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Books on the topic 'College supervisors'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Johnson, Nancy Brabant. Supervisory problem-solving skills: A comparison of commmunity college students to employed expert and novice supervisors. Lexington, KY: University of Kentucky, 1995.

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2

Nigel, Beasley, ed. A handbook for doctoral supervisors. New York, NY: RoutledgeFalmer, 2005.

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3

A, Sullivan Deidre, and Eichenbaum Linda S, eds. Inside management training: The career guide to training programs for college graduates. New York: New American Library, 1985.

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4

A handbook of techniques and strategies for coaching student teachers: A guide for cooperating teachers, mentors, college supervisors, and teacher educators. Boston: Allyn and Bacon, 1995.

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5

Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. Dordrecht: Springer, 2011.

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6

George, Brown. Introducing arts and humanities postgraduates to research: Professional development materials for research supervisors. Sheffield: Universities' and Colleges' Staff Development Agency in collaboration with the University of Nottingham, 1996.

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7

Eley, Adrian R. Effective postgraduate supervision: Improving the student-supervisor relationship. Maidenhead: Open University Press, 2005.

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8

Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. Milton Keynes: Open University Press, 1987.

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9

Salman, Pugh Derek, ed. How to get a PhD: A handbook for students and their supervisors. 4th ed. Maidenhead: Open University Press, 2005.

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10

Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. 3rd ed. Buckingham [England]: Open University Press, 2000.

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11

Phillips, Estelle. How to get a Ph. D.: A handbook for students and their supervisors. 2nd ed. Buckingham [England]: Open University Press, 1994.

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12

1961-, Coleman David D., and Johnson John E. 1948-, eds. The New professional: A resource guide for new student affairs professionals and their supervisors. Washington, D.C: National Association of Student Personnel Administrators, 1990.

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13

Coleman, David D. The New Professional: A Resource Guide for New Student Affairs Professionals and Their Supervisors (Monograph Series, Vol 10). Natl Assn of Student Personnel, 1990.

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14

Simon, Gleeson. Part VI Bank Group Supervision, 26 Cross-Border Supervision of Bank Groups. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198793410.003.0026.

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This chapter discusses the cross-border supervision of banks. A currently popular method is ‘colleges’ of supervisors. The basic idea is that in order to regulate an international bank you convene a meeting of all of the regulators who regulate different parts of that bank (in jurisdictions which have different regulators for different financial activities there may be several regulators present from one jurisdiction), and discuss in a concerted fashion the progress and performance of the bank as a whole. However, the main problem with this approach is the conflicting views stemming from the different priorities of different regulators, driven generally by national considerations. The EU has adopted a lead supervisor approach in which a single supervisor is appointed as responsible for overseeing the affairs of any group which straddles more than one member state. Since the EU architecture does not, by and large, give national supervisors any actual powers outside their home jurisdictions, the role of EU lead supervisor is broadly confined to consolidated supervision.

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15

1972-, Tull Ashley, Hirt Joan B, and Saunders Sue 1950-, eds. Becoming socialized in student affairs administration: A guide for new professionals and their supervisors. Sterling, Va: Stylus Pub., 2009.

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16

Campus supervisor training tips: Guidance for accommodating employees with disabilities. Horsham, Pa: LRP Publications, 2005.

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17

Supervision in Colleges and Universities. University Press of America, 2004.

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18

Pugh, Derek S., and Estelle M. Phillips. How to Get a PhD: A Handbook for Students and Their Supervisors. McGraw-Hill Education, 2015.

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19

Amundsen, Cheryl, and Lynn McAlpine. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Springer, 2014.

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20

Amundsen, Cheryl, and Lynn McAlpine. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Springer, 2011.

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21

Petric, Bojana, and Nigel Harwood. Experiencing Master's Supervision: Perspectives of International Students and Their Supervisors. Taylor & Francis Group, 2016.

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22

Érdi, Péter. Ranking. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190935467.001.0001.

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As humans, we like to see who is stronger, richer, better, or cleverer. As we also (1) love lists, (2) are competitive, and (3) are jealous of other people, we like ranking. We can rank some situations objectively: students ranked by their heights reflects objectivity. However, many “top-10” (or 21, 33, etc.) lists are based on subjective categorization and give only the illusion of objectivity. In fact, we don’t always want to be seen objectively since we don’t mind having a better image or rank than we deserve. The book applies scientific theories to everyday experience by raising and answering questions like: Are college ranking lists objective? How do we rank and rate countries based on their fragility, level of corruption, or even happiness? How do we find the most relevant webpages? How are employees ranked? The book is offered to people whose neighbor has a fancier car; employees who are being ranked by their supervisors; managers who are involved in ranking but may have qualms about the process; businesspeople interested in creating better visibility for their companies; scientists, writers, artists, and other competitors who would like to see themselves at the top of a success list; and college students who are just preparing to enter a new phase of social competition. Readers will engage in an intellectual adventure to better understand the difficulties of navigating between objectivity and subjectivity and to better identify and modify their place in real and virtual communities by combining human and computational intelligence.

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23

A Survival Kit for Doctoral Students and Their Supervisors: Traveling the Landscape of Research. SAGE Publications, Inc, 2016.

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24

E, Avison D., and Pries-Heje Jan, eds. Research in information systems: A handbook for research supervisors and their students. Amsterdam: Elsevier/Butterworth-Heinemann, 2005.

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25

Successful Nurse Executive: A Guide for Every Nurse Manager (American College of Health Care Executives Management Series). Health Administration Pr, 1990.

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26

Guido, Ferrarini, and Saguato Paolo. Part III Trading, 11 Governance and Organization of Trading Venues: The Role of Financial Market Infrastructure Groups. Oxford University Press, 2017. http://dx.doi.org/10.1093/law/9780198767671.003.0011.

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This chapter shows that MiFID II brings modest changes to trading venues in the EU: newly introduced Organized Trading Facilities (OTFs) will be the reference venues for a significant portion of derivatives trading; and regulated markets (RMs) and Multilateral Trading Facilities (MTFs) regimes have been aligned, with specific provisions to strengthen the governance of venues and operators. However, trading venues which have developed into Financial Markets Infrastructures (FMI) groups providing trading and post-trading services test the capacity of the current regime—and MiFID II itself—to oversee their activities and guarantee competition and stability. MiFID II does not explicitly take FMI groups into account; only three sets of rules address some of their potential risks. The authors conclude that this regulatory gap might threaten financial market stability, and regulators should consider a regulatory intervention, such as the experience of the regulatory and supervisory colleges of CCPs under EMIR and the regulatory framework of the financial conglomerates directive.

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27

Melanie, Walker, and Thomson Pat 1948-, eds. The Routledge doctoral supervisor's companion: Supporting effective research in education and the social sciences. Abingdon, Oxon, England: Routledge, 2010.

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28

Knaack, Peter. A Web without a Center. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190864576.003.0009.

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G20 leaders vowed to collect and share OTC derivatives trade data so that regulators can obtain a global picture of market and risk evolution. This chapter employs a network perspective to explain why they have failed to meet this commitment to date. It examines three networks: the OTC derivatives market itself, and those of its private and public governance. The analysis shows that the Financial Stability Board (FSB), the public supervisory entity, struggles to establish itself at the center of the global regulatory network. It failed to act as a first mover in setting global trade identification standards (legal entity identifiers), and it has not been able to establish a core of global data warehouses. This is largely the result of unilateral action by FSB members. In particular, legislators in member countries have undermined FSB-led efforts by refusing to remove legal barriers to transnational regulatory cooperation and, in some instances, by erecting new ones.

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29

Publishing, Kids. Supervisor Because Badass Isn't an Official Job Title: Notebook Lined Spiral Journal Paper Line Hardcover. Inspirational Quotes Journal Wide Ruled College Lined Composition Notebook. Independently Published, 2020.

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30

Publishing, Kids. Supervisor Because Badass Isn't an Official Job Title: Notebook Lined Spiral Journal Paper Line Hardcover. Inspirational Quotes Journal Wide Ruled College Lined Composition Notebook. Independently Published, 2020.

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