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Stanford Graduate School of Business
Nathaniel Persily is the James B. McClatchy Professor of Law at Stanford Law School, with appointments in the departments of Political Science and Communication. Prior to joining Stanford, Professor Persily taught at Columbia and the University of Pennsylvania Law School, and as a visiting professor at Harvard, NYU, Princeton, the University of Amsterdam, and the University of Melbourne. Professor Persily’s scholarship and legal practice focus on American election law or what is sometimes called the “law of democracy,” which addresses issues such as voting rights, political parties, campaign finance, redistricting, and election administration. He has served as a special master or court-appointed expert to craft congressional or legislative districting plans for Georgia, Maryland, Connecticut, and New York, and as the Senior Research Director for the Presidential Commission on Election Administration. In addition to dozens of articles (many of which have been cited by the Supreme Court) on the legal regulation of political parties, issues surrounding the census and redistricting process, voting rights, and campaign finance reform, Professor Persily is also coauthor of the leading election law casebook, The Law of Democracy (Foundation Press, 5th ed., 2016), with Samuel Issacharoff, Pamela Karlan, and Richard Pildes. His current work, for which he has been honored as an Andrew Carnegie Fellow, examines the impact of changing technology on political communication, campaigns, and election administration. He has edited several books, including Public Opinion and Constitutional Controversy (Oxford Press, 2008); The Health Care Case: The Supreme Court’s Decision and Its Implications (Oxford Press 2013); and Solutions to Political Polarization in America (Cambridge Press, 2015). He received a B.A. and M.A. in political science from Yale (1992); a J.D. from Stanford (1998) where he was President of the Stanford Law Review, and a Ph.D. in political science from U.C. Berkeley in 2002.
Sarah Heilshorn is Associate Professor and the Lee Otterson Faculty Scholar in the Materials Science & Engineering Department at Stanford University. She holds courtesy faculty appointments in the Departments of Chemical Engineering and Bioengineering and is a Bass University Fellow in Undergraduate Education. Her laboratory integrates concepts from materials engineering and protein science to design new, bioinspired materials. These materials are being explored for applications in tissue engineering and regenerative medicine. She completed her PhD in Chemical Engineering at Caltech and was a postdoctoral scholar in Molecular and Cell Biology at the University of California, Berkeley. Prof. Heilshorn is a fervent supporter of diversifying the engineering community and serves in multiple leadership roles to help achieve this goal.
Love Triangle Brings Down Stanford Business School Dean ..
Quoted in Stuart W. Leslie, The Cold War and American Science: The Military-Industrial Academic Complex at MIT and Stanford (New York: Columbia University Press, 1993), p. 238. The worker was Jim Kain, described as a clean shaven twenty-two-year-old graduate student from Alabama. His colleague William McFarland, 29, said he didn’t regard his work on military weapons as “evil. I think the American government is composed of rational men who do not sit around all day thinking of ways to kill people.” See also Jon Nordheimer, “Protests Disturb Lab Men at M.I.T.,” New York Times, November 9, 1969.
Ultimately, though, it is up to individuals -- and individual students in particular -- to make their own way against the current sludgy tide. There's still the library, still the museum, there's still the occasional teacher who lives to find things greater than herself to admire. There are still fellow students who have not been cowed. Universities are inefficient, cluttered, archaic places, with many unguarded comers where one can open a book or gaze out onto the larger world and construe it freely. Those who do as much, trusting themselves against the weight of current opinion, will have contributed something to bringing this sad dispensation to an end. As for myself, I'm canning my low-key one-liners; when the kids' TV-based tastes come to the fore, I'll aim and shoot. And when it's time to praise genius, I'll try to do it in the right style, full-out, with faith that finer artistic spirits (maybe not Homer and Isaiah quite, but close, close), still alive somewhere in the ether, will help me out when my invention flags, the students doze, or the dean mutters into the phone. I'm getting back to a more exuberant style; I'll be expostulating and arm waving straight into the millennium, yes I will.
Stanford GSB's Iconic MBA Essay: Why it Still Matters | …
A sure result of the university's widening elective leeway is to give students more power over their teachers. Those who don't like you can simply avoid you. If the clientele dislikes you en masse, you can be left without students, period. My first term teaching I walked into my introduction to poetry course and found it inhabited by one student, the gloriously named Bambi Lynn Dean. Bambi and I chatted amiably awhile, but for all that she and the pleasure of her name could offer, I was fast on the way to meltdown. It was all a mistake, luckily, a problem with the scheduling book. Everyone was waiting for me next door. But in a dozen years of teaching I haven't forgotten that feeling of being ignominiously marooned. For it happens to others, and not always because of scheduling glitches. I've seen older colleagues go through hot embarrassment at not having enough students sign up for their courses: they graded too hard, demanded too much, had beliefs too far out of keeping with the existing disposition. It takes only a few such instances to draw other members of the professoriat further into line.
Pamela J. Hinds is Professor and Director of the Center on Work, Technology, and Organization in the Department of Management Science and Engineering, Stanford University. She studies the effect of technology on teams and collaboration. Pamela has conducted extensive research on the dynamics of geographically distributed work teams, particularly those spanning national boundaries. She explores issues of culture, language, identity, conflict, and the role of site visits in promoting knowledge sharing and collaboration. She has published extensively on the relationship between national culture and work practices, particularly exploring how work practices or technologies created in one location are understood and adapted at distant sites. Pamela also has a body of research on human-robot interaction in the work environment and the dynamics of human-robot teams. Most recently, Pamela has begun to explore the changing nature of work in the advent of technology shifts such as increasing cyber-physical systems and intelligence and autonomy (e.g. autonomous robots, 3-D printing, open innovation, etc.). She is co-editor with Sara Kiesler of the book Distributed Work (MIT Press). Her research has appeared in journals such as Organization Science, Research in Organizational Behavior, Academy of Management Journal, Academy of Management Annals, Academy of Management Discoveries, Human-Computer Interaction, Journal of Applied Psychology, Journal of Experimental Psychology: Applied, and Organizational Behavior and Human Decision Processes. She is on the editorial boards of Organization Science and Organizational Behavior and Human Decision Processes. Hinds hold a Ph.D. in Organizational Science and Management from Carnegie Mellon University.
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Stanford GSB’s Iconic MBA Essay: Why It Still Matters
Teachers who really do confront students, who provide significant challenges to what they believe, can be very successful, granted. But sometimes such professors generate more than a little trouble for themselves. A controversial teacher can send students hurrying to the deans and the counselors, claiming to have been offended. ("Offensive" is the preferred term of repugnance today, just as "enjoyable" is the summit of praise.) Colleges have brought in hordes of counselors and deans to make sure that everything is smooth, serene, unflustered, that everyone has a good time. To the counselor, to the dean, and to the university legal squad, that which is normal, healthy, and prudent is best.
How to Write Strong Essays for Stanford Law School - …
Lucio Mondavi is a graduate student in mechanical engineering. He conducts research in drive-by-wire vehicle design in Stanford’s Dynamic Design Lab. Originally from Napa Valley, Lucio grew on his family’s winery, Charles Krug. Both foodie and wine enthusiast, Lucio enjoys sharing his family’s wines over a home-cooked meal. Lucio was a DFJ Entrepreneurial Leaders Fellow in the Class of 2016.
How to Write Strong Essays for Stanford Law School
One of the ways we've tried to stay attractive is by loosening up. We grade much more softly than our colleagues in science. In English, we don't give many Ds, or Cs for that matter. (The rigors of Chem 101 create almost as many English majors per year as do the splendors of Shakespeare.) A professor at Stanford recently explained grade inflation in the humanities by observing that the undergraduates were getting smarter every year; the higher grades simply recorded how much better they were than their predecessors. Sure.
Stanford business school resume sample
He teaches at the MBA, MSx, PhD, and executive education programs at Stanford GSB, and has been awarded the MBA Distinguished Teaching Award and the Sloan Teaching Excellence Award at Stanford GSB as well as the inaugural Masters in Management Best Teacher Award at the London Business School. For the past several years, Ilya has been teaching a Venture Capital class at Stanford GSB. Professor Strebulaev also leads workshops and executive sessions on decision-making and innovation for business and government leaders around the world.
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