In the first section, the concept of a marketing complex and its significance for the company's activities are revealed, the main advantages and disadvantages of using intelligent technologies in marketing are described, and the problem of finding an effective channel for attracting customers is revealed and updated. The second section describes the industry of higher professional education, provides a comparative analysis of the channels for attracting applicants, and describes the channels used. Examples of the use of chatbot technology for business process automation are presented, the activities and structure of the Department of MUS Urfu are developed and described, the AS-IS model is created, which highlights the problem of choosing the most effective channel for attracting applicants, and then the TO-BE model is created. The third section is composed of Charter and project plan for creating a chat bot to attract students to the graduate program of the Department of the ICC, Urfa, analyzed competitive advantages and possible threats of the project, written marketing and organizational plans for the project calculation of the economic efficiency of the project, step by step described the process of project implementation. The terms of reference for development, the algorithm and screenshots of the development process, according to the planning, are given in appendices 1-4. / В работе приведено описание отрасли высшего профессионального образования, произведён сравнительный анализ каналов привлечения абитуриентов, описаны применяемые каналы. Представлены примеры применения технологии чат-бот для автоматизации бизнес-процессов, разработана и описана деятельность и структура кафедры МУС УрФУ, создана модель AS-IS, в которой выделена проблема, заключающаяся в выборе наиболее эффективного канала привлечения абитуриентов, далее создана модель TO-BE. Составлены устав и план проекта по созданию чат-бота для привлечения абитуриентов на программу магистратуры кафедры МУС УрФУ, проанализированы конкурентные преимущества и возможные угрозы проекта, составлен маркетинговый и организационный планы проекта, произведён расчёт экономической эффективности проекта, поэтапно описан процесс реализации проекта.

Fartygsbranschen har förändrats sedan slutet av 70-talet, så även sättet att arbeta ombord. Gemenskapen ombord har förändrats eftersom besättningsantalet överlag har minskat och att det idag är vanligt med arbetskollegor av annan nationalitet och kultur än sin egen. Syftet med detta arbete är att undersöka hur sjömän idag upplever att gemenskapen fungerar ombord. I denna undersökning har deltagande observationer och intervjuer legat till grund för att erhålla helhetsbild av hur gemenskapen fungerar ombord på olika fartyg. Resultatet visar bland annat att gemensamma aktiviteter och befälhavarens attityd har en betydande roll för gemenskapen ombord. / The shipping industry has changed since the late 1970s, working life on board the ship has also been in a continual state of flux due to the reduced numbers of ratings employed onboard and the numbers of different nationalities and cultures present. The purpose with this study, to see how lives on board each vessel are. In this study the authors have used both observation and interview methodology to obtain a perspective of how life on board each vessel types was experienced. Results which affect a positive experience of the life on board include: the importance of common activities and the master's attitude.

In the General Rules of Lithuanian Secondary School there is named a person who is responsible for coordination of training of general students’ abilities. That person is a class master. A role of the class master is becoming stronger in today’s secondary school as he has to ensure social safety of the child; it means that he has to regulate different relations, co-operations, to schedule conditions for alternation of child’s education because it is an everyday necessity and actual problem in the class master work. / In the General Rules of Lithuanian Secondary School there is named a person who is responsible for coordination of training of general students’ abilities. That person is a class master. A role of the class master is becoming stronger in today’s secondary school as he has to ensure social safety of the child; it means that he has to regulate different relations, co-operations, to schedule conditions for alternation of child’s education because it is an everyday necessity and actual problem in the class master work.

Doctor of Education / Department of Educational Leadership / Sarah Jane Fishback / This qualitative case study explored how U.S. Army Command and General Staff College (CGSC) students decided whether or not to attend graduate school. The focus was on how U.S. Army students made their decision. The purpose of the study was to illuminate the issues related to this decision in adult development, adult learning, career decision making, and participation in adult learning activities. These issues were explored using the students’ own words during their interviews in which they described how they made their respective decisions. This research analyzed interviews with 26 students, 12 who either decided to attend one of the graduate programs available to CGSC students or were already in a master’s degree program, and 14 who elected not to attend any of the graduate programs offered. The analysis explored how U.S. Army CGSC students made their decision about graduate school, the process used in making their respective decisions, and the factors that influenced their decisions. Analysis of the students’ interviews answered the primary research question and the four subordinate research questions. Not surprisingly, all the students indicated that military career requirements, post-military career aspirations and requirements, family considerations, and previous academic experience influenced their decision whether or not to attend graduate school. The extent to which their decision was influenced varied, but everyone interviewed expressed some degree of influence of those factors. Not expected were the common themes that emerged from analysis of the interview transcripts of CGSC students. Those themes centered around self-efficacy and confidence, goal setting and achievement, persistence, time management, life issues, guidance and mentorship, perceived quality of the degree or value, and the CGSC master’s program (Master of Military Art and Science).

The purpose of this research was to examine counselor educators’ perceptions of the gatekeeping process. To fulfill this purpose, a qualitative methodology using grounded theory procedures was utilized. Eight counselor educators participated in three rounds of individualinterviews. These counselor educators were located in the south-east region of the United States and had five or more years of experience teaching in CACREP-accredited graduate programs. Initial interviews occurred face-to-face and follow-up interviews were conducted via electronic mail. Initial face-to-face interviews were audio taped and transcribed for the purpose of data analysis. Electronic mail interviews were printed for analysis purposes. For each round of individual interviews, coding procedures were utilized to identify emergent themes. Emergent themes were organized in four general categories: pre-admission screening phase, postadmission screening phase, remediation plan phase, and remediation outcome phase. Additionally, two interwoven themes emerged related to each gatekeeping phase: support and cultural sensitivity. Verification procedures are discussed and methods to address potential limitations are presented. Implications for counselor educators, counselor education programs, related educational programs, CACREP, and ACA are highlighted. Finally, suggestions for further research are offered.

A Iniciação Científica (IC) possibilita a introdução do estudante de graduação na investigação científica, conduzindo-o mais cedo à Pós-Graduação. A pesquisa tem por objetivo investigar as diferenças entre titulados da Pós-Graduação na UFRGS em 2012 no que se refere ao tempo e idade de titulação, bem como diferenças na produção científica até o ano de titulação entre dois grupos: discentes que tiveram experiência de IC na graduação (grupo IC) e que não tiveram (Grupo NIC). Verificou-se grande ocorrência de discentes do grupo IC na modalidade acadêmica. Em geral o grupo IC se titulou mais jovem que o NIC, e em três Grandes Áreas os discentes do grupo IC se titularam em menos tempo e com menor idade que o grupo NIC, bem como obtiveram mais produção científica em diversos casos. / Scientific Initiation allows to introduce undergraduate students in scientific research, leading them earlier to the Graduation. The objective of the research is investigate differences among graduated students of UFRGS in 2012 concerning to time and age of graduation and differences in scientific production between two groups: group with scientific initiation experience (IC group) and group with no scientific initiation experience (NIC group). There was high occurrence of students in IC group in academic modality. In general the IC group concluded the graduation younger than NIC group. In three big areas, the students of IC group concluded their studies in less time and younger than the NIC group and obtained more scientific production in many cases.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-04-02T13:42:57Z No. of bitstreams: 2 Dissertação - Gustavo Fernandes Soares - 2018.pdf: 3106471 bytes, checksum: 13369259704047ce80e2da0a27a0a0ff (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-02T14:28:45Z (GMT) No. of bitstreams: 2 Dissertação - Gustavo Fernandes Soares - 2018.pdf: 3106471 bytes, checksum: 13369259704047ce80e2da0a27a0a0ff (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-02T14:28:45Z (GMT). No. of bitstreams: 2 Dissertação - Gustavo Fernandes Soares - 2018.pdf: 3106471 bytes, checksum: 13369259704047ce80e2da0a27a0a0ff (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-23 / The aim of this study was to develop a self-assessment system for master’s degree programs in network. To support the construction of this system, this study developed a research about the self-evaluation experiences of stricto sensu graduate programs in Brazil and Portugal, as well as an evaluation of criteria used by CAPES and the characteristics of master’s programs. It were identified and classified seventy-four indicators into seven dimensions that allow evaluating the programs regarding the participants' profile; actuation and integration; pedagogical planning; administrative planning; infrastructure; sustainability and technical and scientific production. The system developed was applied and validated in the PROFIAP Master's Program, and it demonstrated functionality and ability to produce information. The results of the self-assessment were analyzed using descriptive analysis and Exploratory Factor Analysis. It was elaborated an implementation plan that guides the use of the proposed system. The proposed indicators proved to be effective for a system of self-evaluation of master's degree programs in network. The dimensions and indicators of evaluation found in this research are certainly not exhaustive and the great diversity between the master’s degree programs makes this study open to adaptations. / O objetivo deste estudo foi elaborar um sistema de autoavaliação para programas de mestrado em rede. Para subsidiar a construção deste sistema, foi realizado um levantamento das experiências em autoavaliação de programas de pós-graduação stricto-sensu ocorridas no Brasil e em Portugal, assim como foram analisados os critérios de avaliação utilizados pela CAPES e as características dos programas em rede. Setenta e quatro indicadores foram identificados e classificados em sete dimensões que permitem avaliar os programas quanto ao perfil dos participantes; a atuação e integração; o planejamento pedagógico; o planejamento administrativo; a infraestrutura; a sustentabilidade e a produção técnica e científica. O sistema elaborado foi aplicado e validado no Programa de Mestrado PROFIAP, o que demonstrou sua funcionalidade e capacidade de produzir informações. Os resultados da autoavaliação realizada foram analisados utilizando a análise descritiva e Análise Fatorial Exploratória. Foi elaborado um plano de implantação que orienta o uso do sistema proposto. Conclui-se que os indicadores propostos se mostraram eficazes para um sistema de autoavaliação de programas de mestrado em rede. As dimensões e indicadores passíveis de avaliação encontrados nesta pesquisa certamente não são exaustivos e a grande diversidade existente entre os programas faz com que este estudo esteja aberto a adaptações.

Enrollment in master level programs has been increasing nationwide, particularly in online programs which tend to enroll older and more ethnically diverse students who are likely to be balancing work, finances, and family responsibilities with their educational pursuits. The challenges related to this balance has resulted in higher attrition rates and lower completion rates. In this quantitative study, the relationship between employer support and first-year retention for master's students enrolled in online programs at a for-profit university was examined. Bean and Metzner's model of nontraditional student attrition was used as the theoretical foundation. Archival data from the online institution were examined to determine the extent that 1st year retention is predicted by employer support when controlling for demographics, student background, external factors, integration/socialization, and intent to graduate. Findings from the logistic regression analysis showed 4 variables that significantly predict 1st year retention, employer support, household income, overall satisfaction, and importance of graduating from the institution. Students who received employer support were almost 2 times more likely to be retained at 1-year. Positive social change can result from having educational institutions encourage students to seek employee educational benefits. Having students seek these employer benefits may lead to higher graduation rates, higher pay, and job satisfaction for employees.

In Live Ghosts, Patricia (Patty) Ireland offers a gathering of short stories based upon real life characters she encountered while growing up in the South. Exploring the diversity, complexity and moral ambiguity of those we might normally perceive as being stereotypically “Southern,” Ireland’s tales encompass a variety of time periods, settings, and characters, including: a modern-day family struggling to reconcile the reality of death, interracial lovers in the early 1950’s who are descended from masters and slaves, and an insane killer locked for life in a mental institution of the 1990’s. Live Ghosts is infused with tales of fear, love, loss, regret, madness, and self discovery, themes intrinsic not only to Southern culture, but to the universal vulnerability in all of us.

Herbert Morris argues in his influential retributivist paper, "Persons and Punishment," that criminals deserve punishment because their actions represent an unfair distribution of benefits and burdens in society. The proper distribution of benefits and burdens is important, in part, to restore law abiding citizens’ confidence that others will follow the law. In this paper I show that Morris's argument for why criminals deserve punishment morally requires us to set up an institution of rehabilitation in addition to the institution of punishment. Such an institution is morally required because neither pure punishment systems nor punishment systems that incorporate quasi-rehabilitative aspects have ever worked to uphold the necessary confidence that Morris tells us law abiding citizens must have in order to protect the social order. Moreover, we cannot abandon Morris's appeal to the duty to maintain social order without also abandoning a plausibly Morrisian framework.