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Literatura académica sobre el tema "Postgraduate students"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Postgraduate students"

1

Teoh, Sian Hoon, Geethanjali Narayanan, Gurnam Kaur Sidhu y Priyadarshini Muthukrishnan. "Postgraduate Students’ Perception on their Studies and Supervisors". Environment-Behaviour Proceedings Journal 5, SI3 (28 de diciembre de 2020): 193–98. http://dx.doi.org/10.21834/ebpj.v5isi3.2557.

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Postgraduate candidates need to graduate on time (GOT). Failure to GOT among postgraduates is a loss to the nation. GOT should be analyzed from the postgraduate candidates’ perspectives. Therefore, this paper explores postgraduate students’ perspectives about their postgraduate studies. An adapted questionnaire survey was utilized to delve into the postgraduates’ perspective. This quantitative study involved 66 postgraduate candidates from public institutions of higher learning in Malaysia. Initial findings revealed that the candidates rated their supervisor at a higher rating compared to the skills they possessed. Besides, the correlation between critical reading skills and conceptual with research skills is moderately high. Keywords: postgraduate study, perceptions, skills, supervisory factor, completion of the thesis. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2557

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2

Grace Dolapo, Pelemo, O. Onanuga Ayotola, O. Ilori Olufemi y Ugbala Chukwuemeka Peter. "Library Orientation and Information Literacy Skills as Correlates of Scholarly Research of Postgraduate Students of Federal University of Agriculture, Abeokuta, Nigeria". Indian Journal of Information Sources and Services 10, n.º 1 (5 de mayo de 2020): 40–47. http://dx.doi.org/10.51983/ijiss.2020.10.1.479.

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This study focused on library orientation, information literacy skills as correlate of scholarly research of postgraduate students at Federal University of Agriculture, Abeokuta. The university has ten colleges with various departments. A survey research design was adopted for the study. The population of the study comprised all 1,361 postgraduates in Diploma, Masters and Doctor of Philosophy from the ten (10) colleges in the institution. Out of the population, 900 postgraduates were randomly selected using purposive sampling technique, while data were collected using questionnaire. Findings of the study revealed that there is no library orientation programme for postgraduates at FUNAAB, while the only form of information literacy available to them is the use of computer course. It was also found that information literacy skills of postgraduate are still low given that majority of them either cannot access the library’s online catalogue or its electronic databases without assistance. The study therefore concluded that library orientation and information literacy skills are essential for postgraduate’s quality research output and recommends for inclusion of library orientation, information literacy and any other user education programmes into postgraduate curriculum. Also, seminars and workshops on the online catalogue and electronic databases for research should equally be periodically organised for postgraduate students.

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Jaiswal, Rahul Suresh, Hema Kanathila y Anandkumar G. Patil. "Novel Coronavirus (Covid-19) Knowledge, Attitude and Practice Amongst Dental Postgraduate Students to Prevent the Spread of Infection - A Cross Sectional Pan-India Survey Study". Journal of Evolution of Medical and Dental Sciences 10, n.º 29 (19 de julio de 2021): 2176–80. http://dx.doi.org/10.14260/jemds/2021/445.

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BACKGROUND Healthcare worker’s adherence to prevent the spread is related directly to their knowledge and attitude towards practices. Postgraduates (PG’s) are expected to be at high risk of infection due to their exposure to saliva, blood, and aerosol / droplet production during dental procedures. We wanted to assess knowledge, attitude and practice of Indian dental postgraduate students to prevent the spread of novel coronavirus (Covid-19). METHODS The comprehensive cross-sectional survey questionnaire study was designed. The survey was conducted in the lockdown period (May 2020) among the Indian dental postgraduate students. A total of 1560 postgraduates made up the sample of study. The survey questionnaire was divided into four parts as demographic details, knowledge (9), attitude (7), and practice (5). The institutional ethical committee approved the study. The obtained data were transferred to the SPSS 13.01 program to draw the result. RESULTS Among the total participants (N = 1570), 64.81 % were women, 20 % of the total postgraduate students were not working in college. When the subjects were questioned regarding knowledge of Covid-19, female postgraduates compared to male, non working postgraduates, working postgraduate students of central zone and other zones showed higher knowledge. Also, while assessing the attitude and preventive measures taken by postgraduates, statistically significant difference was obtained irrespective of knowledge. CONCLUSIONS Dental postgraduate students did not have sufficient knowledge about the present critical situation. It is necessary that they should update their knowledge by pursuing educational courses regarding Covid-19 and by improving the standard of selfprotection. KEY WORDS Coronavirus 19, Dental Postgraduate, Knowledge, Attitude, Practice, Survey

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Wu, Shengjun, Danmin Miao, Xia Zhu, Jie Liang, Xufeng Liu, Zhengxue Luo y Wei Wang. "THE PERSONALITY TYPES OF CHINESE DENTAL POSTGRADUATE STUDENTS". Social Behavior and Personality: an international journal 35, n.º 8 (1 de enero de 2007): 1077–86. http://dx.doi.org/10.2224/sbp.2007.35.8.1077.

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The objective of this study was to find the personality types of Chinese dental postgraduate students using the Chinese version of the Myers-Briggs Type Indicator (MBTI-Form G; Myers, 1987). The subjects were 372 dental postgraduate students and 336 postgraduates from other professions as a control group. The dental students were at Fourth Military Medical University and Xi'an Medical University. The control group attended Xi'an Jiaotong University. The three dominant personality types among the dental postgraduates were ISTJ (15.3%), ESTJ (13.7%) and ISFP (11.8%). The distribution of Extroversion (E) over Introversion (I) and Thinking (T) over Feeling (F) was different from other professions. Male and female dental postgraduates had similar types of mental attitude (E-I; judging-perceiving J-P) and mental function (sensing-intuition, S-N; T-F). Statistically significant differences were found between males and females in the distribution of J-P types. It was found that Chinese dental postgraduates have personality types that differ from the other comparative Chinese professional student groups.

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Dumčienė, Audronė, Tomas Saulius y Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING". Baltic Journal of Sport and Health Sciences 1, n.º 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.

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Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

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Sobkin, Vladimir S., Maria M. Smyslova y Dmitriy V. Adamchuk. "Socio-psychological features of value orientations in postgraduate students". National Psychological Journal 41, n.º 1 (2021): 39–52. http://dx.doi.org/10.11621/npj.2021.0104.

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Background. In the present situation, which certain studies describe as a crisis in the system of research staff training and which is characterized by low number of postgraduate students filling up the staff of scientific institutions, it is extremely important to study the specifics of motivation and value sphere of postgraduate students’ personality. Objective. Analysis of the socio-psychological characteristics that postgraduate students’ values have. Design. The study is based on a monitoring questionnaire survey of graduate students conducted in 2019 by employees of the RAO Information and the analytical center. The empirical data were processed using methods of mathematical statistics (statistical software packages SPSS and StatSoft Statistica). The study involved students of postgraduate research bodies that train postgraduate students in the field of education sciences, as well as postgraduates of pedagogical universities situated in Moscow, St. Petersburg and in other regions of the Russian Federation. A total of 803 respondents were interviewed. The study was aimed at assessing the hierarchy of life values in graduate students and the influence of socio-demographic factors, social stratification, and socio-psychological factors on the relevance of postgraduate students’ life values. Results. The results of the study indicate that the leading positions in the structure of postgraduate students’ life values are occupied by basic values (“family”, “good health” and “material well-being”) and by the most relevant values associated with self-actualization. It is shown that the value orientations of postgraduate students are determined by the influence of a number of socio-demographic factors (gender, age, presence and composition of the family), social stratification (financial status, educational status of parents) and socio-psychological factors (having or not clear-cut future plans, emotional assessment of one’s prospects, having or not emigration plans) factors. The comparison of the opinions of postgraduates and research staff showed that postgraduates are more focused on values related to self-actualization, as well as on traditionalist values. Conclusions. The core of postgraduate students’ life values structure if formed by the basic values and, in addition, the values related to self-actualization of individual. The value orientations of postgraduate students are determined by a number of socio-demographic factors, social stratification and socio-psychological factors. It was found out that at a certain age the structure of life values in postgraduate students changes significantly, in accordance with the aims of age development. It is shown that changes in graduate students’ family status make them reconsider the structure of life values. It is also noted that the restructuring of life values in graduate students, when if it proceeds in accordance with the values of natives in “Western” countries, contributes to the formation of emigration attitudes.

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Shehata, Ahmed Maher Khafaga. "Understanding academic reading behavior of Arab postgraduate students". Journal of Librarianship and Information Science 51, n.º 3 (26 de noviembre de 2017): 814–22. http://dx.doi.org/10.1177/0961000617742468.

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The purpose of this paper is to report the findings of a study to investigate academic reading behavior among a group of Arab postgraduate students in social science disciplines. The paper also explores the difference between reading strategies used with Arabic and English text. The study deployed a qualitative research approach. A sample of 33 participants was interviewed to elucidate the reading behavior of the Arabic language speakers. The analysis of the interviews revealed that the participants use various reading strategies to familiarize themselves with the Arabic and the English scholarly content. The data showed that there is a need to train Arab postgraduates on academic reading skills. The results also indicate that reading the English text represents a challenge for the social sciences and humanities Arab postgraduates. This study was conducted on social science and humanities postgraduates. The reading behavior of science disciplines may differ as the teaching language is mainly in English. This study contributes to the field by expanding our understanding of how non-English language speakers read and comprehend the academic text. The value of the current study lies in being the first study that explores Arab postgraduate students’ reading behavior.

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Pasupuleti, Mohan Kumar, Gautami S. Penmetsa, Sruthima NVS Gottumukkala, Jaswitha Vintha, E. Santosh Vamsi y G. Meghana. "Emotional Health Status of Postgraduate Students of Periodontics in India During COVID Health Crisis—A Questionnaire-Based Study". Journal of Patient Experience 8 (enero de 2021): 237437352110564. http://dx.doi.org/10.1177/23743735211056436.

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Dental students, especially postgraduate students present a higher risk of getting infected because of their close contact with the patients during this pandemic. The objectives of the study include (a) the reasons for postgraduate students’ altered emotional status during coronavirus (COVID-19) infection. (b) To assess the kind of infection protocols adopted. (c) To assess the impacts of postgraduate students’ emotional status on treating patients with periodontal problems during the COVID-19 lockdown period from March 2020 to December 2020. The emotional status of postgraduate students was assessed in 2 phases that are at the initial phase of COVID infection and lockdown and the second phase when the lockdown was prolonged. Questionnaires were distributed to the Postgraduate students of periodontics all over India to assess their level of awareness of COVID infection, type of infection control measures followed during the pandemic period, as well as the outpatient turnout during the lockdown period. Results of this study stated that more than 80% of students addressed the decline in the number of patients to surgical clinics, 76.3% of postgraduates were worried about themselves and their families due to the pandemic situation. Surprisingly, 74.3% of them even worried about losing their expertize or skills due to a long lockdown period. Dental postgraduates all over India are willing to treat their patients during the period of a pandemic but in strict compliance with infection control guidelines. This study assessed the emotional responses of the postgraduates during the pandemic through the questionnaire and concluded that all the professionals are ready to resume their clinical activities with adequate guidelines provided.

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Konyana, Samkele. "Information needs of prospective postgraduate students". International Journal of Research in Business and Social Science (2147- 4478) 11, n.º 2 (22 de marzo de 2022): 423–32. http://dx.doi.org/10.20525/ijrbs.v11i2.1548.

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The complex application process at the postgraduate level became a major blamer for poor doctorate enrolments. The complexity in the communication messages made it difficult for prospective postgraduate students to absorb information effectively. The proposal by the government to increase masters' and doctorate enrolments at universities requires universities to cater to the needs of customers whose preferences and expectations change continuously. The research upon which this paper was based was aimed at identifying the information needs of prospective postgraduates at public universities. The study design is quantitative, employing a descriptive technique and cross-sectional method. For the empirical study, a non-probability sampling method was utilized to obtain data from a sample of 116 masters’ and doctorate students. Descriptive statistics described the main features of the collected data through frequencies, tables, and bar charts. Inferential statistics were used to determine relationships between variables and test the significance, and reliability of the findings. Emphasis on university processes and specific aspects of the expected and augmented product were found. Interestingly, the importance attached to getting information about economic incentives significantly outweighs the importance attached to receiving information about the actual product. The results of this study affirm the assertion that the postgraduate market is unique and has unique information needs. The results provide universities with a guideline to identify the information needs of prospective postgraduate students applying for master's and doctorate studies at public universities. The study limitation is that it encompasses only a small number of registered master’s and doctoral students in KwaZulu-Natal, limiting the possibility of generalizing the results to all prospective postgraduate students in South Africa.

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Bichi, Ado Abdu, Rahimah Embong y Radzuwan Ab. Rashid. "NIGERIAN POSTGRADUATE STUDENTS’ ATTITUDE AND PERCEIVED COMPETENCE IN USING ICT RESOURCES FOR RESEARCH PURPOSE". Journal of Nusantara Studies (JONUS) 2, n.º 2 (31 de diciembre de 2017): 224. http://dx.doi.org/10.24200/jonus.vol2iss2pp224-230.

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The study aims to investigate the attitudes of Nigerian postgraduate students towards information and communication technology (ICT) and their perceived competence in using ICT resources for research purpose. The influence of field of studies on their competence and attitude were also examined. A total of 77 Nigerian postgraduate students at a university in Malaysia were randomly selected for the study. Data collected through questionnaires were analysed using descriptive and inferential statistic approaches. The analysis reveals that majority of the postgraduate students have positive attitude towards ICT and they perceive that they are competent in using several basic ICT tools. There is no significant difference between science and non-science based postgraduate students’ attitudes, however, there is significant difference in their perceived competence. This paper concludes that the postgraduate students require more hands-on experiences and special training programs so that they can maximize the use of ICT for research purpose. It is hoped that the findings revealed in this study will help the policy makers in designing necessary courses to improve the quality of postgraduates in the country.Keywords: Information and communication technology, Malaysia, Nigerian student, postgraduate, students’ attitudeCite as: Bichi, A.A., Embong, R., & Rashid, R.A. (2017). Nigerian postgraduate students’ attitude and perceived competence in using ICT resources for research purpose. Journal of Nusantara Studies, 2(2), 224-230.

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Tesis sobre el tema "Postgraduate students"

1

Ho, Kenneth y 何健宇. "Student migration among mainland Chinese postgraduate students in HongKong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45825506.

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Friedrich-Nel, H. y JL Mackinnon. "EXPECTATIONS IN POSTGRADUATE SUPERVISION: PERSPECTIVES FROM SUPERVISORS AND DOCTORAL STUDENTS". Interim : Interdisciplinary Journal, Vol 12, Issue 1: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/292.

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The relationship between the postgraduate supervisor and postgraduate student is commonly described in the literature because of the interesting and sometimes even complex dynamics involved in this process. However, the literature is not always very explicit about the specific expectations of those involved. The findings of a qualitative case study, completed at an American research intensive university (Indiana University, Indianapolis, Indiana, USA) are communicated in the article. Despite the complexity of the research supervision process, the expectations associated with the supervision process remains a unique experience of collaborative learning. A commitment is required from each of the role players to communicate expectations initially and continuously. Furthermore it was noted that an environment should be created for students in which they are respected as colleagues.

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O'Brien, Paula. "'Living the dream' : Indian postgraduate students and international student identity". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/40241/.

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A decline in the number of international students studying in the UK is an issue currently facing UK universities. Competition has steadily increased amongst higher education providers with a greater number of students choosing to study in Australia and the United States. Within this context it is increasingly important for practitioners within the sector to focus more closely on the international student experience. Focus of my research: This research project contributes to the existing literature on the international student experience and moreover international student identity. Higher Education is seen as a site of identity construction for the individual. This research project provides an opportunity to explore the international student experiences of Indian postgraduate students within a new academic culture, their development of support networks, and their search for local employment whilst studying abroad. Identity is understood to be socially constructed; that is, as one’s sense of self and beliefs about one’s own social group as well as others are constructed through interactions in the broader social context such as education and work. This research project has been influenced by more recent developments within psychology and other disciplines which resist the notion of identity as a developmental and linear process. By adopting a social constructionist lens, identity formation is not necessarily considered as a linear phenomenon, emphasising instead the fluid and dynamic nature of identity amongst international students. Identity construction can be located at the individual, relational, organisational levels and moreover the wider society. Essentially identity is seen as constructed and enacted in everyday talk by the student, in their social interactions between themselves and others. Methodology: The research followed seven Indian international students who have undertaken taught postgraduate study abroad for the first time in a UK university and invites them to share their on-going ‘identity-work’ over a 12 month period. The ‘snowball sampling’ criteria included gender; nationality, age, full-time Masters’ students from the same student cohort, with a variation in previous educational background and work experience. Students gave their own individual accounts of their ‘identity-work’ abroad through semi-structured interviews. Within the interviews ‘talk’ is not just approached as an outward manifestation of identity but a site in which identities are constructed and taken up and performed. Identity positions can often be located within ‘interview talk’, and seen as a temporarily occupied coherent identity. This is not to say that identities are ‘just talk’ but that talk is understood as a continuum of meaningful life practices. The methodology employed facilitates the generation of a model of international student identity where identity is seen to emerge in everyday practices. The model encompasses four dimensions: Individual, Relational, Organisational and Societal. Key findings: The study found that study abroad is a site for identity construction. The individual accounts of their lived experience as international students revealed that identity is seen to be temporary and change over time, and Identity emerged in everyday practices both on and off-campus. Identity is drawn from four dimensions, individual, relational, organisational and societal. Societal is significant to the findings and illustrates where identity emerges off-campus during study abroad. The four dimensions of identity change over time and in importance depending on what is going on for the individual. Despite experiencing challenges the participants demonstrated resilience, independence and resourcefulness. Implications/significance of the research: The identity work of international students is acknowledged here as a complex and on-going process. These findings offer a rich understanding of the internationalisation of higher education from an individual perspective. Although some of the problems that students experience are referred to by other researchers, few actually conceptualise them in terms of identity. By conceptualising the international student experience in terms of ‘identity work’ we are able to gain further understanding to ways in which individuals and their environments interact in the social construction of identity formation. This research helps universities, support services and individuals to learn much more about the international student experience so as to more effectively develop the provisions they offer.

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Govender, K. K. "Exploring students' perception of postgraduate research service quality". Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/617.

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Given that education is a service, the postgraduate (PG) education environment has become increasingly competitive, and whilst the service quality perceptions of undergraduates have been extensively measured, similar postgraduate-based research, especially in South Africa, has been negligible. Furthermore, although the development of an ideal instrument to measure higher education service quality has also occupied the minds of several researchers over the years, not much has been achieved in the area of postgraduate research (PG) service quality. This paper presents the results of the assessment of the PG students' perception of research service quality by surveying the 2011 cohort of graduating postgraduates of one of the top five research universities in South Africa by using a specially developed postgraduate service quality measurement instrument (PSQUAL). By adapting the SERVQUAL instrument (Parasuraman, Berry & Zeithaml 1988), the PREQ (Drennan 2008) and SREQ (Ginns, Marsh, Behnia, Cheng & Scalas 2009), a 26-item postgraduate research service quality assessment instrument known as PGSQUAL was developed, validated and administered electronically to a population of 816 Master's and doctoral graduates.

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Zakaria, Sohaimi. "Information processing strategies and styles in relation to instructional design : a grounded theory approach". Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251412.

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Pan, Jiayan. "Acculturation and resilience of mainland Chinese postgraduate students in Hong Kong". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40988016.

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Wen, Jiaxin y Di Sha. "Chinese students' view on motivation to pursue postgraduate studies". Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17242.

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This study aimed to investigate the motivation of whether pursuing postgraduate study or not among Chinese students in Inner Mongolia University and Dalian Nationalities University. All in all fourteen specific questions were designed in the questionnaire. Psychodynamic theory, social cognitive theory and Bronfenbrenner’s ecological theory have been employed to analyze the data. The results indicate that students’ motivations to pursue postgraduate studies have both internal and external causes. For those who want to pursue postgraduate studies, the internal causes can be listed as following: a higher degree for a decent job and students’ thirst for knowledge. The external causes include peer influence and extra expectation to fulfill parents' dreams. Those who do not want to pursue postgraduate studies hold more than a different idea on the relation between a better job and a higher degree. They think they can find a good job without a higher degree, and higher education level will not make any difference.

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Schmidt, Michaela. "How to manage your PhD thesis : development of a process model of self-regulation to foster postgraduate students /". Hamburg : Kovač, 2009. http://d-nb.info/996716505/04.

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Sidhu, Ravinder Kaur. "A study in self-directed learning in Indonesian postgraduate students". Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36553/1/36553_Sidhu_1997.pdf.

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In recent times, Australian universities have become increasingly reliant on revenue raised by exporting education to overseas students, particularly students from the Asia Pacific region. The need to increase understanding among academic and administrative staff about the learning needs of students from culturally diverse backgrounds remains an urgent priority. Although sponsored students have been attending Australian universities since the inception of the Colombo Plan in the 1950s, there has been a paucity of studies of the experiences of sponsored postgraduate research students in Australian higher education. This study . focused on the experiences of Indonesian postgraduate research students in a bid to explore the relationship between their collectivistic cultural background and their self-directedness in learning. In particular, the study sought to explore if a clash of values was taking place between students' collectivistic culture and the values of self-directed learning which emphasises independence and creativity. Semi-structured interviews were conducted with ten postgraduate research students who were first asked to describe their experiences of supervision. This was followed by a number of structured questions that explored their experiences as collectivistic culture students living and studying in a society where individualism was the dominant social force. The investigations found that while there were self-directed learning values that were strongly individualistic, there were others that were congruent with the values of collectivism. The students who perceived themselves to be self-directed learners all reported having highly positive relationships with their supervisors. These students also appeared to be more open to Western ideas such as egalitarianism and democracy than those who had poor relationships with their supervisors. The students who identified themselves to be self-directed learners, described experiencing supervision that was strongly andragogical within a collectivistic context. On the whole, the students in this study did not confirm to the widely held stereotype of the student from Asia who is considered to be excessively passive and lacking in critical thinking ability. It was noted that existing paradigms of supervision which tend to extend freedom and promote autonomy, do so without sufficient regard to whether or not students have the requisite knowledge, confidence and experience to effectively use this autonomy. An alternative framework of supervision was suggested which sought to exploit the common ground between the values of collectivism and self-directed learning. It is anticipated that such a framework will have increased potential to facilitate learner self direction among students from a collectivistic culture background. The study concluded by providing recommendations for further research in the area of self-directed learning by overseas students.

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10

Anning, Ross J. y n/a. "An international comparison of postgraduate orthodontic students and programmes". University of Otago. School of Dentistry, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071207.110304.

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Objectives. Although there have been some studies of the characteristics of orthodontic students and orthodontic programmes in the US, there has been little investigation of those in the Commonwealth. This study will attempt to identify the demographic characteristics of postgraduate orthodontic students, and the curriculum and organisation of orthodontic programmes in the English-speaking world, with the hope that this information may be used to aid in the planning of orthodontic training and future treatment provision. Materials and Methods. An on-line survey was used to question postgraduate orthodontic students studying in the 93 programmes worldwide in countries where the first language is English. The questionnaire itself was built using the online survey tool www.surveymonkey.com and was accessible to respondents for two months (January 2007 through March 2007). Statistical analysis was then carried out using the SPSS statistical program. Results. Of the 301 respondents, 55% were male and 45% female; 57.8% were from US programmes and 42.2% from the Commonwealth. The mean age of respondents was 29.8 years. The mean programme duration was 31.0 months in the US and 37.1 months in the Commonwealth, with the mean total patient loads being 84 and 106 respectively. A wide variety of treatment modalities were used in both groups. The mean annual tuition fee was considerably higher in the US (US$23,200) than in the Commonwealth (US$16,500); however, a higher proportion (47.2%) of US respondents received scholarships or stipends than Commonwealth respondents (29.1%). The overall mean debt upon graduation was US$118,200 and the mean expected income five years after graduation was US$283,200. Private practice was the most popular career path (90.3%), with fewer than one-third of respondents indicating that they would consider an academic career. Conclusions. The current study indicates that the demographic characteristics of orthodontic students are very similar to those most recently reported. Certain trends have continued, such as the increasing proportion of female students, and the increase in programme duration in the US. Data presented in the clinical and financial sections of this represent the greatest areas of change. Total patient case-load is increasing, and the types of treatment being carried out by students show marked differences from previous studies. The continuing increase in tuition fees is reported, along with increased levels of debt upon graduation, and this is seen to be having an effect on the expected career paths of orthodontic students, with fewer students looking to enter an academic career. This situation may need to be addressed to ensure the continued development and strength of orthodontic faculty members, and, hence, that of orthodontic training programmes.

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Libros sobre el tema "Postgraduate students"

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Ingleton, Elizabeth. Coping with postgraduate funding. London: Newpoint, 1987.

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Ahmadu Bello University. Dept. of Urban and Regional Planning. Students' handbook (new postgraduate programmes). Zaria, Nigeria: Dept. of Urban and Regional Planning, Ahmadu Bello University, Zaria, 2008.

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Throsby, C. D. Postgraduate education of overseas students in Australia. Canberra, Australia: National Centre for Development Studies, Research School of Pacific and Asian Studies, ANU, 1995.

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Coe, Emma. Setting up peer-mentoring with postgraduate research students. London: SRHE and Times Higher Education Supplement, 2000.

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Reznik, Semen y Darya Ustinova. To prepare students to postgraduate studies of the University: system and control mechanisms. ru: INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/18083.

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The theoretical aspects of management prepare students to postgraduate studies, analysed the practice of training the teaching staff in Russian universities, a model management system to prepare students for postgraduate training, as well as mechanisms to control them. The book is intended for teachers and postgraduates of higher education institutions, as well as for all those who are engaged in research of problems of higher education management in Russia.

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A new look at postgraduate failure. Guildford, Surrey: Society for Research into Higher Education & NFER-Nelson, 1985.

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Margaret, Alexander y SRHE Postgraduate Issues Network, eds. Delivering core training for postgraduate research students over the web. London: SRHE, 2001.

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Roger, Hussey, ed. Business research: A practical guide to undergraduate and postgraduate students. 2^a ed. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2003.

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Hussey, Jill. Business research: A practical guide for undergraduate and postgraduate students. Basingstoke: Macmillan, 1997.

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Researching and writing your thesis: A guide for postgraduate students. [Maynooth]: [NUI Maynooth], 2006.

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Capítulos de libros sobre el tema "Postgraduate students"

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Helliwell, John R. "How to Supervise PhD Postgraduate Students". En Skills for a Scientific Life, 99–103. New York : CRC Press, [2017]: CRC Press, 2016. http://dx.doi.org/10.1201/9781315394428-27.

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Kaur, Sarjit y Gurnam Kaur Sidhu. "Postgraduate Students’ Engagement Through Critical Literacy Awareness". En 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 309–21. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_25.

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Koutina, Maria y Katia Lida Kermanidis. "Predicting Postgraduate Students’ Performance Using Machine Learning Techniques". En IFIP Advances in Information and Communication Technology, 159–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23960-1_20.

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Adefulu, Adesoga, Temitope Farinloye y Emmanuel Mogaji. "Factors Influencing Postgraduate Students’ University Choice in Nigeria". En Higher Education Marketing in Africa, 187–225. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_8.

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Issa, Tomayess y Theodora Issa. "Report Writing Assessment for Postgraduate Students: Lecturer’s Perspective". En Universities in the Networked Society, 89–101. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05026-9_6.

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Kamala, Athia y Muhammad Amin. "Code-Switching by Postgraduate Students in Online Classes". En Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021), 420–26. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-21-3_45.

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Beckmann, Elizabeth A. y Abby Cathcart. "Institutional Strategies for Developing Postgraduate Research Students’ Teaching and Communication Capabilities". En Postgraduate Education in Higher Education, 1–19. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0468-1_1-1.

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Bertone, Santina y Pamela Green. "Knowing Your Research Students: Devising Models of Doctoral Education for Success". En Postgraduate Education in Higher Education, 1–29. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0468-1_30-1.

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Harmes, Marcus y Barbara Harmes. "Information Literacy: Culturally and Linguistically Diverse Postgraduate Students and their Needs". En Postgraduate Education in Higher Education, 1–18. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0468-1_37-1.

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Beckmann, Elizabeth A. y Abby Cathcart. "Institutional Strategies for Developing Postgraduate Research Students’ Teaching and Communication Capabilities". En Postgraduate Education in Higher Education, 501–19. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5249-1_1.

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Actas de conferencias sobre el tema "Postgraduate students"

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Phang, Fatin Aliah, Nor Haniza Sarmin, Siti Norziahidayu Amzee Zamri y Naomie Salim. "Postgraduate Supervision: Supervisors versus Students". En 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.55.

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Mohamed, Hazura, Hairulliza Mohamad Judi y Rofizah Mohammad. "Postgraduate students experience in research supervision". En THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES: Mathematical Sciences: Championing the Way in a Problem Based and Data Driven Society. Author(s), 2017. http://dx.doi.org/10.1063/1.4980940.

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Baniyounis, Mohammad y Mohammad Alshabi. "PLC advanced course for postgraduate students". En 2015 10th International Symposium on Mechatronics and its Applications (ISMA). IEEE, 2015. http://dx.doi.org/10.1109/isma.2015.7373455.

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Kamaludeen, Hasanathul Bashariyah Bt y Wan Nor Liza Binti Mahadi. "Assessment and Mitigation of Mental Health among Students using Quantitative Ibm Spss Approach during Covid-19 in Public Higher Learning Institutions". En International Technical Postgraduate Conference 2022. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.141.11.

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The issue of student mental health in higher education is growing. The COVID-19 pandemic has greater focus on this vulnerable group. This study aims to give a comprehensive assessment of the impact of the COVID-19 pandemic on the mental health of university students. 200 students participated in a survey by using the GAD-7 and PHQ-9 screening tests to assess the state of mental health of Malaysian university students. The data was analysed using quantitative methods. The IBM Statistical Product and Service Solutions (SPSS) version 27.0 assessment of mental health revealed that 44.0% of such 88 students were experiencing mild anxiety symptoms. During this COVID-19 outbreak, 74 students (37.0%) experienced mild depressive symptoms at a greater level. Significant findings, however, revealed that 25 students (12.50%) and 24 students (12.00%), respectively, suffer from severe anxiety and depressive symptoms. A significant correlation of at least r=0.147 exists between the students' level of anxiety, depression, and duration of the students staying alone or away from their families. These findings have encouraged the researcher to propose a model for mitigating mental health issues among university students for consideration by universities.

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Cocodia, Ebi. "Reflective Practice and Teaching Postgraduate Counselling Students". En The Asian Conference on the Social Sciences 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2186-2303.2021.6.

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Naragund, Jayalakshmi G., Suvarna G. Kanakaraddi, Vidya S. Handur y Sujatha C. "Enhancing research proficiency in postgraduate engineering students". En 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2015. http://dx.doi.org/10.1109/mite.2015.7375361.

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Ibrahim, Mr y Mrs Hasni. "Social Control on Postgraduate Students’ Deviant Behaviour". En Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.228.

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López-Guerra, Jose Luis, Blas David Delgado-León, Patricia Cabrera, Inmaculada Rincón y María José Ortíz-Gordillo. "TUTORING PROGRAM IMPACT FOR POSTGRADUATE MEDICAL STUDENTS". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0679.

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Morales-Fernández, Emilio J., Alejandro Zuñiga-Fonseca y Carlos R. García-Alonso. "ENTREPRENEURIAL CHARACTERISTICS IN CENTRAL AMERICAN POSTGRADUATE STUDENTS". En International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1740.

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Fielden, Kay. "Evaluating Critical Reflection for Postgraduate Students in Computing". En InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2891.

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In this paper the assumption that critical reflection skills are acquired automatically during postgraduate study is queried by examining whether keeping a reflective journal is an aid in developing reflective habits. All course outlines in the postgraduate program studied for this paper state that students will learn how to critique issues relating to the topic being studied. The assumption is that critical reflection is a skill that is acquired automatically during the degree. Postgraduate students at this particular institution are required to complete a Research Methods course before enrolling in a thesis or dissertation. Research Methods students are encouraged but not required to keep a reflective journal. This paper reports on the effectiveness of keeping a reflective journal by analyzing results obtained over five semesters within the Research Methods course.

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Informes sobre el tema "Postgraduate students"

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Arras-Vota, AMG, JL Bordas-Beltrán y MC Gutierrez-Diez. Perceptions of ICT competencies among e-postgraduate students and faculty. Revista Latina de Comunicación Social, octubre de 2017. http://dx.doi.org/10.4185/rlcs-2017-1214en.

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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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Panchenko, Liubov F. y Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.

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Iatsyshyn, Andrii, Anna Iatsyshyn, Valeriia Kovach, Iryna Zinovieva, Volodymyr Artemchuk, Oleksandr Popov, Olha Cholyshkina, Oleksandr Radchenko, Oksana Radchenko y Anastasiia Turevych. Application of Open and Specialized Geoinformation Systems for Computer Modelling Studying by Students and PhD Students. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4460.

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The article contains research on use of open and specialized geoinformation systems to prepare students and postgraduates on specialties: 101 “Environmental Sciences”, 103 “Earth Sciences”, 122 “Computer Sciences”, 183 “Environmental Technologies”. Analysis of the most common world open geoinformation systems is done. Experience of geoinformation systems use for students and postgraduates teaching for different specialties is described. Predominant orientation towards the use of geoinformation systems in educational process is determined based on the analysis of scientific publications and curricula of the most popular Ukrainian universities. According to the authors the material that is given narrows knowledge and skills of students and postgraduates, particularly in computer modeling. It is concluded that ability of students and postgraduates to use geoinformation systems is interdisciplinary. In particular, it develops knowledge and skills in computer modeling of various processes that may arise in the further professional activity. Examples of professional issues and ways to solve them using geoinformation systems are given. Recommendations are given on the use of open and specialized geoinformation systems in the educational process. It is recommended to use both proprietary (ArcGis, MapInfo) and open GIS (uDIG, QGIS, Whitebox GAT) to teach students. Open GIS (uDIG, QGIS, Whitebox GAT) and specialized (Modular GIS Environment, GEO + CAD, GeoniCS, AISEEM) can be used to teach both students and postgraduates.

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Ryazantsev, Sergey y Tamara Rostovskaya. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. ООО Издательско-торговый дом «ПЕРСПЕКТИВА», noviembre de 2020. http://dx.doi.org/10.38085/978-5-905-790-45-4-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.

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Ryazantsev, Sergey y Tamara Rostovskaya, eds. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. Perspectiva Publishing, noviembre de 2020. http://dx.doi.org/10.38085/978-5-905-790-47-8-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.

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Semerikov, Serhiy, Viacheslav Osadchyi y Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.

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Panchenko, Liubov F., Tetiana A. Vakaliuk y Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.

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