Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

3/23/2013

Majoring in Psych?: Career Options for Psychology Undergraduates (2nd Edition) Review

Majoring in Psych: Career Options for Psychology Undergraduates (2nd Edition)
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Outstanding book. I bought this for my daughter who, against my better judgement, chose to be a psychology major at Madison. Before I gave her the book, I read the whole thing. I'm not nearly as worried anymore. This book provides excellent overview to what can be accomplished with a Psych degree.

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Focusing on the multiple ways for students to enhance their marketability while still in school, this guide answers the career planning questions most psychology majors find themselves asking. This friendly guide looks at psychology as both a discipline and a liberal arts degree.The authors have compiled information to help students demystify the process of career development.Using a question-and-answer format, this valuable resource shows students how they can take an early and active role in shaping their professional paths.The humorous, down-to-earth tone makes this book accessible to all students. For undergraduates majoring in psychology.

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3/20/2013

Real Education: Four Simple Truths for Bringing America's Schools Back to Reality Review

Real Education: Four Simple Truths for Bringing America's Schools Back to Reality
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Charles Murray has written a brilliant analysis of the shortcomings of current American education, both K-12 and postsecondary. First among the problems he singles out is the pervasiveness of a mind-set he calls "educational romanticism." Educational romanticism takes as realism the Lake Wobegon fantasy, the notion that all children are above average. Consequently, its advocates tell the young, in smarmy Edgar Guest fashion, that there is nothing beyond their ability if only they try hard enough. Murray subtly points out the unintentional cruelty in this practice of encouraging overparted children to repeatedly set themselves up for failure. As an antidote, he suggests we accept the existential truth that schoolchildren are not equal in talents and abilities, that some are more gifted than others in the most important areas for academic futures, language skills and math ability. Such differences, he readily concedes, do not make one necessarily a better person, but they surely make one a better scholar and thus a more logical candidate for university attendance.
Second, he argues that half of all children are below average. While he concedes each child should have full opportunity to develop his abilities to the utmost, Murray recognizes that no documentation exists which would support the current educational establishment's wishful thinking that it can significantly alter a student's low ability, whether through more money spent, revised pedagogy, or better teacher training. He is similarly dismissive of the government's and politician's hysterical optimism which has produced such absurdities as "No Child Left Behind."
For the improvement of K-12 education, he favors the junking of current "self-esteem" practices and empty encouragements to "creativity,", replacing them with a rigorous core curriculum such as E. D. Hirsch's which imparts lessons in culture and good citizenship. Murray also favors the return of high school tracking, with a revalorization of vocational studies and a return of respect for those frequently skilled students who choose to go into such rather than prepare for college. He is of the opinion that far too many people are pushed toward college these days, and far too often for highly questionable reasons.
Murray accepts the idea of an unelected elite, one not dependent on birth or wealth, some of whose members invariably wind up running the country. They are the power brokers in the big corporations, the media, the universities. Most of them are drawn from what he designates as the academically gifted, most of whom have had university training. But even here, Murray presents a caveat. This elite may be smart, but these days neither its members, nor its professors, are usually wise. The best that has been thought and said, given the elective system, is all too often missing from such students' university education. "Rigor in forming judgments," "Rigor in thinking about virtue and the Good" have been replaced by professorial canon bashing, contempt for "Dead White Males," and parochial obsession with matters of race, ethnicity, and gender.
Happily, Murray does not follow his lethal analysis with an plea of impotence. He confesses to long-term, if not short-term, hope for improvement. A necessary return to reality he expects will start with parents taking responsibility and increasingly making the right educational choices, choices in the direction of charter schools, home-schooling, CTE schools - whatever may best suit the talents and abilities of their particular children. At the university level, professors will surely tire of post-modern sophistry and realize they can ignore Plato, Aristotle, Kant, Beethoven, Bach, Mozart, Michelangelo, Da Vinci, Rembrandt, Shakespeare, Homer, et.al. only so long. In Murray's inspiring words, "the greatest work must ultimately come back into scholarly fashion."

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3/10/2013

Alternative Careers in Science: Leaving the Ivory Tower Review

Alternative Careers in Science: Leaving the Ivory Tower
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As a recent Biology Ph.D. graduate, I am fortunate to have found this book about 1 year before graduation. I have always enjoyed biology, but my heart was just not in research, poring over the same project and data, day in and day out, 50 hours a week. Biology Ph.D.'s are, unfortunately, trained with tunnel vision in terms of career development. You are lead down a research path, and graduation represents a fork in the road: You can choose a life of academia following your mandatory postdocs, or you can immediately enter industry, following your mandatory postdocs.
For those who don't know, a postdoc is a type of internship following your graduation. You are the personal Igor for the head of the lab (usually a professor at a university or medical school). Hours are typically 6 days a week, 60 hours minimum, and earns about $35,000. You work on at lest 2-3 projects for the lab, and are expected to assist in training the new graduate students as well. In addition, you are expected to find your own grant money.
After the extreme stress of graduate work had been completed, call me crazy, but I decided an increase in stress was not what I wanted. Don't get me wrong; for those who love research, this is heaven, but not for me.
A year prior to graduation, I found this book. In my multiple years of study, no one had ever mentioned a sentence about any of the career options mentioned here, ALL of which were accessible to a Ph.D. student. About two dozen career options are mentioned here, from clinical research, to broadcast journalism, to sales...lots. Every career is discussed in detail from a personal account of someone who actually works in the field. Everything is discussed, from salary, hours, a typical day, to extra training and advancement opportunities.
This book did nothing short of change my career outlook from a pessimistic view of my science career to a wonderful new career in medical writing...earning twice as much as the postdoc I quit after one week. (If this doesn't appeal to you, there are plenty of other choices in this book.)
The book does not discuss EVERY option. The job I have now was not mentioned initially in the book. However, it opened my eyes, and got me started in this path. Spend the cash and buy it. Consider it a cheaper version of going to a great career counselor....or a psychiatrist.

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Alternative Careers in Science describes the various career tracks available to scientists and gives the inside scoop on the skills and personality types suited to each profession. It also contains important information regarding career expectations and salary potential.This book will allow scientists to compare career opportunities. Each chapter covers a different career track and includes the basic job description, qualifications, responsibilities, and what career opportunities stem from each position. Key Features* Illustrates a typical day's scenario* Explains what career opportunities stem from a position* Describes the basic job, qualifications, responsibilities, and expectations * Covers how long to expect to be in a training phase* Shows existing steps in the promotion ladder and salary ranges* Presents a different career track in each chapter* Allows scientists to compare career opportunities

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3/07/2013

The UnCollege Alternative: Your Guide to Incredible Careers and Amazing Adventures Outside College Review

The UnCollege Alternative: Your Guide to Incredible Careers and Amazing Adventures Outside College
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The UnCollege Alternative is a great resource for those students who are in college and questioning whether or not they should be there. Ms. Wood makes an excellent point early on in the book: would you just walk into a store and point at something and say "ring it up", regardless of the cost? The author states that when students go on to college without really thinking it through as to whether or not college is for them - they are saying "ring it up" possibly for a $80,000 education.
What makes The UnCollege Alternative shine is the wide variety of potential career paths the author discusses, many of which can bring in significant incomes. She discusses all aspects of each career path: needed training, certification, potential income and job market, as well as providing a sort of "day in the life of" feel.
I think often students just go to college not knowing what they want to study, just going because that's what they are "supposed" to do. I recommend this book for ALL high school and current college students. Even if you decide that college is the right track for you, at least you are educated in what some alternatives are. It is important to know just what's out there before you potentially spend four years of your life and tens of thousands of dollars.
Another excellent book I recommend on a similar subject is "Taking Time Off" by Colin Hall and Ron Lieber.

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Think College is the Only Path to Success? Think Again!Want to think out of the box? Want to change your perspective on your future? Feeling ambivalent about going to college and going into debt? Then join the world of alternative thinking, risk-taking, adventure seeking, and change. Join the Uncollege revolution and learn that you can create a profitable, exciting, creative, and amazingly successful future without a college degree.Whether you're a high school student considering your next step, a college student seeking change, or even a college graduate looking for creative alternatives to the conventional path, this is up-to-date guide will provide a wealth of life-changing ideas and resources, including advice on: Great careers without a college degree Taking time off before or during college Opportunities for adventures around the world Internships, apprenticeships, and training programs Community service projects that pay Starting your own businessYou are living the most exciting time in history! Seize the day! Take the Uncollege Alternative!

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2/26/2013

No Sucker Left Behind: Avoiding the Great College Rip-off Review

No Sucker Left Behind: Avoiding the Great College Rip-off
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College is supposed to be an investment that guarantees a student's success - but this is no longer true. More than one out of three recent (2004) college graduates have jobs that don't require a college degree. Also, in 2004, more than one million college graduates were unemployed. The result is that the average high-school-only graduate has more money than the average college graduate for about the first 15 years after high school.
Colleges have found sports program success linked to increased enrollment - thus, athletic empires are not built just to appease alumni. Scheer also points out high marketing and salary expenses incurred by supposedly penny-pinching colleges. Revenues are further boosted by lots of extra fees - eg. parking. Savings do occur, however. Many professors don't teach (doing research) and are replaced in classrooms by graduate assistants, groundskeepers etc. are low-paid, and class size sometimes exceed 200. Meanwhile, revenues are further aided by numerous useless "requirements" courses.
"Faculty research" (economist Richard Vedder even suggests that professors are spending less time on both teaching and research work) is the reason given for much of the college cost escalation - news articles about contributing to medical research and NASA trips are favorite public relation tools. Scheer, on the other hand, provides compelling evidence that most "research" is of little/no value. More than 9 out of 10 arts and humanities research articles, half of those in the social sciences, and even 2 out of 10 in the sciences are NOT cited by other researchers within five years after they're published. (Science, 2/9/1991; 1/4/1991) Many other research studies receive such little respect they're never published.
(Actually, "No Sucker Left Behind" considerably overstates the value of most university research because most research, especially in the humanities, is on topics lacking value - eg. the 999th analysis of Shakepear's use of punctuation, education studies purporting to slightly improve pupil performance (that don't), management studies that dwell on trivial impacts vs. outsourcing, etc.)
Graduate quality is also often questionable, and even declining. The U.S. Dept. of Education 2003 "Assessment of Adult Literacy" found less than one-third of college graduates are proficient in basic reading and mathematical skills, and literacy levels have declined significantly among college graduates from 1992-2003 (2003 National Assessment of Adult Literacy).
Probably the biggest sales pitch for attending college is the claim that, on average, graduates earn $1 million more in their lifetimes than non-graduates. Scheer deflates that belief as well. Using median incomes (not distorted by very high earners) and adjusting for income taxes and the costs of college, Scheer says $467,000 is more realistic. Of course, college costs are especially risky for the many students who drop out.
More surprisingly, Scheer also points out that a number of graduates in fields like engineering and science have difficulty finding jobs (WSJ, 11/16/2005 - "Behind 'Shortage' of Engineers, Employers Grow More Choosy.") Meanwhile, college graduate earnings are falling - Business Week (1/21/2008) reported that income for graduates aged 25-34 fell 8.5%, after inflation, from 2000-2007. Further, average salaries for business school graduates was relatively flat from 2000-2005, while tuition at top business schools rose 55%.
About half those enrolling in expensive doctoral programs ultimately drop out, and research found no difference in academic abilities between those who drop out vs. those who complete. It's estimated that 40-505 of all doctoral students drop out.
Some good news - Scheer suggests high-school advanced placement classes, and taking free classes at local colleges while in high school are good ways to reduce costs. He also cites research showing that higher-costing colleges are not linked to improved graduate incomes.

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"Every single high school student (and her parents) should be required to read this book before applying to college."—Seth Godin, author of Meatball Sundae

"If you're considering college—or sending a child to college—this is the book you have to read first!"—Thom Hartmann, nationally syndicated radio talk-show host

"The cost of college is skyrocketing. Students are increasingly getting into hock—at rates they can't afford—just to pay their bills. It's a crisis made worse by the fact that almost no one is talking about it. Fortunately, Marc Scheer is, in No Sucker Left Behind, a must-read manual that tells us about this pernicious debt trap and what we can do about it."—Danny Schechter, director of In Debt We Trust

"Every student and parent needs to read this book. I wish my son had read it before he went to college."—Janne O'Donnell, Board of Directors, Americans for Fairness in Lending

The book that colleges don't want you to read.

No Sucker Left Behind is the only book that blows the lid off colleges' scandalous price-gouging schemes. Marc Scheer reveals colleges to be profit-obsessed businesses best approached with the wariness reserved for used-car salesmen. From the application process to the undergraduate years and all the way through graduate school, Scheer shows how universities trap students into high costs and unmanageable debt. Most important, he arms students with innovative tools to fight back and get a valuable degree for less.

Includes more than one hundred online resources for students.

Caveat Discipulus—Let the Student Beware!

Marc Scheer, PhD, is a researcher, career counselor, and educational consultant who lives in New York City. He has counseled students at public and private colleges and universities around the country, and he has managed a wide range of educational, financial, and investment studies for large research and media firms. Dr. Scheer completed his PhD in counseling psychology.


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2/18/2013

Negotiating Graduate School: A Guide for Graduate Students (Study Skills) Review

Negotiating Graduate School: A Guide for Graduate Students (Study Skills)
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This book provides generic advice about graduate school, from the decision to pursue an advanced degree to choosing your committee and writing your thesis. However, the book is only 130 pages... quite small for its hefty price tag. Most of the advice also seems obvious, such as getting to know professors on your committee, and the reminders that graduate school is difficult and life-changing hardly help one feel more at ease.

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The book is written in an easy-to-read format, taking a one-on-one dialog approach, rather than that of a scholarly treatise, of the graduate school process. This new edition reflects the growing influence of the internet and degree granting programs offered via distance education while updating information in the first edition relative to all aspects of the graduate school process. The book provides many useful exercises, tools, and techniques that encourage graduate students to take more control of the process of obtaining a graduate degree.


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2/06/2013

The Continuum of Literacy Learning, Grades 3-8: A Guide toTeaching Review

The Continuum of Literacy Learning, Grades 3-8: A Guide toTeaching
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This resource is the best I've seen for guided reading. My school has ordered several copies of this book for our professional library so other teachers can have access to it. I highly recommend this book.

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2/05/2013

Myths and Realities, Second Edition: Best Practices for English Language Learners Review

Myths and Realities, Second Edition: Best Practices for English Language Learners
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Do younger children learn language faster? Were our grandparents more receptive to learning English? Should English language learners start grades below their age? These and other issues are addressed in this excellent introductory text to the misconceptions of teaching English as a second language. By dissecting the accepted practices and underlying beliefs that have shaped ESL instruction for many students, the book attempts to bring to light facets of the controversy that have not yet been adequately examined. Using simple language and a very quick read format(this may be it's one drawback as more detailed research would be the next step)it is the perfect book for a study group in a school or an introductory college class. In a nation that is facing ever increasing numbers of immigrant and native born non-English speakers, this book is a good way to begin the dialogue on how to help schools realistically help children learn to be fluent in more than one language. It is definitely worth reading.

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A lot has changed since the first edition of Myths and Realities, yet the trends in education are as undeniable as they were then: English language learners (ELLs) constitute the fastest growing population in U.S. schools and their teachers face an increasingly challenging educational context. For teachers and other educators, acquiring the understanding and skills to help ELLs succeed academically is more urgent than ever.

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2/04/2013

So You're Thinking about Going to Seminary: An Insider's Guide Review

So You're Thinking about Going to Seminary: An Insider's Guide
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I was browsing Christian book publishers one day and came across the newly published title, "So You're Thinking About Going to Seminary" by Derek Cooper. Of course, since I am trying to figure out which theology graduate programs I should apply for, this instantly went to the top of my reading list!
This is an unprecedented book, that takes a look at the ins-and-outs of seminary, and helps provide a road-map for navigating the terrain. As the cover attests, it helps choose the right seminary, discern if seminary is right for you, explore degree options, what to expect, how to finance the escapade, and more. The author explains his somewhat tumultuous experience of shuffling between a whopping SIX different seminaries, before finishing his academic career.
The book is divided into four parts: (1) Orientation to Seminary, (2) Things to Consider Before Seminary, (3) Things to Consider During Seminary, and (4) Post-Seminary Things to Consider While in Seminary.
The book is packed with information that would take a very long time to accumulate through one's own experience alone. One interesting thing I learned in the orientation is what exactly "seminary" is. Cooper explains that a "Divinity School," a "School of Theology," an a "Seminary," are all theological schools that fall under the big-umbrella term "seminary," but that have important differentiations. The primary point is that a "divinity school" or "school of theology" is usually a theological department/college of a bigger mainstream university, whereas the term "seminary" is often used in independent educational institutions without affiliations to another school.
Part 2 offers chapters on theological affiliations of schools, the "outside" factors to consider (locale, etc.), the "inside" factors (school size, etc.), how to finance, and a walkthrough in applying to schools. This was a good section of the book for making you think about what you want out of your education: small community, or big school with lots of resources? Suburban quiet setting, or urban fast-paced? I'm afraid the theological affiliation section didn't give me exactly what I wanted, but the author is trying to present an unbiased and "neutral" view for all the schools, and didn't delve into theological positions much.
Part 3's highlights included chapters on departments and courses within seminary, discussing biblical studies and theology, church history and practical theology, and different degree programs--both basic and advanced. This section was helpful for learning the more inner-workings of departments and how curriculums are set up, which is helpful for me as I am still trying to find out what I want to specialize my studies in (Old Testament, Historical Theology, or Philosophical Theology).
Particularly interesting was the discussion on different degree programs. If you have ever looked at a list of biblical scholars, their names are followed with every sort of random degree letters: BA, MA, MDiv, MTS, STM, PhD, ThD, MTh, ThM, DPhil, DMin, STD (bummer), and on and on. Needless to say, this looks like one big mess. Cooper spends an entire TWO CHAPTERS sorting each of these out, which is extremely interesting and helpful.
Finally, Part 4 introduces career prospects for (A) ministerial seminarians, and (B) academic ones. Although I fall into the latter category, I found the first section very illuminating, as it describes the process of ordination for the main denominations, and what it all entails. The second section helped introduce the steps of going on into PhD studies, understanding the costs, and more.
One of the very best highlights of this book is the style of writing Derek Cooper employs. It is a very non-technical work, and I managed to read the first 100 pages in one sitting, without even realizing it! I am a terribly slow reader, so this is a tremendous testimony to the author. The book is filled with helpful charts and tables, and nice highlight-bubbles on pages to emphasize key points.
The only complaint I can make about the book is that I would have like the same in-depth-treatment for doctrinal and theological positions of schools as there was for the different degree programs. One of the biggest challenges for me in studying schools and programs is getting a feel for the theological inclinations of this department or that. Dallas Theological Seminary is the pioneer in dispensationalism, Westminster Seminary California hammers out good little amillennialists, Yale in the 70's and 80's was big on narrative theology, etc. A catalogue of these types of things would have been the icing on the cake for this type of book.
All in all, however, I found "So You're Thinking About Going to Seminary" a very worthwhile read. I appreciated the insight that only an experienced insider's perspective could offer, all bundled in one easy package. I would recommend it to anyone at any stage in their theological education (even going into PhD studies), because each section is sort of a stand-alone reference.
Two thumbs up!

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I think I want to go to seminary, but is seminary right for me? What is seminary like? How do I figure out where to go? If you or someone you know or counsel is asking these questions, this book is for you. A true insider, Derek Cooper answers the questions of anyone considering or just starting seminary. He explains what seminary is, how to research and choose the right school, what the different degrees entail, how to pay for it, the meaning of different theological terms, and what to expect once you arrive. The only book of its kind, this engaging, insightful, and user-friendly guide will help prospective students make wise choices and beginning students overcome uncertainty as they begin this life-changing experience.EXCERPTTheological education has actually changed considerably over the past few decades from the traditional classroom full of men wearing ties and slacks to the contemporary classroom full of women and men dressed in shorts and sandals. Although there still are many traditional schools available to you--if that is your persuasion--it is not necessarily your parents' seminary any more. This is because seminary education has evolved like everything else with the changing culture in North America. Seminaries in the twenty-first century differ in many ways from seminaries of the twentieth-century--which is one reason why a guide to seminary is now necessary.

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2/02/2013

Reading Miscue Inventory: From Evaluation To Instruction Review

Reading Miscue Inventory: From Evaluation To Instruction
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This text is an invaluable resource for those learning about the reading process and miscue analysis. I use it in my Reading Practicum class. The students read chapters, place stop and jot sticky notes on certain pages where they have questions, or comments, or ideas, and then bring those notes to class for discussion. Most of them have just completed their first miscue analysis with their reading partners. I was very happy (and relieved) to see how well they had picked up on the procedure and then the marking of the typescripts. I credit the text, with its clear explanations (lots of sticky notes on one page that say "What??" and then followed a page or two later with "OH...I get it now!") and examples and checklists. I'm looking forward to the rest of the semester!

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A must-have for classroom teachers and adult educators who wish to know more about their students as readers as well as for graduate students studying reading behaviors. This revised edition of Reading Miscue Inventory: Alternative Procedures includes a user-friendly reorganization of the procedures and offers an extensively updated and expanded research base and reference section. Updates also include help in interpreting and using the classic Burke Reading Inventory, thorough analyses of readers with different strengths and challenges, and new instructional ideas.

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1/31/2013

The Best 301 Business Schools, 2010 Edition (Graduate School Admissions Guides) Review

The Best 301 Business Schools, 2010 Edition (Graduate School Admissions Guides)
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If you are considering an MBA, it is somewhat challenging to find much information on business schools below the top tier. Sure, there are U.S. News and Businessweek rankings. But, those are just compiled metrics regarding the top notch schools that educate only a very small fraction of all MBAs.
This book fills this informational gap beautifully. The 301 schools it includes probably captures all the American schools worth considering. It includes schools with a broad range of selectivity from Harvard to third tier State schools.
As the author states within this guide, "there is no one best MBA school, but there is one best MBA school for you." Just like college it is all about the fit and the match. Match up with a school that reflects your profile and skill level (so you can actually get in) and that fits your objectives so you get the job opportunities you were looking for.
My favorite part of the guide was Part I: All About Business Schools. This section gives you an up to date take on all the current trends, what it takes to be admitted and succeed, what such schools are really like.
The profiles on every schools are pretty thorough. It allows you to quickly develop a list of potential schools and compare them. In turn, refining your list using an Excel spreadsheet will allow you to sort them and benchmark them in many different ways focusing on the metrics that are most important for you. The information allows you to readily assess the match (your chances of getting in) and the fit (the ensuing opportunities).
This guide will save you a lot of time and will provide an excellent foundation on researching this subject.

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Get everything you need to know to make the right decision about where to go to business school! This insider's perspective on the nation's top business schools provides rankings based on student surveys, just like those made popular by The Princeton Review's acclaimed Best 371 Colleges guide.Best 301 Business Schools also includes student reviews on classes, professors, social scenes, dorm life, and more, as well as a complete index of schools throughout the country with essential information on their programs. Plus, it covers the ins and outs of admissions and financial aid, and the schools get an opportunity to talk back by including their own profiles. Best 301 Business Schools has all the information you need to find the perfect match in a business school.

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1/15/2013

Getting a PhD: An Action Plan to Help Manage Your Research, Your Supervisor and Your Project (Routledge Study Guides) Review

Getting a PhD: An Action Plan to Help Manage Your Research, Your Supervisor and Your Project (Routledge Study Guides)
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I've just started a PhD and am finding this book fills lots of gaps. Useful from the first day until write up. Easy to read. You may find other texts more detailed than this one, but this offers a good source of information that should be, but is probably not, supplied in orientation.

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Thishighly practical guideprovides information that will help research students avoid needless mistakes. It informs and advises you about many of the important facets of postgraduate research, including:what it means to conduct research at doctoral levelthe requirements for independence, contribution to knowledge, originality and suitability for publicationplanning a research project over a period of timeresponsible research practicecriteria used in the examination of a PhD.Getting a PhD is an essential handbook for PhD students and provides plenty of useful advice for Masters students or undergraduates conducting a research project.

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1/13/2013

The Aspen Institute Guide to Socially Responsible MBA Review

The Aspen Institute Guide to Socially Responsible MBA
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As an adjunct professor of Entrepreneurship and Social Enterprise at the undergraduate level at The New School, I'm delighted that there are so many schools offering socially responsible MBA programs and that there is a one stop resource for students to compare these schools. I may sound Pollyannaish, but I believe that entrepreneurship can have a major impact on addressing many of the world's social (such as hunger, poverty and education) and environmental problems. The guide is well organized and provides useful information in identifying schools that meet students' requirements.

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The Aspen Institute, a premier non-profit, research organization for corporate social responsibility, offers the first comprehensive guide to the world's leading global MBA programs in CSR--an indispensable guide for prospective students, universities, hiring companies, and libraries.
This guide provides an overview of how global MBA programs bring social impact management into their curricular and extracurricular programs. Social impact management, which includes environmental, ethical, and corporate governance issues, is the field of inquiry at the intersection of business needs and wider societal concerns that reflects their complex interdependency. Without an understanding of this interdependency, neither business nor the society in which it operates can thrive.

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The 30 Day MBA: Learn the Essential Top Business School Concepts, Skills and Language Whilst Keeping Your Job and Your Cash Review

The 30 Day MBA: Learn the Essential Top Business School Concepts, Skills and Language Whilst Keeping Your Job and Your Cash
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Learn how to use key business concepts and tools to assess a business situation and make successful decisions using THE THIRTY-DAY MBA. It shows what an MBA student actually studies at a top business school, how that study can affect a career's progress, and discusses 12 core business disciplines and how to use them. Short of taking an MBA direction itself, this book offers a solid substitute, giving everything from business savvy on markets and competitors to research data, case studies, and free business tool downloads. Any business library - and many a general interest lending library - needs this.

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The 30 Day MBA demonstrates that going to business school is not the only way to acquire an MBA skill set - and that there are ways to gain the same knowledge, while saving both time and money. This book covers the essential elements and core disciplines in a top MBA program.

The subjects covered include accounting, business history, business law, economics, entrepreneurship, ethics and social responsibility, finance, marketing, operations, organizational behavior, personal development, quantitative and qualitative research and strategy.

This practical guide also incorporates external reading and resources, online library and information sources, case examples and links to online self-assessment tests to help readers keep track of their learning achievements.


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1/11/2013

Getting What You Came For: The Smart Student's Guide to Earning an M.A. or a Ph.D. Review

Getting What You Came For: The Smart Student's Guide to Earning an M.A. or a Ph.D.
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As a college professor, I am always on the lookout for a good source to help undergraduates who are contemplating getting a Ph.D. as well as to help graduate students succeed in their Ph.D. program. This book is one of the best in this genre I have come across. Although the author is a biologist, it is clear he has done his homework on other disciplines, and his advice is useful for graduate students in any field.
One of the most impressive features of the book is its comprehensive coverage. From improving one's credentials to get into a graduate program to getting a job once you have the Ph.D., Peters has detailed, entertaining advice for all the steps one encounters along the way. Liberally sprinkled through the book are anecdotes from students in a variety of fields that will leave most of us thankful that we did not have the Ph.D. advisors these poor hapless souls did.
Indeed, there were only two aspects I wish the book would have covered but it did not. First, there is no mention of handling coursework in a graduate program. This is probably because coursework and course grades are of much lower priority in graduate school than it is for the undergraduate degree, but I think Peters could have made this point and encouraged readers not to fall into the trap of spending more time on coursework than is warranted.
Second, I wish Peters had devoted more space to talking about getting academic jobs. College-level teaching is still the single most popular career goal for Ph.D.'s, and there are aspects of getting an academic job that are different than applying for jobs in the private sector. I wish he had written a separate chapter on academic jobs.
In a related vein, there was only one piece of advice that Peters give that I flat-out disagreed with, and that was his comment that teaching wastes time and that Ph.D. students should avoid teaching as much as possible. This is true for many Ph.D. students, but it is definitely NOT true for Ph.D. students desiring teaching jobs at 4-year, liberal arts colleges. Those jobs will want to see ample teaching experience, not just as a teaching assistant but also as sole instructor of a course. A student who does not have considerable teaching experience will not be competitive for those jobs, and because there are more of those jobs available than tenure track lines at research universities, taking Peters' advice on that score could be ultimately self-defeating.
However, those are the only negative comments I would make on an otherwise excellent book. I recommend it highly for anybody even contemplating going on beyond an undergraduate degree, and I plan to give copies of it to all my incoming graduate students.

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Is graduate school right for you? Should you get a master's or a Ph.D.? How can you choose the best possible school? This classic guide helps students answer these vital questions and much more. It will also help graduate students finish in less time, for less money, and with less trouble. Based on interviews with career counselors, graduate students, and professors, Getting What You Came For is packed with real-life experiences. It has all the advice a student will need not only to survive but to thrive in graduate school, including: instructions on applying to school and for financial aid; how to excel on qualifying exams; how to manage academic politics—including hostile professors; and how to write and defend a top-notch thesis. Most important, it shows you how to land a job when you graduate.

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1/10/2013

Rethinking the MBA: Business Education at a Crossroads Review

Rethinking the MBA: Business Education at a Crossroads
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This is a must read for educators and MBA seekers.
I hardly come across a book that was written with such details and clarity. It is amazing that 3 academics from Harvard Business School were able to write with such clear prose, discuss the MBA programmes of top 20 US MBA programmes without biases, and include detailed description of the MBA programmes and maintain exhilarating reading pace.
For the educators, Srikant M.Data, David A. Garvin and Patrick G. Cullen described how the top MBA programmes are using innovative approaches to a address 8 social and business concers;
1.Gaining a global perspective
2.Developing leadership skills
3.Honing integrative skills
4.Recognising organizational realities and implementing effectively
5.Acting creatively and innovatively
6.Thinking critically and communicating clearly
7.Understanding the role, responsibilities, and purpose of business
8.Understanding the limits of models and markets
The authors' insights and description of how top Business Schools design and develop their programmes could also be used in any Undergraduate programmes .
For MBA seekers, the authors devoted 6 separate chapters to provide detailed description of courses at 6 top US Business School;
1.University of Chicago Booth School of Business
2.Insead
3.The Center for Creative Leadership
4.Harvard Business School
5.Stanford Graduate School of Business
6.Yale School of Management
MBA seekers will have better understanding of and preparation for the demanding and torturous training programmes that they will undergo. At the same time, they could judge how these programmes will meet their needs. Even if they were to choose other Business School, they will be able to demand similar programmes or a hybrid of the staples of these MBA programmes.
It is a great book to keep! Why?
Because the authors have included so much details that you could develop your own in-house programme from it!


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"Business Schools Face Test of Faith." "Is It Time to Retrain B-Schools?" As these headlines make clear, business education is at a major crossroads.For decades, MBA graduates from top-tier schools set the standard for cutting-edge business knowledge and skills. Now the business world has changed, say the authors of Rethinking the MBA, and MBA programs must change with it. Increasingly, managers and recruiters are questioning conventional business education.Their concerns? Among other things, MBA programs aren't giving students the heightened cultural awareness and global perspectives they need. Newly minted MBAs lack essential leadership skills. Creative and critical thinking demand far more attention.In this compelling and authoritative new book, the authors:·Document a rising chorus of concerns about business schools gleaned from extensive interviews with deans and executives, and from a detailed analysis of current curricula and emerging trends in graduate business education·Provide case studies showing how leading MBA programs have begun reinventing themselves for the better·Offer concrete ideas for how business schools can surmount the challenges that come with reinvention, including securing faculty with new skills and experimenting with new pedagogiesRich with examples and thoroughly researched, Rethinking the MBA reveals why and how business schools must define a better pathway for the future.

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1/08/2013

What the Best MBAs Know: How to Apply the Greatest Ideas Taught in the Best Business Schools Review

What the Best MBAs Know: How to Apply the Greatest Ideas Taught in the Best Business Schools
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I highly recommend this book for anyone wanting a business school refresher b/c it thoroughly covers the all the topics. You'll find yourself saying "oh, yes, I remember that!"
The approach throughout the book is to highlight "the big questions" around each topic, then discuss them in detail. I've found this a great way to hit the just high points when I want to refresh myself and to have a more in-depth read when I want more.
It has become a great desk reference for me. A co-worker just finishing an MBA has also read it and found it a great complement to his MBA program.
While all the chapters are well-written and full of information, the chapter on macroeconomics was outstanding. I was surprised to learn in the book how few of the top business schools teach macroeconomics. Fortunately, the book covers it well.
Great book.

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Easy access to the essential knowledge and skills of a top-level M.B.A. program--without having to attend a lecture

What the Best MBAs Know provides professionals who don't have the coveted M.B.A. designation with the skills and knowledge taught in today's finest programs. Professors from Stanford, MIT, Northwestern, and other influential programs contribute detailed chapters on broad-scope topics such as strategy, functional areas including accounting, and key disciplines from managerial economics to decision analysis.

The resulting application-based book gives readers complete mastery over the most important concepts of an M.B.A. education, leveling the playing field between M.B.A. and non-M.B.A. professionals. Organized according to the subject matter of the core M.B.A. curriculum, this unique and valuable book features:

Fascinating boxes discussing real-world situations and applications
Companion website with interactive exercises, key links, and more
Focused review questions and exercises for each chapter and area

Contributors

Charles P. Bonini, Graduate School of Business, Stanford University
Leslie K. Breitner, Daniel J. Evans School of Public Affairs at the University of Washington
Richard J. Lutz, Warrington College of Business Administration at the University of Florida
Steven L. McShane, Graduate School of Management at the University of Western Australia
Steven Nahmias, Leavey School of Business at Santa Clara University
Stephen A. Ross, Sloan School of Management, Massachusetts Institute of Technology
Daniel F. Spulber, Kellogg School of Management, Northwestern University


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