encounters. The book brings together international scholars who work in and speak from a variety of contexts as loci for teaching interreligious encounters: undergraduate and graduate programs, secular and religiously affiliated institutions, divinity schools and seminaries, as well as graduate career preparation in nonreligious professions. There are four sections in the volume: “Theorizing Encounters” is partly propaedeutic but also representative of how theory constantly informs praxis even as it is informed by praxis; (2) “Arranging Encounters” contemplates planning and pedagogical strategies; (3) “Textual Encounters” contains essays on text-based teaching approaches; and (4) “Practical Encounters” presents pedagogical strategies with attention to the importance of lived experience through hands-on practices like case studies, site visits, and immersion programs.

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42

Mirchandani, Sharon. The Early Years. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037313.003.0001.

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This chapter focuses on Marga Richter's early life and education. Florence Marga Richter was born on October 21, 1926, in Reedsburg, Wisconsin. Marga's mother is Inez Chandler Richter (née Davis), an American soprano, and her father is Paul Richter, a captain in the German army during World War I. Marga's paternal grandfather, Richard Richter, was a composer, municipal orchestra conductor, and music teacher in Einbeck, Germany. The strong musical upbringing Marga received, combined with the midwestern values of hard work and independence, was the foundation out of which she grew to compose a large, distinctive body of works over her lifetime. This chapter discusses the influences on Richter's musical and personal life, her early musical experiences, her family's move to New York City in 1943, and her years at Julliard Graduate School where she took up master's studies from 1945 to 1951. It also considers Jabberwocky, Richter's earliest extant work, her marriage to Vernon Hughes, and her studies with William Bergsma, Vincent Persichetti, and Rosalyn Tureck.

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43

Brown, Jacqueline A., and Shane R. Jimerson, eds. Supporting Bereaved Students at School. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190606893.001.0001.

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Given that most children will experience the death of at least one close or special person prior to high school graduation, and because the vast majority of children attend school on a regular basis, school-based mental health professionals must be prepared to effectively support bereaved students. Supporting Bereaved Students at School is a contemporary guide that provides school-based mental health professionals with the information they need to support bereaved students, with a particular emphasis on practitioners in the fields of school psychology, school counseling, school social work, and clinical child psychology. The book covers how these professionals can help children and adolescents cope with their emotional, physical, and social reactions during the period of grief, lasting months or years, following a significant death in their lives. The book is divided into two sections, the first focusing on foundational knowledge and the second offering a range of evidence-based intervention strategies. This book provides school-based professionals and graduate students with tools that can be easily integrated into their daily practice.

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44

The Experience of Being in Graduate School: An Exploration: New Directions for Higher Education (J-B HE Single Issue Higher Education). Jossey-Bass, 1998.

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45

Miller, Robert, Robert H. Miller, Katherine F. Koegler, and Katherine Loucks. Business School Confidential: A Complete Guide to the Business School Experience: By Students, for Students. St. Martin's Griffin, 2003.

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46

Commission, Oregon Educational Coordinating, ed. Whatever happened to the class of '75?: A special report on Oregon education based on the experiences of the class of 1975. Oregon Educational Coordinating Commission, 1987.

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47

Grose, Timothy. Negotiating Inseparability in China. Hong Kong University Press, 2019. http://dx.doi.org/10.5790/hongkong/9789888528097.001.0001.

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This book describes and theorizes the experiences of Uyghur graduates of the “Xinjiang Class” national boarding school program. These experiences reveal how young, educated Uyghurs strategically and selectively embrace elements of the corporate Chinese “Zhonghua minzu” identity in order to stretch the boundaries of a collective Uyghur identity. More specifically, Xinjiang Class students establish cross-regional bonds with Uyghur classmates and non-Xinjiang Class Uyghurs in inner China (neidi) and transnational bonds based on shared faith with foreign Muslims living in Chinese cities. These networks activate and perpetuate a transregional and often transnational ethno-national identity that is regularly communicated through Islamic practice.

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48

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.001.0001.

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Problematic school absenteeism is the primary focus of When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Therapist Guide. Youths who complete high school are more likely to experience greater success at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, and dropout. The treatment program presented here is designed for youths with primary and acute school refusal behavior. The program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. For children who refuse school to avoid school-based stimuli that provoke negative affectivity, the treatment uses child-based psychoeducation, somatic control exercises, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For children who refuse school to escape aversive social and/or evaluative situations, the treatment uses child-based psychoeducation, somatic control exercises, cognitive restructuring, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For youths who refuse school to pursue attention from significant others, parent-based treatment includes modifying parent commands, establishing regular daily routines, developing rewards, reducing excessive reassurance-seeking behavior, and engaging in forced school attendance. For youths who refuse school to pursue tangible rewards outside of school, family-based treatment includes contingency contracts, communication skills, escorting the child to school and from class to class, and peer refusal skills.

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49

Ulrich, George, and Ineta Ziemele, eds. How International Law Works in Times of Crisis. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198849667.001.0001.

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Crises have always been part of international law discipline and some even say part of the identity of an international lawyer. History shows that international law has developed through reacting to previous experiences of crisis. International law reflects agreement on how to avoid known crisis from repeating. However, human society evolves and challenges existing rules, structures, and agrements. The evolution certainly confronts international law with questions as to the suitability of the existing for the new stages of development. Ulrich and Ziemele have brought together the selected speakers of the European Society of International Law annual conference which took place in Latvia and was organized by the Riga Graduate School of Law and the Society in 2016. The editors have characterized the international law and crisis discourse as dialectic and they have grouped the articles contained in the volume under four main themes—security, immunities, sustainable development, and philosophical perspectives—which show those areas of international law which are currently facing noticeable challenge and confrontation from various developments in society. The surprising general conclusion emerging in this collection is the confirmation that by and large international legal system contains concepts, principles, rules, mechanisms, and formats for addressing the various developments that may prima facia seem to challenge these very same elements of the system. Their use, however, involves informed policy decisions.

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50

R. Larsen, Kai, and Daniel S. Becker. Automated Machine Learning for Business. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941659.001.0001.

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In Automated Machine Learning for Business, we teach the machine learning process using a new development in data science: automated machine learning. AutoML, when implemented properly, makes machine learning accessible to most people because it removes the need for years of experience in the most arcane aspects of data science, such as the math, statistics, and computer science skills required to become a top contender in traditional machine learning. Anyone trained in the use of AutoML can use it to test their ideas and support the quality of those ideas during presentations to management and stakeholder groups. Because the requisite investment is one semester-long undergraduate course rather than a year in a graduate program, these tools will likely become a core component of undergraduate programs, and over time, even the high school curriculum.

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Books on the topic 'Graduate School Experiences'

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