Students In Postgraduate Programs Research Articles

SCREENER, an educational game for teaching the Drug Discovery and Development process.

Although the use of games as an educational strategy is an important current trend, there is practically no option available for training people on the Drug Discovery and Development (DDD) process. To fill this gap, we designed “SCREENER”, a science game that is intended to be educational, but also challenging and interesting enough to ensure player engagement. Our main target audience is students of postgraduate programs in pharmacology, medicinal chemistry, pharmacy, and medicine. This game could also be of interest to the pharmaceutical industry and regulatory and patent agencies for training new employees. We discuss the creation of SCREENER, a hybrid of board and card games, and present its components with some examples of cards and resources, as well as the dynamics of the game. SCREENER mimics the process of drug discovery and development from validating a target to registering the new drug with the regulatory agency, and can be played individually (self-learning) or with the help of a monitor who assists up to six players/teams. Briefly, 29 task cards categorized in four major areas (efficacy, safety, pharmacokinetics, and pharmaceutical development) must be purchased sequentially. Classic characteristics of games such as decision making and challenge have been incorporated. More in-depth information on the tasks and technical terms is available through QR codes. The vagaries of the DDD process are mimicked by the bonus/setback cards. The evaluation of our first test with students is presented and supports the usefulness of this new tool.

Approaching literature review for academic purposes: The Literature Review Checklist

A sophisticated literature review (LR) can result in a robust dissertation/thesis by scrutinizing the main problem examined by the academic study; anticipating research hypotheses, methods and results; and maintaining the interest of the audience in how the dissertation/thesis will provide solutions for the current gaps in a particular field. Unfortunately, little guidance is available on elaborating LRs, and writing an LR chapter is not a linear process. An LR translates students’ abilities in information literacy, the language domain, and critical writing. Students in postgraduate programs should be systematically trained in these skills. Therefore, this paper discusses the purposes of LRs in dissertations and theses. Second, the paper considers five steps for developing a review: defining the main topic, searching the literature, analyzing the results, writing the review and reflecting on the writing. Ultimately, this study proposes a twelve-item LR checklist. By clearly stating the desired achievements, this checklist allows Masters and Ph.D. students to continuously assess their own progress in elaborating an LR. Institutions aiming to strengthen students’ necessary skills in critical academic writing should also use this tool.

Reflective Thoughts on Teaching the Future of Tourism

This reflective paper considers how Dr. Ian Yeoman teaches futures studies and scenario planning to tourism students across several undergraduate and postgraduate degree programs at Victoria University of Wellington, New Zealand. It is based on his teaching philosophy of visualization, authenticity, problem-based learning, scaffolding, and his understanding of how students negotiate their own learning. The paper examines the approach taken in three papers, where Yeoman is the primary lecturer. As part of the bachelor of tourism management degree, two papers are taught. TOUR104 is a first-year introductory paper addressing how the drivers and trends in the macro-environment influence tourism from a political, economic, social, technology, and environmental perspective. TOUR301 is a third-year paper that aims to help students develop the skills and knowledge necessary to understand and critically analyze tourism public policy, planning, and processes primarily within New Zealand. TOUR413 is a scenario planning paper, applied in a tourism context and taught to students in postgraduate programs. The contribution this paper makes is in its demonstration of the link between teaching philosophy and student learning, the challenges students encounter with futures thinking in a problem-based learning environment and the evolution of the papers.

Perspectives and Practices of Academics and Students of English Language Teaching Post-Graduate Programs within the Mediation Theory

Due to unsatisfactory number of researches investigating ELT post-graduate programs, and perceptions of academics and students in these programs regarding mediation theory of Feuerstein, this study attempted to investigate the aspects of this theory in doctorate and master programs in ELT department of a state university. Methodologically, this study employed a qualitative case study approach and researchers made use of 4 semi-structured personal interviews with academics and 2 focus-group interviews with students. The results showed idiosyncrasy of academics’ use of mediation theory aspects. ‘Significance’ and ‘purpose beyond the here and now’ were important aspects for students in being a guide for them to find research topics. Academics paid special attention to relate the topics and tasks with learners’ daily practices. However, in order to maximize student-supervisor relationship and increase students’ success, there is a need for a change in the system. Most of the criticisms of the students stemmed from the limited time of the academics. Therefore, institutional implications include necessary changes in this post-graduate program. The results of this study allowed academics to know the views of the students in post-graduate programs regarding how, when, and where exactly they could use mediation theory aspects more effectively.

Teaching the future: learning strategies and student challenges

Purpose How do you teach the future when it has not happened yet? The purpose of this paper is to delve into the teaching and learning philosophies of Futurist Dr Ian Yeoman of Victoria University of Wellington who emphasises authenticity, problem-based learning, visuals as creative tools and students’ negotiating problems. Design/methodology/approach This paper is a reflective account of the Author Dr Ian Yeoman as a human instrument. Findings The paper overviews three papers taught by the Author Dr Ian Yeoman – TOUR104 is a first-year introductory course addressing how the drivers and trends in the macro environment influence tourism from a political, economic, social, technology and environment perspective. TOUR301 is a third-year course as part of the bachelor of tourism management degree. The course aims to help students develop the skills and knowledge necessary to understand and critically analyse tourism public policy, planning and processes within New Zealand and a wider context. TOUR413 is a scenario planning paper, applied in a tourism context and taught to students in postgraduate programs. Originality/value The paper examines different learning tools and strategies in order to deliver the philosophy with scaffolding and incremental learning featuring predominantly in this approach.

Closing Diphthongs among Javanese Learners of English

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled as students in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certain linguistic features and culture. In addition to those experiences, certain forms of linguistic selfconcept were also found. Participants’ linguistic self-concept showed that they perceived that they were not proficient enough in English, their English was very formal, they were proficient on certain area, and their struggle was not a unique experience. It can be concluded that as learners in an SA program, EFL teachers experienced what were normally experienced by learners in an SA program in general.

EFL Teachers’ Linguistic Self-Concept in a Study Abroad (SA) Program

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled as students in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certain linguistic features and culture. In addition to those experiences, certain forms of linguistic selfconcept were also found. Participants’ linguistic self-concept showed that they perceived that they were not proficient enough in English, their English was very formal, they were proficient on certain area, and their struggle was not a unique experience. It can be concluded that as learners in an SA program, EFL teachers experienced what were normally experienced by learners in an SA program in general.

System to outline the graduate students.

to evaluate the system to outline the graduate students from the Post-Graduate Programs of CAPES Medicine III area. it was analyzed the book of indicators and the Document of Area of the Post-Graduate Programs of Surgery, also checking the literature about this issue. there was a paucity of data from most of the programs, as regards to the methods for evaluation of graduate students. The current system lacks a standard and an institutional support to outline the graduate students. In the public system there is a concentration of postgraduate students in Medicine; however, they represent a small part of those Brazilians students who finished their graduation courses in Medicine. In the current context, the quest for the post graduate courses and consequently for a research field or even a teaching career, has been replaced by the private sector jobs and the labor market, both in non-academic assistance activities. it is imperative to establish not only science and technology innovation policies but also educational and health policies acting harmoniously and stimulating the qualification and the teaching career, improving the post-graduate courses. It is necessary to develop a single form under the institutional guidance of CAPES with the conception of a National Program for Graduate Student in order to consolidate guidelines to mapping the graduate students of post-graduate programs in surgery, in our country.

A QUALITATIVE PERSPECTIVE OF ACADEMIC READING PRACTICES AND OVERCOMING STRATEGIES USED AMONG INTERNATIONAL GRADUATE STUDENTS IN MALAYSIA

This article presents the qualitative findings of a research that investigates the challenges faced by international graduate students with academic reading and the overcoming strategies applied by them in their reading. This qualitative study utilized focus group interviews with 70 international graduate students in post graduate programs at tertiary level in Malaysia. The findings highlight some important findings for students, academicians and university administrators. The findings indicate that international graduate students do face challenges and problems which are ascribed to the fact that English is the medium of instruction. In addition, the findings also exposes the strategies employed by the students to overcome the reading obstacles faced in their academic reading practices. This article concludes with suggestions for administrative policies and reading related programs to assist the academic reading needs of the students.

Does a Baconian Vision of Nature Dominate Among Researchers in Ecology? A Case Study in an Ecological Reserve of the IBGE in Central Brazil

Great responsibility has been given to environmental educators to increase awareness of the importance of nature conservation and of the processes involved. It is usually assumed that people lack knowledge about the environment and this leads to neglect of or harm to the environment. The central problem of interest in this paper is whether knowledge of environmental processes and even involvement in professional activities related to environmental issues are sufficient to produce environmentally friendly attitudes and behavior. We focus on the behavior of researchers and students of post-graduate programs in ecology and the waste produced by their research in permanent experimental plots in an Ecological Reserve of the Brazilian Institute of Geography and Statistics (IBGE), in the Federal District, central Brazil, which constitutes a breach of the written agreement with the institution that sponsored the research. We analyze our results within the theoretical frameworks of environmental education, philosophy and history of science.

A atuação dos programas de pós-graduação em educação na formação de professores universitários

The theme of this article has its origin located in reflections on the making of teaching and concern about the quality of higher education. It follows as part of a study, developed in the doctoral level, which sought to analyze the training of university teachers in the interior of Post-Graduate Programs in Education. This study pervaded analysis of public policies for higher education in all its modalities, especially those aimed at Post-graduation, and the survey and analysis of data obtained through questionnaires answered by students of Post-Graduate Programs in Education of Estado de Sao Paulo. The study shows that the formation of the pedagogical university professor still lacks policies and implementation within those programs.