Academic Literacy of Efl Arab Postgraduate Student at The National University of Malaysia

The study identifies the language learning strategies used by Arab postgraduate student at University Kebangsaan Malaysia (UKM) in order to master the English language required for postgraduate study. The study attempted to provide a deeper understanding of how an EFL learner employs strategies and practices to overcome the challenges of English language learning in nonnative context for academic purposes. The findings of the study give insight to the challenges of learning English in nonnative environments and ways in which individuals overcome the limitations of successfully acquiring the language. The study traces the English language development of the case study from his initial introduction to the target language to the current status and level of his English proficiency. The research paradigm method used is a case study method which allows for an in depth explication of the selected case. The strategy inventory of language learning SILL Oxford's (1990) was used as an instrument in addition to the interview with the case study. The research results revealed that the case study used all 6 types of language learning strategies which are categorized by Oxford (1990) most of the time. These strategies are; Memorization, Cognitive, Compensation, Metacognitive, Affective, and Social strategies. These strategies seems to have a direct relationship with the progress made in the level of English proficiency by the case study. Most significantly, the study implies that Arab students need to develop academic literacy skills in reading English texts to learn English and to involve socially in academic and social contexts. That is the case study however shown that it is possible to learn English through reading in English and also by social involvement.

Harmonization of Postgraduate Training System with the Certification of Candidates of Sciences

Harmonization of Postgraduate Training System with the Certification of Candidates of Sciences The activities of the postgraduate school and the network of dissertation councils represent the stages of the trajectory of the formation of a researcher with an academic degree. This means that their activities should be coordinated. The article discusses several approaches to the harmonization: at the level of each organization – by the presence or absence of one of the participants in the trajectory, and at the thematic level. For each approach, statistical estimates of consistency are calculated, and cartographic representations of indicators in the context of the subjects of the federation are given. The analysis showed that, in general, there is a territorial alignment of the organizations for postgraduate student training with the organizations in which a candidate’s thesis can be defended.

Coupled Strip Lines with Highly Unbalanced Electromagnetic Coupling and their Use

<p></p><p> Trinh To Thanh (Vietnam) postgraduate student of the Tomsk State University of Control Systems and Radioelectronics (TUSUR), Department of Components Design (KUDR), Radio Engineering Faculty (RKF), Russian Federation. The research topic is coupled strip lines with heterogeneous parameters in the cross-section and in longitudinal sections.</p><p></p>

Coupled Strip Lines with Highly Unbalanced Electromagnetic Coupling and their Use

<p></p><p> Trinh To Thanh (Vietnam) postgraduate student of the Tomsk State University of Control Systems and Radioelectronics (TUSUR), Department of Components Design (KUDR), Radio Engineering Faculty (RKF), Russian Federation. The research topic is coupled strip lines with heterogeneous parameters in the cross-section and in longitudinal sections.</p><p></p>

Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students’ development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.