Frontotemporal Lobar Degeneration –Agrammatic Primary Progressive Aphasia:Case Report

We present a case of a 57-year-old male architect with a master’s degree in economics who ran his own business and gave lectures until 2016, with a clynical picture of 16 years of evolution which began with anxiety symptoms, excessive concern about trivial events, as well as difficulty in planning and decision making. In the last 3 years, there is evidence of social isolation, difficulty in finding words and decreased verbal fluency; he omits connectors in the grammatical composition in association with ritualistic, stereotyped and perseverative behavior (makes several paintings from the same photograph).

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A Student's Perspective

Open Science Talk ◽

10.7557/19.5379 ◽

2020 ◽

Author(s):

Kristoffer Klevjer ◽

Per Pippin Aspaas

Keyword(s):

Decision Making ◽

Experimental Psychology ◽

Scientific Community ◽

Master's Degree ◽

Open Science ◽

The Arctic ◽

Education Project ◽

Replication Studies ◽

Psychological Science ◽

Master’S Degree

In this episode, we are exploring a student's perspective on open science – and specifically replication studies. Kristoffer Klevjer recently finished his Master’s degree in psychology at UiT The Arctic University of Norway and has now taken on a PhD. But already as a master student, Klevjer was involved in replication studies. In his experience, replication studies can be benefitial to the student, the supervisor, and the scientific community at large. Furthermore, Klevjer argues that replications can be well suited for students at Bachelor level as well. In the interview, Klevjer refers to several publications and projects, including - The Collaborative Replications and Education Project - Kool, W., McGuire, J. T., Rosen, Z. B., & Botvinick, M. M. (2010). Decision making and the avoidance of cognitive demand. Journal of Experimental Psychology: General, 139(4), 665–682. https://doi.org/10.1037/a0020198 - Psychological Science Accelerator The replication Klevjer did for his Master's degree can be found here First published online March 9, 2020.

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An Expertise as a Part of Decision-making Training for Educational Management

Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.) ◽

10.37492/etno.2020.85.59.026 ◽

2020 ◽

Author(s):

М.В. Гончар ◽

С.В. Усков

Keyword(s):

Decision Making ◽

Public Administration ◽

Master's Degree ◽

Degree Programs ◽

Educational Management ◽

Separate Type ◽

Master's Degree Programs ◽

Decision Making Processes ◽

Master’S Degree

в меняющихся условиях экспертиза на всех уровнях управления образованием становится компонентом процессов принятия решений, все более определяющим их качество. В этой связи экспертная деятельность в образовании получает развитие и обосабливается в отдельный тип профессиональных задач, требующий от субъектов экспертной деятельности овладения специальными компетенциями. Успешная подготовка руководителей и организаторов образования к экспертной деятельности может быть реализована в магистратуре по направлению «Педагогическое образование», а также в рамках направления «Государственное и муниципальное управление» с опорой на андрагогический подход и встраивание экспертных технологий в учебную и исследовательскую работу обучающихся. while uncertainty at all levels of educational management, the expertise increases its influence on the quality of decision-making processes and results. Therefore, the educational expert activity is developing and completed as a separate type of professional tasks. It requires subjects of expertise to master special competencies. Successful training for educational managers to expert activities can be implemented through the master’s degree programs on pedagogy and public administration if it bases on andragogical approach and uses expertise as a part of studying and research.

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Opening Doors for Career Advancement

International Journal of Adult Vocational Education and Technology ◽

10.4018/ijavet.2013100103 ◽

2013 ◽

Vol 4 (4) ◽

pp. 38-54

Author(s):

Edward C. Fletcher ◽

Johanna L. Lasonen ◽

Victor M. Hernandez-Gantes

Keyword(s):

Decision Making ◽

Adult Learners ◽

Career Advancement ◽

Graduate Program ◽

Master's Degree ◽

Program Impact ◽

Decision Making Factors ◽

Master’S Degree ◽

The Impact ◽

Unique Program

The purpose of the study was to: 1. uncover the decision making factors which potential adult learners consider in their determination to enroll in a graduate program; 2. explore their unique program experiences; and 3. identify anticipated outcomes. The following themes were uncovered: Reasons for Enrollment, Nature of Program Experiences: Transformations, Outcomes: Broader Outlook on Program Impact. Findings demonstrated the impact masters’ programs could have on students in terms of intellectual, employability, and marketability capacities. It also suggests students’ decision making in terms of pursuing a master’s degree might not be as well thought out and calculated as the literature suggests.

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

2020 ◽

Vol 5 (1) ◽

pp. 192-205

Author(s):

Lesley Sylvan ◽

Andrea Perkins ◽

Carly Truglio

Keyword(s):

Graduate School ◽

Master's Degree ◽

Graduate Programs ◽

Student Experience ◽

Degree Programs ◽

Speech Language Pathology ◽

Application Process ◽

Master's Degree Programs ◽

Language Pathology ◽

Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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