Relevant bibliographies by topics / Princeton University. Graduate School

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

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

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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

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Huang, Peter H. "Adventures in Higher Education, Happiness, And Mindfulness." British Journal of American Legal Studies 7, no. 2 (December 31, 2018): 425–84. http://dx.doi.org/10.2478/bjals-2018-0008.

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Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.
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Shaughnessy, Michael F., Shyanne Sansom, and Bryan Barnes. "An Interview with Professor Patrick Allitt: Who is the Professor and Who is the Student?" World Journal of Educational Research 2, no. 1 (March 6, 2015): 32. http://dx.doi.org/10.22158/wjer.v2n1p32.

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<em>Profile: Patrick Allitt is Cahoon Family Professor of American History. He was an undergraduate at Oxford in England, a graduate student at the University of California Berkeley, and held postdoctoral fellowships at Harvard Divinity School and Princeton University. At Emory since 1988, he teaches courses on American intellectual, environmental, and religious history, on Victorian Britain, and on the Great Books. Author of six books, he is also presenter of seven lecture series with “The Great Courses” (www.thegreatcourses.com), including “The Art of Teaching”.</em>
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Medoff, Marshall H. "A Citation-Based Analysis of Economists and Economics Programs." American Economist 40, no. 1 (March 1996): 46–59. http://dx.doi.org/10.1177/056943459604000107.

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This paper uses citation counts, over the period 1971–1992, to rank the top 250 academic economists in the United States. Schools were ranked by the number of top 250 economists a university had on their faculty. Graduate programs were ranked by those Ph.D. programs which have produced the greatest number of the top 250 academic economists. The paper's principal finding is that five universities, Harvard, Stanford, Chicago, MIT, and Princeton are the elite among all Universities.
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Frevert, Ute. "Historicizing Emotions in Berlin." Publications of the Modern Language Association of America 130, no. 5 (October 2015): 1497–500. http://dx.doi.org/10.1632/pmla.2015.130.5.1497.

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In the last few years there has been a tremendous surge in research projects focusing on the history of emotions. Historians all over the world, from Australia to London, from Princeton to Madrid, from Canada to Paris, have started to examine emotions from a historical perspective. Among the many individual and collective projects, the Berlin Center for the History of Emotions holds a special place. Since its founding in 2008, a group of twenty to thirty historians have devoted their research efforts to the single but complex goal of historicizing emotions. As an integral part of the Max Planck Institute for Human Development, the center is sufficiently funded to carry out such basic research and will continue to do so for years. It offers superb working conditions, providing offices and excellent library resources to its pre- and postdoctoral fellows and organizing weekly seminars and a great number of international conferences with the participation of distinguished scholars. Furthermore, the center welcomes visiting researchers (who mostly bring their own funding) and invites them to actively participate in and contribute to ongoing debates and events. Together with three major Berlin universities (Free University, Humboldt University, Technical University), the center launched an International Max Planck Research School for graduate training. Every year, six graduate students are accepted to the program, which focuses on moral economies of modern societies, with an emphasis on moral emotions.
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Edward Curtis Jr., James. "Economics Education and Teaching the Theory of the Firm Excerpts from Economics Textbook Materials." International Research in Economics and Finance 2, no. 2 (December 8, 2018): 38. http://dx.doi.org/10.20849/iref.v2i2.494.

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Curtis Jr (2018) describes the objective of the university course, to convey intermediate and advanced concepts of theory of the firm to students using explanatory, graphical and mathematical methods of analysis. The only prerequisite for this course is successful completion of Calculus, Principles of Microeconomics, or equivalent. After completing the requirements in this course, students should have a sufficient set of skills to thoroughly analyze interesting economic questions and to effectively participate in (i) advanced undergraduate economics courses, (ii) core graduate economic theory courses, and (iii) graduate courses in the school of business, including MBA programs. The emphasis of this paper is that economics is the study of the efficient choices made by individuals, including consumers, workers, owners of firms and social planners Policy writers. Students and wealthy philanthropists reading this paper might conclude that corporate board members, and higher education endowment strategists and budget executives, should focus on and enhance the effectiveness of the individual, conditional on the capacity and constraints, whether they are innate, financial or political.Curtis Jr (2018) presents the teaching materials separately, attached to this document, presented in Microsoft Powerpoint slides, created by James Edward Curtis Jr (2001) and Microsoft Publisher slides, created by James Edward Curtis Jr (2014), for projector transparency presentation by university instructors, and created by James Edward Curtis Jr, for higher education student studies.Reviewers include Dr. John C Ham, Ph.D. from Princeton University, Tenured Professor and Provost, and Former Advisor.
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COHN, P. M. "OBITUARY NATHAN JACOBSON (1910–1999)." Bulletin of the London Mathematical Society 33, no. 5 (September 2001): 623–30. http://dx.doi.org/10.1112/s0024609301008323.

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Nathan Jacobson, who died on 5 December 1999, was an outstanding algebraist, whose work on almost all aspects of algebra was of fundamental importance, and whose writings will exercise a lasting influence. He had been an honorary member of the Society since 1972.Nathan Jacobson (later known as ‘Jake’ to his friends) was born in Warsaw (in what he describes as the ‘Jewish ghetto’) on 5 October 1910 (through an error some documents have the date 8 September); he was the second son of Charles Jacobson (as he would be known later) and his wife Pauline, née Rosenberg. His family emigrated to the USA during the First World War, first to Nashville, Tennessee, where his father owned a small grocery store, but they then settled in Birmingham, Alabama, where Nathan received most of his schooling. Later the family moved to Columbus, Mississippi, but the young Nathan entered the University of Alabama in 1926 and graduated in 1930. His initial aim was to follow an uncle and obtain a degree in law, but at the same time he took all the (not very numerous) mathematics courses, in which he did so well that he was offered a teaching assistantship in mathematics in his junior (3rd) year. This marked a turning point; he now decided to major in mathematics and pursue this study beyond College. During his final year at Alabama he applied for admission and financial aid to three top graduate schools in the country: Princeton, Harvard and Chicago. He was awarded a research assistantship at Princeton; after the first year he was appointed a part-time instructor for two years, and during his fourth year he was appointed a Procter Fellow. The stipend was enough to enable him to make a grand tour of Europe by car in 1935, in the company of two Princeton fellow-students at the time: H. F. Bohnenblust and Robert J. Walker.
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Ostriker, Jeremiah P. "Lyman Spitzer. 26 June 1914 — 31 March 1997." Biographical Memoirs of Fellows of the Royal Society 53 (January 2007): 339–48. http://dx.doi.org/10.1098/rsbm.2007.0020.

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One of the leading theoretical astrophysicists of the twentieth century, Lyman Spitzer showed a renaissance or even a classical figure in both his character and personal style. I once speculated that a biographer would some day remark on the importance of Spitzer's early exposure to ancient literature, and his family assured me that he had in fact been strongly influenced throughout his life by classical, especially Latin, models. If ever I have known an individual who fitted the renaissance ideal of the gentleman scholar (based, of course, on earlier Latin archetypes), it was Lyman. The upright bearing, courteous speech, clarity, and total independence of mind were the dress of a person seemingly dropped into our midst from another age. Born in 1914 into a prosperous Toledo, Ohio, commercial family, he later married into the local, still wealthier clan of the Canadays. After attending Scott High School in Toledo and then Phillips Academy, Andover, Massachusetts, he received his BA at Yale in 1935 and then went to Cambridge University for a year (1935–36), where he was influenced by Sir Arthur Eddington FRS and Subrahmanyan Chandrasekhar (FRS 1944), who was an almost exact contemporary. Returning to the USA, he received his PhD in 1938 at Princeton, under the legendary Henry Norris Russell ForMemRS. Spitzer then went briefly to Harvard as a postdoctoral fellow, followed by a move to Yale, where he was appointed as instructor in 1939. It was shortly after moving to Yale that he married Doreen D. Canaday, herself a Bryn Mawr graduate, a totally charming and strong-willed woman with whom he raised a family of four children born between 1942 and 1954: Nicholas C., Dionis C., Sarah L. and Lydia S.
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Katzman, Gayle M., and David P. Billington. "Space Structures at Princeton University." International Journal of Space Structures 17, no. 2-3 (June 2002): 219–26. http://dx.doi.org/10.1260/026635102320321879.

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Space structures at Princeton University are taught to undergraduate engineering, architecture and liberal arts students in a course called Structures and the Urban Environment. The course takes numerical, historical and aesthetic approaches to studying structures. It examines the relationship between form and forces through examples of modern structures like thin shell concrete roofs and space frames. Because the course is so popular, several teaching assistants help the lecturer. Many of these graduate students are also taking the course for the first time, thus acting as student and teacher, as well as researcher because graduate projects and theses become reference material for the course.
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James Axtell. "Rounding Out a Century: The Princeton Graduate School, 1969–2000." Princeton University Library Chronicle 61, no. 2 (2000): 171. http://dx.doi.org/10.25290/prinunivlibrchro.61.2.0171.

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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 "Princeton 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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Greco, Shannon Lee. "The impact of scientists' and engineers' involvement in a one-day program for middle school students at Princeton University." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/greco/GrecoS0811.pdf.

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This paper examines the changes in attitudes towards science, scientists and students' own identities as scientists as a result of their participation in a one-day science and engineering education outreach program. More than 450 middle school students participated in two events held on March 1 and March 4, 2011. The events, called 'Making Stuff', were each one-day materials science programs conducted by the Princeton Center for Complex Materials education outreach office. PCCM's education outreach office designed the program to include activity tables, auditorium shows and lab tours all performed by scientists or engineers affiliated with PCCM or Princeton University and its partner organizations. The aim of this paper is to show that a one-day program of direct interaction with research scientists and engineers has a positive impact on students' attitudes towards science.
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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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Books on the topic "Princeton University. Graduate School"

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

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

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P, Douglass Malcolm. Phoenix in academe: The birth and early development of the Claremont Graduate University, 1925-1952. [S.l.]: Xlibris Corp., 2010.

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Graduate education at Tennessee: An historical perspective. Knoxville: The Graduate School, University of Tennessee, 1990.

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F, DiBona Leslie, ed. Harvard Graduate School of Education: A bibliography of doctoral dissertations, 1918-1987. Westport, CT: Meckler, 1989.

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Centennial: Graduate education at the University of Georgia, 1910-2010. Athens, Ga: University of Georgia Graduate School, 2010.

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Kelly, Francis. What they really teach you at the Harvard Business School. New York, NY: Warner Books, Inc., 1986.

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

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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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Romano, Alessandra. "Professional Development Tutoring: Comparing Italian and International Models." In Employability & Competences, 249–63. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.31.

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The paper presents the first outcomes of a comparative research of the incoming, on-going and outgoing practices of tutorship. The purposeful sample of universities extracted consisted of 18 Italian universities and 18 US universities. A tutorship concept in line with the transversal cross-curricular skills required for undergraduate and graduate students (Green Paper 2016, Dublin descriptors 2004) exceeds the vision of assistential tutorship and student tutoring practices, exercised by teachers and/or offered by services devoted to different types of intervention. The tutorship can be conceived as systemic and organizational action coherent in all phases with professionalising approach, starting from the earliest initiatives between school and university classrooms
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Conference papers on the topic "Princeton 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 "Princeton 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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