Relevant bibliographies by topics / Degree Level: Master's

Academic literature on the topic 'Degree Level: Master's'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Degree Level: Master's"

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Watkins, C. Edward, Vicki L. Campbell, and Patricia McGregor. "APA-Affiliated Master's-Level Counselors." Counseling Psychologist 17, no. 2 (April 1989): 289–300. http://dx.doi.org/10.1177/0011000089172008.

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Previous literature about the master's degree has focused largely on clinical psychology training and practice. To complement this body of literature, we surveyed all APA-affiliated master's-degree holders who identified their specialty as counseling. Similar to Perlman's (1985a) survey in which APA-affiliated master's-level clinicians were compared with Division 12 (Clinical) members, we compared our master's sample with a Division 17 (Counseling) doctoral-level sample. The master's-level counselors spent a large portion of their professional time performing psychotherapy/personal counseling, were employed primarily in practice rather than academic settings, and viewed themselves primarily as practitioners. They generally were satisfied with their graduate training and careers, but many indicated they would not reenter the counseling specialty if their lives could be lived over. Contrary to the Division 17 sample, the master's-level counselors engaged in little research or teaching and typically did not identify with the academic role.
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Perlman, Baron, and Patricia Dehart. "The Master's-Level Clinician: Application and Admission to Doctoral Programs." Teaching of Psychology 12, no. 2 (April 1985): 67–71. http://dx.doi.org/10.1207/s15328023top1202_1.

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The effect of having a master's degree on doctoral program application and acceptance/nonacceptance remains unclear. All former master's-level clinicians (N = 89) in an MS psychology program for an 11-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the master's degree, were significantly older, chose the master's degree beause at the time of master's application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.
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Trojnikova, E. V., and A. N. Utekhina. "IMPLEMENTATION OF THE MASTER PROGRAM “DIDACTICS OF NTERCULTURAL COMMUNICATION” (BASED ON RESEARCH OF THE SCIENTIFIC SCHOOL OF INSTITUTE OF LANGUAGES AND LITERATURE OF UDSU)." Bulletin of Udmurt University. Series History and Philology 29, no. 3 (June 25, 2019): 534–43. http://dx.doi.org/10.35634/2412-9534-2019-29-3-534-543.

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Pedagogical training of masters is part of the multi-level structure of Russian higher education. Master's degree is an academic degree awarded at the end of training on the proposed program “Didactics of intercultural communication”. The article discusses the problems of master's training from the standpoint of existing theories and educational practices, and the experience of research activities of the scientific school "Language and intercultural education". The model of master's pedagogical training on the program "Didactics of intercultural communication" of teachers-masters for Junior, middle and senior school is considered. The didactic structure of training of masters including the purpose, principles, the contents, technologies, and diagnostics for each educational stage is offered. The organization of research activities carried out in the process of implementation of the educational program with the aim of mastering the methodology and methods of research work by master teachers is described.
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Saéz-Pérez, Mª Paz. "Improving skills in master's degree contexts." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 20, 2022): 1–13. http://dx.doi.org/10.37467/revhuman.v11.4182.

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This research evaluates the improvements that the use of Active Teaching and Learning Methodologies entails regarding the acquisition of professional skills of future graduates of the Masters dealing with intervention in Architectural Heritage, including product and resource improvements. The objectives address students’ training, oriented toward professional activity, determining the effectiveness of innovation. The real problems were exposed to be faced at a professional level and were solved through different parts, which were developed in different phases. The results obtained allowed us to conclude that teaching and performing practical tasks related to professional competencies are verified as an advance in the subject.
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Willis, Richard. "The online master's degree in early years." Early Years Educator 23, no. 19 (February 2, 2023): 29–31. http://dx.doi.org/10.12968/eyed.2023.23.19.29.

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Schoenfeld, Victoria S., Ronald G. Shapiro, Megan L. Brown, Dieter W. Jahns, Anthony D. Andre, Arnold M. Lund, F. Thomas Eggemeier, and Nancy J. Cooke. "To Ph.D. or Not to Ph.D.? That is the Question!" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 16 (October 1998): 1152–56. http://dx.doi.org/10.1177/154193129804201612.

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Is a master's degree sufficient for a successful career in human factors, or is a doctoral degree necessary? This question has been a recent cause for discussion, especially among graduate students. In order to address this issue, the Old Dominion student chapter of the HFES developed some questions regarding the relative advantages of both degrees. Panelists were selected based on their experience with differing degrees. Megan Brown and Dieter Jahns are both practitioners who have master's degrees. Dieter is also Executive Director of the Board of Certification in Professional Ergonomics. Anthony Andre and Arnie Lund are practitioners, but both have doctoral degrees. Anthony is also an Adjunct Professor of Human Factors and Ergonomics at San Jose State University. In addition, Nancy Cooke and Tom Eggemeier are faculty members who have doctoral degrees. Tom teaches at a master's level institution while Nancy teaches at an institution that offers both master's and doctoral degrees. At the HFES panel session, panelists will focus on answering questions from the audience.
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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.

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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Levchenko, Oleksii, and Andrii Mykhailenko. "ВІМ-TECHNOLOGIES IN THE CURRICULA OF HIGHER EDUCATIONAL INSTITUTIONS OF THE BACHELOR'S AND MASTER'S LEVEL." Current problems of architecture and urban planning, no. 62 (January 31, 2022): 152–70. http://dx.doi.org/10.32347/2077-3455.2022.62.152-170.

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BIM-technology has not been established in HEI’s (Higher Educational Institutions) of Ukraine as an educational standard, for engineering and architectural specialties in particular. At the same time, there are research studies and curricula development for various levels of competency required for users of BIM applications. Bachelor's and Master's degrees involve different skill levels and competencies to be supported by corresponding curricula and educational programs. Therefore, the authors suggest teaching to provide a user’s level competency of design applications like ArchiCAD, AllPlan, Revit, etc, for the Bachelor degree ("B" level) majors (i.e. BIM-bachelor or BIM-designer). In particular, this involves learning about industry-accepted BIM practices and certain implemented project solutions using BIM-template. For the Master's degree ("M" level) majors (BIM-master or BIM-manager), the competence involves managing the BIM-design process with teams of designers and a project organization as a whole, determining standard project solutions, forming a strategy for a design implementation using the interaction between project teams, and creation of BEP and BMP management/implementation rules, including development of a BIM-template. Further implementation of computation-aided technologies in architecture, specifically, BIM technologies, has been planned based on programs and expertise of KNUBA. Specialization of training programs at the Master’s degree level allows for such competency formation requested from university graduates by potential employers at a level from a project team or a technical support leader up to an Architectural Project Head. At the Bachelor’s degree level these programs provide competency of a drafting architect or a junior specialist of an architectural group within a larger project organization’s structure.
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Greabell, Lynne. "Negotiating a Professional Role in Public Policy." Practicing Anthropology 19, no. 2 (April 1, 1997): 10–12. http://dx.doi.org/10.17730/praa.19.2.qn111tj250724647.

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This article will discuss the professional role I have been establishing as an applied anthropologist practicing with a master's degree. The status of masters-level applied anthropologists is particularly salient given the forum on elitism in anthropology in a recent Practicing Anthropology (Vol. 17, no. 1-2, 1995) highlighting the challenges faced by applied anthropologists in general.
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Avasthi, Tara Prasad. "Thesis Writing at Master’s Level in Education." Third Pole: Journal of Geography Education 13 (November 13, 2014): 57–59. http://dx.doi.org/10.3126/ttp.v13i0.11548.

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This paper has highlighted the thesis writing format for Master’s Degree in Education at Tribhuvan University, Kathmandu. It briefly describes the process to make uniformity in the style of writing. Here focus has been given on American Psychological Association (APA) style. This format is commonly adopted in most of the Departments in the Tribhuvan University, and Department of Geography Education is one of them. It is essential for the students and researchers who involve in theses research and formatting their writings. It is a very important aspect of Master's level research for students and an essential element of research reporting. Moreover, it gives good ideas and way-out in thesis writing. DOI: http://dx.doi.org/10.3126/ttp.v13i0.11548The Third PoleVol. 13, 2013Page 57-59
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Dissertations / Theses on the topic "Degree Level: Master's"

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Pillow, Stephanie M. "A Comparison of Job Responsibility and Activities between Registered Dietitians with a Bachelor's Degree and Those with a Master's Degree." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/295.

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Minimal educational requirements for Registered Dietitians (RDs) include a bachelor’s degree and practice program. Recently, a master’s degree was recommended. Studies have not established whether education affects employment. A secondary analysis of 2005 Dietetics Practice Audit data determined whether job responsibility, individuals supervised, and activities differed between 1,626 bachelor’s RDs (B-RDs) and 767 master’s (M-RDs) RDs, registered ≤5 years. Chi-square and ANOVA analyzed differences between B-RDs and M-RDs, at entry-level (0-3 years experience) and beyond-entry-level (3+-5 years experience). Beyond-entry-level B-RDs (31.8%) and entry-level M-RDs (31.9%) reported “supervisor/executive” responsibility more than entry-level B-RDs (26.5%; p=0.01). A higher percentage of M-RDs supervised (29.2%) than B-RDs (24.7%; p=0.02); however, B-RDs supervised more individuals (7.38 ± 4.89) than M-RDs (6.25 ± 4.87; t=2.32; p=0.021). A master’s degree has limited benefits; experience may affect responsibility, individuals supervised, and activities more than education.
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Maliwesky, Martin J. "Post-baccalaureate Enrollment Patterns: Exploring the Relationship between Undergraduate Student Loan Borrowing Level and Timing of Initial Entry to Master's Degree or First Professional Degree Programs." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335811270.

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Muir, Sherry Lynne. "Supervisor Perceptions of Entry-Level Doctorate and Master's of Occupational Therapy Degrees." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2324.

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In occupational therapy (OT), there is a push to encourage the entry-level doctorate (eOTD) over the master's of OT (MOT), without having identified which degree develops therapists who can best meet the needs of clients, while providing the fewest negative consequences for stakeholders. This collective case study assessed whether there are differences between OTs with MOT and with eOTD. Each supervisor's experiences with the two degree groups represented a separate case, then all were collectively considered. The central research question was whether OT supervisors, who have observational knowledge of clinical performance, perceived differences between MOTs and eOTDs in factors that impact the stakeholders of OT services, as identified using Freeman's stakeholder theory. Ten supervisors who geographically represented the five eOTD programs and diverse areas of OT practice were selected for initial interviews, with four others added to achieve saturation. Fourteen semi-structured interviews were conducted to begin to identify perceived similarities and differences between OTs with the different degrees. These data were inductively coded and then analyzed using a thematic analysis procedure. The results of this small, exploratory study indicate that eOTDs do not have higher skills and abilities; desire higher compensation, but do not receive it; sometimes bring attitudes of superiority; are not more respected because of their degree; and are negatively affected by higher debt load. Positive social change implications stemming from this study suggest that stakeholder theory can be used to guide policy discussions in professional healthcare associations and that policy makers in the profession of OT should exercise caution in adopting the eOTD as the required entry-level degree until further evidence on the efficacy of the eOTD degree is clear.
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"A qualitative examination of master's degree level counselors' experiences and development in the first professional year." THE GEORGE WASHINGTON UNIVERSITY, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=3366048.

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Uppal, Baljinder Kaur. "A comparison of self-acceptance among counselor education Master's Degree students at the beginning, practicum level, and graduation from their program of studies." 2007. http://etd1.library.duq.edu/theses/available/etd-07102007-135903/.

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Evans, Heidi Katrina. "The effect of moderate exercise on non-specific immune level in breast milk a pilot study : a report submitted in partial fulfillment ... for the degree of Master's of Science, Nurse-Midwifery Program ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68799583.html.

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Samad, S. S. "An analysis of the impact of sea level rise on Lake Ellesmere-Te Waihora and the L2 drainage network, New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Engineering in Civil Engineering in the University of Canterbury /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20070912.142027.

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Books on the topic "Degree Level: Master's"

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American Library Association. Standing Committee on Library Education. Requirements for a degree at the Master's level in graduate library school programs accredited by the American Library Association. [Chicago, Ill: The Association, 1991.

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American Library Association. Standing Committee on Library Education. Requirements for a degree at the Master's level in graduate library school programs accredited by the American Library Association. Chicago, Ill: The Association, 1986.

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Vdovina, Ol'ga, Semen Reznik, and Ol'ga Sazykina. HR management strategy. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1891037.

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The textbook discusses the key concepts of the discipline "HR Management Strategy". The first section reveals the theoretical aspects of strategic personnel management. The second section examines the specifics of the HR management strategy depending on the basic and competitive strategy of the organization, the stage of the organization's life cycle, personnel policy and other factors. The third section presents the main components of the HR management strategy: recruitment, selection and adaptation of personnel, motivation and stimulation of personnel, development of the organization's personnel. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the field of training 38.04.02 "Management" (master's degree level), as well as in the areas of training 38.03.02 "Management" and 38.03.03 "Personnel Management" (bachelor's degree level).
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Kayl', Yanina, Ol'ga Sergacheva, and T. Deryugina. Actual problems of civil procedural law. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1864665.

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The textbook reveals the content of a number of topical issues of civil procedure arising both in theory and in practice. The textbook serves as an addition to the available literature on civil procedural law and is aimed at consolidating and expanding theoretical knowledge, skills and professional skills of intellectual activity, improving the logical culture of thinking of undergraduates. It reflects all the changes made to the Civil Procedure Code of the Russian Federation in recent years, as well as current judicial practice. Meets the requirements of the Federal State Educational Standard of Higher Education of the latest generation in the field of training 40.04.01 "Jurisprudence" (master's degree level), taking into account the current Russian civil procedure legislation, as well as current law enforcement practice. It can be recommended for undergraduates, as well as a wide range of lawyers — both for students of the profession and for teachers.
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Homenko, Elena. Legal regulation of the digital national payment system of the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1905572.

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The textbook is devoted to a currently relevant problem — the analysis of digital transformations in the modern national payment system and payment systems as its structural elements. The textbook reveals the features of the construction of the NPS of Russia, the range of its subjects, the relationship with the banking system of our state and the banking systems of a number of foreign countries. The features of the functioning of the payment system of the Bank of Russia are analyzed, its high importance in the field of settlements is shown , taking into account the new digital technologies being introduced. The advantages of using modern technologies and tools are highlighted, as well as the associated new serious risks affecting the interests of consumers of payment services, including individuals. For students of the master's degree level, postgraduates, teachers of law and economics universities and faculties, entrepreneurs and practicing lawyers, as well as for anyone interested in the specifics of building the NPS of Russia in the conditions of digitalization.
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Plaskova, Nataliya. Analysis of financial statements prepared in accordance with IFRS. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1121571.

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The textbook introduces modern methods and techniques for analyzing the activities of a commercial organization using the information contained in its financial statements prepared in accordance with International Financial Reporting Standards. Considerable attention is paid to the disclosure of calculation and analytical procedures for identifying and quantifying the impact of factors on the level of business performance. The presentation of each chapter is accompanied by practical calculation and analytical materials using the "cross-cutting task" technique, the initial information base of which is the actual financial statements of the company prepared in accordance with IFRS. After each chapter, there are control questions and tests for self-control. The tutorial includes a practical business game in the form of a built-in "Workbook". It is a solution of interrelated tasks using practical materials — the financial statements of a real commercial organization — and illustrates all the methodological methods of analysis contained in the textbook. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's and master's degree programs in Economics, as well as teachers and postgraduates of economic specialties, students of the system of professional training and advanced training of accountants, auditors, financial managers, practitioners of financial and analytical services of organizations.
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Sidorova, Elena, and Diana Boboshko. Taxes and taxation: a workshop. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1413930.

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The textbook implements a practice-oriented approach to the education process. In addition to the tests, tasks of various levels of complexity are presented, including complex tasks for several taxes. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for master's degree students studying in the enlarged group of specialties 38.00.00 "Economics and Management".
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Voevodina, Ekaterina. Technologies of inclusion of the disabled and persons with disabilities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1414400.

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The textbook analyzes social technologies used in various spheres of public life: education, employment, labor, etc., which are aimed at the inclusion of persons with disabilities and limited health opportunities (HIA). General recommendations on social design and organization of research in the field of inclusion are given, its ethical and gender aspects are touched upon. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the fields of "Sociology", "Social Work", "Philosophy" (bachelor's degree level), as well as for masters and postgraduates, practitioners interested in the problems of inclusion of people with disabilities and disabilities.
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Tkacheva, Viktoriya, Il'ya Evtushenko, and Marina Zhigoreva. Career guidance and socialization of students with complex disabilities. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014625.

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The textbook deals with theoretical and methodological, legal and socio-humanistic foundations of the system of vocational guidance and socialization of students with complex disabilities, the history of the formation of ideas about career counseling in domestic and foreign science and practice. Presented psycho-pedagogical features of pupils with complex disabilities and conditions that ensure successful mastery of the available professions, work skills. This description of the vocational diagnostic procedure aimed at exploring the possibilities of a child with severe to mastering the profession. The estimation of the level of employment, pre-vocational and vocational knowledge and skills. The possible extent of mastering different kinds of work, professional activities and employment options of persons with complex disabilities. First introduced the variative model of the system of vocational guidance and socialization of students with complex disabilities and the contents of psychological and pedagogical support of their families in the process of career guidance. For students of institutions of secondary vocational education, undergraduate, master degree, post-graduate students studying in areas of training 44.03.01/44.04.01 "Pedagogical education", 44.03.02/44.04.02 "Psycho-pedagogical education", 44.03.03/44.04.03 "Special (defectological) education", as well as professionals working in the system, both General and special education, institutions secondary vocational and higher education.
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Beilin, Igor'. Modeling of innovative production development of oil and gas regions. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1090340.

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The monograph presents new and improved methodological approaches to modeling the economic efficiency of innovative production processes in oil and gas regions on the example of the Volga Federal district. The results of the study may be in demand in the professional activities of state authorities at both the regional and Federal levels, as well as top management of budget-forming oil and gas companies and companies interacting with them. The materials of the monograph are recommended for use in the educational process of bachelor's and master's degrees in the areas of "Economics", "Management", "State and municipal management", "innovation", as well as in research work in the scientific specialties "Economic theory", "Economics and management of national economy", "Mathematical and instrumental methods of Economics", etc.
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Book chapters on the topic "Degree Level: Master's"

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Bratti, Massimiliano, Giovanni Barbato, Daniele Biancardi, Chiara Conti, and Matteo Turri. "Degree-Level Determinants of University Student Performance." In Teaching, Research and Academic Careers, 267–318. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_10.

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AbstractAlthough features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.
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Palmieri, Cristina, Marina Barioglio, Andrea Galimberti, Maria Benedetta Gambacorti-Passerini, and Tania Morgigno. "The ‘Second Level’ Education Professional: a Traineeship Programme Fostering a Proactive Approach to Employability." In Employability & Competences, 237–47. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.30.

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In this chapter, we outline the process that led to the development of the current traineeship programme − Tirocinio Formativo e di Orientamento (TFO) related to the Master’s Degree Course in Education at the University of Milan-Bicocca. We focus particularly on the interconnection between developing professional competences and addressing the issue of employability
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Boesdorfer, Sarah B. "Advancing Professional Knowledge and Skills for Chemistry Teaching through an Online Master’s Degree for Secondary-Level Chemistry Teachers." In ACS Symposium Series, 53–66. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1335.ch005.

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Fabbricatore, Rosa, and Francesco Palumbo. "Clustering students according to their proficiency: a comparison between different approaches based on item response theory models." In Proceedings e report, 43–48. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.09.

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Evaluating learners' competencies is a crucial concern in education, and home and classroom structured tests represent an effective assessment tool. Structured tests consist of sets of items that can refer to several abilities or more than one topic. Several statistical approaches allow evaluating students considering the items in a multidimensional way, accounting for their structure. According to the evaluation's ending aim, the assessment process assigns a final grade to each student or clusters students in homogeneous groups according to their level of mastery and ability. The latter represents a helpful tool for developing tailored recommendations and remediations for each group. At this aim, latent class models represent a reference. In the item response theory (IRT) paradigm, the multidimensional latent class IRT models, releasing both the traditional constraints of unidimensionality and continuous nature of the latent trait, allow to detect sub-populations of homogeneous students according to their proficiency level also accounting for the multidimensional nature of their ability. Moreover, the semi-parametric formulation leads to several advantages in practice: It avoids normality assumptions that may not hold and reduces the computation demanding. This study compares the results of the multidimensional latent class IRT models with those obtained by a two-step procedure, which consists of firstly modeling a multidimensional IRT model to estimate students' ability and then applying a clustering algorithm to classify students accordingly. Regarding the latter, parametric and non-parametric approaches were considered. Data refer to the admission test for the degree course in psychology exploited in 2014 at the University of Naples Federico II. Students involved were N=944, and their ability dimensions were defined according to the domains assessed by the entrance exam, namely Humanities, Reading and Comprehension, Mathematics, Science, and English. In particular, a multidimensional two-parameter logistic IRT model for dichotomously-scored items was considered for students' ability estimation.
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Iftimescu, Simona, Romiță Iucu, Elena Marin, and Mihaela Monica Stîngu. "Authentic Assessment." In Innovative Practices for Higher Education Assessment and Measurement, 373–91. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0531-0.ch019.

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The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.
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Iftimescu, Simona, Romiță Iucu, Elena Marin, and Mihaela Monica Stîngu. "Authentic Assessment." In Learning and Performance Assessment, 1148–66. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch054.

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The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.
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Sousa, Marina Amorim, Tomás Bañegil Palacios, and Beatriz Corchuelo Martínez-Azúa. "Factors Affecting Internationalization Degree of Higher Education Institutions in Portugal and Spain." In Handbook of Research on Entrepreneurial Ecosystems and Social Dynamics in a Globalized World, 348–77. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3525-6.ch016.

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The aim of this study is to evaluate the degree of internationalization of Iberian Higher Education Institutions (HEIs) and the factors that influence their internationalization process. The study begins with the contextualization of the HEI internationalization process through a brief historical synthesis and the establishment of the levels of analysis of this process, to focus, in more detail, the organizational level. To this end, it is supported in an organization dimensions model to define the components of the internationalization process and the data collection by questionnaire. The results were processed for each of its components, and the degree of internationalization was obtained by calculating the mean values of the components total. The study concludes that the Iberian HEIs have an interesting level of internationalization, which is higher for institutions with more than 5.000 students, with simultaneous focus on teaching and research, conferring the master's and doctor's degrees.
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Telese, James A., and Gregory Chamblee. "Assessing Program Outcomes of an M.Ed. Curriculum and Instruction Program." In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, 22–40. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1476-4.ch002.

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Many mathematics education degree programs, especially at the graduate level, are now transitioning to an online format. There is a need to document how mathematics content and content pedagogy are assessed in an online environment. The objectives of this chapter are to document how a public higher education institution in Texas transitioned their master's degree program for mathematics teachers from a face-to-face program to an online program and how this transition impacted the assessment process related to the learning of content and pedagogical content knowledge.
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Atibuni, Dennis Zami, David Kani Olema, Grace Milly Kibanja, and Joseph Ssenyonga. "How Work-Life Balance and Research Skills Proficiency Affect Research Engagement." In Postgraduate Research Engagement in Low Resource Settings, 115–28. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0264-8.ch007.

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This chapter presents how differences in levels of research engagement arise with respect to levels of work-life balance and research skills proficiency among Master of Education students in Uganda. A cross-sectional survey was conducted among two cohorts of the students (N = 102). The work-life balance of the students was generally low (M = 107.48, SD = 23.56). Though the majority of the students, 94 (92.2%), reported high levels of proficiency in research skills (M = 68.96, SD = 10.44), they indicated low levels of communication skills. Significant differences in research engagement existed among the students of different religious affiliations (χ2 = 0.823, p = .05), marital statuses (U = 370.00, p = .027), and levels of research skills proficiency (U = 88.00, p < .01). Implications for educational policy and practice include careful selection and training of adult learners at master's degree level, and staking the students in the research process through effectively imparting 21st century skills.
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Fenn, John. "Diigo, Collaborative Knowledge Acquisition, and Social Networks of Graduate-Level Coursework." In The Social Classroom, 293–310. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4904-0.ch015.

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This chapter offers description and reflexive insight into the multiple ways the authors has used Diigo as a collaborative learning tool in courses associated with the Master's of Arts Management degree program at the University of Oregon. The author discusses the particular attributes of the Diigo platform when it comes to finding, sharing, and collectively exploring online resources, paying close attention to where Diigo sits on the landscape of social networking sites. Drawing on a handful of examples across two graduate-level classes, the author also details the kinds of assignments and pedagogical strategies into which the author has woven Diigo as a collaborative tool. The chapter concludes with a critical assessment of the ways in which Diigo resonates with ideas of networked learning by foregrounding collaboration and participation in educational settings.
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Conference papers on the topic "Degree Level: Master's"

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Akinfeyeva, I. I. "REVIEW OF CREATIVE TASKS IN THE DISCIPLINE «GRAPHICS AND PAINTING» DIRECTION 54.04.01 DESIGN (MASTER'S DEGREE LEVEL)." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2021. http://dx.doi.org/10.22250/iss.2021.2.9.

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Зиновьев, Игорь, and Igor' Zinov'ev. "Some problems of ensuring the quality of legal education: bachelor's / master's degree vs specialty." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fa9bd4ae1.55216609.

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The article analyzes some problems of implementing a two-level system of higher legal education in Russia. One of these problems, according to the author, is some inconsistency in the regulatory regulation of the relevant relationship. The author focuses attention on the need to implement the "Bologna commitments" of Russia, taking into account the traditions and specifics of Russian legal education
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Gilmanshina, Suriya I., Rimma N. Sagitova, and Iskander R. Gilmanshin. "Innovative Components for Preparing Graduates and Master's Degree Holders of Natural Sciences, for Education at the University Level." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.10.

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Matevska, Jasminka, Justyna Szostak, Zbigniew Łubniewski, Szymon Krawczuk, and Marek Chodnicki. "Engineering and Management of Space Systems (EMSS) - an international joint Master's double-degree program." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.130.

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Dynamic development of the space sector of European, and especially of Polish and German economies results in a necessity for suitable Higher Education Institution graduates. The increasing digitization, distribution and networking of technical systems leads to the necessity of a degree programme teaching “the systems view” and “interdisciplinarity” methods and skills. Furthermore, it is necessary to consider the entire life cycle of the systems starting with the analysis of the requirements, through design, integration, verification, to operation and maintenance, with supplementation of management, social and intercultural skills. Since interdisciplinarity and internationality are essential for engineering and management of space systems, the international project was launched early last year by two universities – Hochschule Bremen (Bremen City University of Applied Sciences, HSB, Germany) and Politechnika Gdańska (Gdańsk University of Technology, Gdańsk Tech, Poland) establishing an international interdisciplinary joint Master's double-degree program - Engineering and Management of Space Systems (EMSS). It consists of three different fixed three- or four- semester study paths of several mobility schemes, though individual educational pathways adjusted to students' preference are also allowed. Each path includesa joint academic year – first semester is conducted in Gdańsk, the second in Bremen. The remaining semesters can be studied at either of the universities. All of the EMSS curricula meet the highest education standards of both countries. Several mandatory modules and many elective courses are included in the EMSS curricula. Upon graduation, students of the program are awarded two Master’s degrees - in Space and Satellite Technologies, issued by Gdańsk Tech, and, depending on the chosen study path, in Aerospace Technologies, Computer Science, or Electronics Engineering issued by HSB. Work on the establishment of a new, international, joint field of study - Engineering and Management of Space Systems, run by both universities is currently in progress. The curriculum of the new study programme will be based on the recommendations of the International Council On Systems Engineering (INCOSE) and its German Chapter, Gesellschaft für Systems Engineering (GfSE), and will offer the possibility of certification as a Systems Engineering Professional, Associate Level. This paper includes the lecturers’ and students’ perspective on the program and its future development.
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Perales, Esther, Bàrbara Micó-Vicent, Valentín Viqueira, Khalil Huraibat, and Fco Miguel Martínez-Verdú. "Strategies for continuous improvement in the master's degree in "Colour Technology for the automotive sector" based on feedback from graduates." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8846.

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The first edition of the Master's Degree in "Color Technology for the Automotive Sector" was held during the last academic year. The academic results in terms of qualifications, achievement and learning were good. In spite of the good sensations, there are aspects to be improved, both in methodology and the development of the subjects, timing of the contents, organization or communication channels. Following this line, the Academic, agreed on a plan of continuous improvement based on the feedback provided by the graduate surveys. A specific survey was carried out to gather their specific experience of the course in order to be able to modify the general strategy of the master's degree at the teaching and organisational level. The objectives were to adapt the teaching methodology to facilitate a more reflexive, participative and autonomous learning with a high degree of involvement and motivation of the students, to improve the academic results in terms of learning and satisfaction, to simplify and improve the logistic management of the course, etc. Thus, the survey included questions relating to the usefulness of the master's degree, methodology, organisation and planning of teaching, as well as a final question relating to the overall satisfaction of the course. A short survey was chosen with only 10 questions that the student rated from 1 to 5 on a scale from "strongly disagree" to "strongly agree". From the analysis of the responses, some important weaknesses were detected, such as the lack of content developed in video format, and the slowness of feedback on the results obtained in the proposed tasks. Based on these results, it was proposed an improvement plan that included the incorporation of videos to teaching materials, flexibility in the deadlines for activities, and the periodic monitoring of student learning and concerns through "Adobe Connect".
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Bilbao Villa, Ainara, and Adrián Muros Alcojor. "Enseñanza de la iluminación." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11520.

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Light is part of the Architecture project, but it entails a very specific design and technical complexity. The teaching of lighting requires the use of project teaching methodologies adapted to these specificities. In our school we seek to systematize the understanding of the effects of light, so that students acquire the ability to project lighting. This ability is deepened at different levels of training: degree subject, elective subject and master's degree. The students work on all the phases of the project, from the communication of the first ideas, through the elaboration of the complete project and its review, till the possibility of the actual execution of a real project. The methodology used achieves the fulfilment of the objectives of each level, also encouraging the development of final degree projects, which complement the research work of the teaching team, creating feedback between the teaching and research work that is carried out. La luz es parte del proyecto de Arquitectura, pero conlleva una complejidad proyectual y técnica muy específicas. Su enseñanza requiere de la utilización de metodologías de enseñanza de proyectos adaptadas a dichas especificidades. En nuestra escuela buscamos sistematizar la comprensión de los efectos de la luz, para que los alumnos adquieran la capacidad de proyectar la iluminación. Esta capacidad se va profundizando en distintos niveles de formación: asignatura de grado, optativa y master de especialización. Se trabaja sobre todas las fases del proyecto, desde la comunicacion de las primeras ideas, hasta la elaboración del proyecto completo y su revisión, pudiendo llegar a la ejecución de un proyecto real. La metodología empleada consigue el complimiento de los objetivos de cada nivel, incentivado además el desarrollo de trabajos de fin de grado, que complementan la labor investigadora del equipo docente, creando una retroalimentación entre la labor docente e investigadora desarrollada.
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Voci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.

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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.
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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Pavon, Cristina, Miguel Aldas, Maria Dolores Samper, and Juan López-Martínez. "Implementación del método de aprendizaje activo y colaborativo en las prácticas de laboratorio de Materiales Ecoeficientes en modalidad virtual." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13794.

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During the 2020/21 academic year, the active and collaborative learning methodology was implemented in the development of a laboratory practice of the Eco-efficient Materials course of the second year of the University Master's Degree in Engineering, Processing and Characterization of Materials, in virtual modality. The use of this methodology aims to promote student participation and increase their level of responsibility in the laboratory practice, making use of the advantages of a virtual modality. Before carrying out the practice, students were given a script and then an explanatory session and resolution of doubts was held. The practices were carried out in a virtual and synchronous way. The students were responsible for setting the parameters and the teacher was in charge of reproducing them in the laboratory. The objective of this work was to observe the behavior of the students in decision-making, to appreciate if they acquired the necessary knowledge for the development of the practice and to solve the problems that may arise during it. Subsequently, the learning methodology between a virtual and a face-to-face modality was compared, and an active and collaborative learning methodology was developed that can be applied in either of the two scenarios.
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Trenor, Beatriz, and Gema Prats. "Uso de la metodología de aprendizaje basada en proyectos para la adquisición de competencias transversales con niveles de dominio alto en asignaturas relacionadas con la Bioelectricidad." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12032.

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The the need for greater participation and motivation of university students in the teaching-learning process has led to the concept of project-based learning. By using this methodology, the student works individually and in groups independently, but under the guidance of the teacher. Furthermore, this methodology allows the acquisition of transversal skills with a high level of mastery in subjects of the last year of undergraduate and master degrees. The objective of this work is the design and application of the project-based learning methodology in the subjects of Bioelectronics and Modeling and simulation of bioelectric systems that is capable of integrating the transversal competences "Design and project" (CT05), "Effective communication ”(CT08),“Understanding and integration ”(CT01),“ Analysis and problem solving ”(CT03),“Innovation, creativity and entrepreneurship ”(CT04) and“ Critical thinking ”(CT09), with high levels of mastery. This methodology has been applied throughout the 2019-2020 academic year in these subjects belonging to the Degree in Industrial Electronic and Automatic Engineering and the Master of Biomedical Engineering, respectively, from the Universitat Politècnica de València. The assessment of the students has been very positive and the acquisition of transversal skills has been very satisfactory.
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Reports on the topic "Degree Level: Master's"

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Shirley, Duveen. Manpower Assessment Brief #44: NUCLEAR ENGINEERING Enrollments Decreased at All Levels in 1998. Undergraduate and Doctoral Degrees Decreased, While Master's Degrees Increased Slightly. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/6702.

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Shirley, Duveen. Manpower Assessment Brief #45: HEALTH PHYSICS Enrollments Decreased at All Levels in 1998.Undergraduate and Master's Degrees Decreased, While Doctoral Degrees Increased Slightly. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/6703.

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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Manpower Assessment Brief #40: Nuclear Engineering Enrollments Decreased at All Levels in 1996. Undergraduate and Master`s Degrees Decreased While Doctoral Degrees Increased. Office of Scientific and Technical Information (OSTI), May 1997. http://dx.doi.org/10.2172/16129.

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Manpower Assessment Brief #41: Health Physics Enrollments Decreased at all Levels in 1996. Undergraduate Degrees Decreased, Master`s Increased, and Doctoral Degrees Remained the Same. Office of Scientific and Technical Information (OSTI), May 1997. http://dx.doi.org/10.2172/16130.

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