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Graduate students perceptions of the occurrence of plagiarism in academic works at the University of São Paulo, Brazil

Krokoscz, Marcelo; Ferreira, Sueli Mara Soares Pinto
Fonte: Plagiarismadvice.org; Newcastle Publicador: Plagiarismadvice.org; Newcastle
Tipo: Conferência ou Objeto de Conferência
Português
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Our objective was to identify the understanding of theoretical aspects and the interpretation of practical situations that a sample of 3,623 graduate students (Population= 22,438) at the University of São Paulo (USP, Brazil) have regarding academic plagiarism. The survey, conducted in 2012 and 2013, used an electronic questionnaire containing 30 multiple choice questions developed from the literature concerning the concept and definition of plagiarism (U.S. Department Of Health And Human Services, 2005;Australian Government, 2007; United Kingdom, 2011), occurrence modality (Green, 2002; Pecorari, 2003; Gilmore et al.,2010; Roig, 2011), types of plagiarism (Harris, 2001; Loui, 2002;Maxwell, Curtis & Vardanega, 2008; Roig, 2011; Plagiarism.org, 2013), reasons for occurrence (Mccabe & Trevino, 1997; Harris, 2001; Mccabe, Butterfield & Trevino, 2006; Power, 2009; Curtis & Popal, 2011; Sauthier et al., 2011), standards and preventive actions adopted (Mccabe, Trevino & Butterfield, 2001; 2002; Pecorari, 2003; Mccabe & Pavela, 2005).We identified that the fact of respondents agreeing or disagreeing with the theoretical-conceptual characteristics of plagiarism did not make a difference in their capacity of correctly assessing practical situations characterizing plagiarism. Moreover...

The Contribution of Skilled Immigration and International Graduate Students to U.S. Innovation

Chellaraj, Gnanaraj; Maskus, Keith E.; Mattoo, Aaditya
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
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The impact of international students and skilled immigration in the United States on innovative activity is estimated using a model of idea generation. In the main specification a system of three equations is estimated, where dependent variables are total patent applications, patents awarded to U.S. universities, and patents awarded to other U.S. entities, each scaled by the domestic labor force. Results indicate that both international graduate students and skilled immigrants have a significant and positive impact on future patent applications, as well as on future patents awarded to university and nonuniversity institutions. The central estimates suggest that a 10 percent increase in the number of foreign graduate students would raise patent applications by 4.7 percent, university patent grants by 5.3 percent, and nonuniversity patent grants by 6.7 percent. Thus, reductions in foreign graduate students from visa restrictions could significantly reduce U.S. innovative activity. Increases in skilled immigration also have a positive, but smaller, impact on patenting.

GRE as a Predictor of Graduate Student Success at a Hispanic Serving Institution of Higher Education

Perez, Katherine
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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Accurately predicting the success of graduate students is an important aspect of determining which students should be admitted into graduate programs. The GRE is a pivotal factor to examine since it is one of the most widely used criteria for graduate school admission. Even though the GRE is advertised as an accurate tool for predicting first year graduate GPA, there is a lack of research on long term success factors such as time to degree and graduate rate (Luthy, 1996; Powers, 2004). Furthermore, since most studies have low minority sample sizes, the validity of the GRE may not be the same across all groups (ETS, 2008b; Kuncel, Hezlett, & Ones, 2001). Another gap in GRE studies is that few researchers analyze student characteristics, which may alter or moderate the prediction validity of the GRE. Thus, student characteristics such as degree of academic involvement, mentorship interactions, and other academic and social experiences have not been widely examined in this context. These gaps in the analysis of GRE validity are especially relevant given the high attrition rates within of some graduate programs (e.g., an estimated 68% of doctoral student never complete their programs in urban universities; Lovitts, 2001). A sequential mixed methods design was used to answer the research questions in two phases. The quantitative phase used student data files to analyze the relationship of two success variables (graduation rate and graduate GPA) to the GRE scores as well as other academic and demographic graduate student characteristics. The qualitative phase served to complement the first phase by describing a wider range of characteristics from the 11 graduate students who were interviewed. Both proximal and distal moderators influence student behaviors and success in graduate school. In the first phase of the study...

Recruitment of overseas graduate students

Spear, R.H
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 47007 bytes; 351 bytes; application/pdf; application/octet-stream
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Historically, graduate students from overseas countries have figured prominently in the life of the ANU. For example, overseas PhD students have contributed substantially to the research output of some Research Schools right from their inception. In 1990 there were 426 overseas graduate students enrolled at the ANU, approximately equal to the number of overseas undergraduates (435). Prior to 1986 almost all overseas students who came to Australia were either fully or partly subsidised by the Government. From 1986, Universities were permitted to offer places to overseas students at full cost, with the Government setting minimum course fees for full-fee paying overseas students. Nationally, total student arrivals doubled between 1986 and 1989. The subsidised-student scheme was formally discontinued after the 1989 intake. All commencing overseas students are now full-fee paying, the fees being paid either privately, by an Australian Government scholarship, or by some other sponsoring agency.; no

Graduate School Recruitment Survey (1996)

Spear, R.H
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 14179 bytes; 351 bytes; application/pdf; application/octet-stream
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Since 1991, all newly enrolling graduate students have been invited to complete a simple questionnaire indicating what factors they considered significant in their decision to come to the ANU to do graduate study. The purpose is to obtain a continuous evaluation of various recruiting procedures. It is recognised that a survey of this type has limitations. For example, it gives no indication of why students choose not to come to the ANU. However, it does indicate the factors that were influential for students who did come. Results obtained for 1992 and 1993 were presented in Graduate School Occasional Paper 94/3. The present report gives results for 1996. The questionnaire used in 1996 is reproduced in Figure 1. Responses were received from 791 students (21 Graduate Certificate, 247 Graduate Diploma, 161 Master (coursework), 32 Master (Research) and 307 PhD). Of these, 278 were from international ("overseas") students, ie 35%, as compared to international student enrolments at about 27% of all students. The results, itemised for Australian/International and male/female, are presented in Tables 1-6. In Table 7 the results are shown as percentages for selected factors. Overall, the results are broadly similar to those of previous years.; no

English language assistance and other forms of academic support for overseas graduate students

Ballard, B.A
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 46077 bytes; application/pdf
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The Graduate School Committee on Overseas Students, at a meeting on 15 June 1993, requested that the Study Skills Centre co-ordinate the drafting of a discussion paper outlining issues relating to the English language needs and other academic support requirements of overseas students in the Graduate School. The first section of this paper presents data relating to the growth and distribution of overseas graduate students at ANU over the past decade, including changes in countries of origin and in enrolments in research and coursework degrees. The second section outlines some of the issues relating to levels of English language competence and to the commitment of the University to providing an appropriate educational response to the special needs of these students. The next section discusses the strengths and weaknesses of possible measures to meet the needs of these students. A final summary of issues and recommendations is provided.; no

To integrate or not? Interests, practice and the dialogic development of graduate students discourse skills

Craswell, Gail
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 71752 bytes; application/pdf
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The literature has provided a necessary corrective to any notion that generic skills can be taught in ignorance of disciplinary-specific practices, but this does not mean that integration is the best way to proceed in all situations. In graduate studies, the writing culture is far more complex than in undergraduate work. It is difficult to see that there is a disciplinary discourse when graduate students have to produce different discourses in their disciplines. Discourse practices are as variable as the writing culture is complex, any definition of which needs to be multilayered not single, inclusive rather than exclusive. At the same time, teaching practices and approaches to teaching discourses are governed by the ‘interests’ of language and learning staff, which are conditioned by various factors discussed in the paper. As these conditions constrain and open up possibilities for teaching, it is inevitable that teaching practices and approaches remain variable. One practice discussed in detail in this paper is the dialogic development of discourse skills. While the practice is not suited to all situations of teaching, it is particularly useful in helping research students gain control of text construction in a way that increases their understanding of the constructedness of all academic texts...

The Experience of (In)Accessibility at University: What Disabled Graduate Students Reveal

Baker, Sarah
Fonte: Brock University Publicador: Brock University
Português
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Although the number of disabled students entering graduate school has increased in recent years, research pertaining to graduate students with disabilities remains underdeveloped. The purpose of this generic qualitative study is to better understand the experiences of (in)accessibility from the perspectives of three graduate students who self-identify as disabled or as having a disability(s) at one mid-sized university in Southern Ontario. The theoretical orientation was shaped by a social model of disability. The study was focused around the following major research question: What have been the experiences of (in)accessibility for three graduate students who self-identify as disabled or as having a disability(s) at one mid-sized university in Southern Ontario? Subquestions were organized around subcategories, such as (a) experiences related to accessibility, (b) experiences related to inaccessibility, and (c) insights related to future recommendations to enhance accessibility. The study found that (in)accessibility at university was related to (a) specific places on campus, (b) specific people on campus, and (c) the culture of awareness. A variety of educational initiatives were recommended to foster accessible practices and to develop a more accepting and disability-friendly culture on campus. Based on these findings...

Graduate students drinking at Valhalla, Rice University

Fonte: Rice University Publicador: Rice University
Tipo: photographs; Image
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Two unidentified Rice University graduate students drinking at the Valhalla bar. One student is smiling and lifting his plastic cup to the camera while the other faces away, with his jacket pulled over his head. On the other side of the bar the bartender can be seen drawing a beer. A large jar sits on the edge of the bar on the right-hand side, labeled ‘SPIT backwards’ (i.e. TIPS). The photograph shows damage on the upper right-hand corner from when it was removed from the wall of Willy's Pub. Original resource is a black and white photograph.; This photograph originally was on the wall of the renovated Willy's Pub after the Rice Memorial Center fire on April 6, 1995. This photograph was glued to the wall along with other photographs and newspapers.

Dr. Norman Hackerman, with graduate students, Rice University

Fonte: Rice University Publicador: Rice University
Tipo: photographs; Image
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President and Chemistry Department faculty member Norman Hackerman in conversation with a group of four graduate students. President Hackerman is sitting on the edge of a desk with two students standing and facing him and two seated further back in the small workspace. Original resource is a black and white photograph.; Rice University's fourth president

Supervision of research students: responding to student expectations

Spear, R.H
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 183833 bytes; application/pdf
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This paper is primarily intended to assist individual supervisors of research students to discern their students' expectations and to respond appropriately to these expectations. It is not intended to be prescriptive; issues are canvassed and possible approaches are suggested, but it is assumed that readers will formulate their own responses within their departmental and institutional constraints. The material in this paper is largely derived from my experience as inaugural Dean of the Graduate School at The Australian National University, Canberra (ANU), from 1990 to 1998. It is based mainly on comments made by individual PhD students in 150 confidential "exit interviews" conducted from 1994 to 1998 inclusive, and on matters raised in approximately 100 meetings requested throughout my term by graduate students from a variety of courses.Other activities involved in the role of Dean have also contributed, including regular meetings with the President and Council of the ANU graduate students' association, formal and informal meetings with students and staff from all of the University's Graduate Programs, 8 years as Chair of the University's Graduate Degrees Committee, and participation from 1991 to 1993 in a substantial study of PhD supervision at the ANU funded by the Australian government (ref.1). My views are inevitably influenced by my own experience in supervising research students in nuclear physics from 1961 to 1991...

The self as a work of art: some practical suggestions for graduate students in political science at ANU (with special reference to the academic job market)

Shearmur, Jeremy
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 38060 bytes; application/pdf
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Graduate study in political science is fascinating. However, it is a means to an end. During the period at which you are at ANU, you have the opportunity to develop your understanding of political science. I would like to suggest that you might also view this as a period of self-creation: as a period in which you develop yourselves, in interaction with the material that you are studying and your colleagues. But do not forget that, in the end, what you are developing is also a commodity which has to be brought to market. You don't get tenure for being a student. Rather, you will need, at the end of the day, to offer yourself to employers, whether in the university sector or elsewhere. This paper sets out some suggestions as to how you might set about this task, with integrity. You may view this either as a process in which you are engaged in self-development, or as one in which you acquire the ability to play a variety of roles or to wear a variety of masks, so that - when it matters, and if you so wish - you will be able to do what is required of you. I should at once make two points. First, what follows is an overview of various suggestions as to things that graduate students might do, rather than a check-list of everything that they need to do. I cannot imagine anyone doing all that I am suggesting; and there is a risk that if they tried to do so...

Exploring the events that engage graduate students in transformative learning /

Mindorff, Deborah.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
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This research explored the events that engaged graduate students in transformative learning within a graduate program in education. This context was chosen because one objective of a graduate program is to facilitate critical thinking and transformative learning. The question ofhow adult learners perceive and experience learning steered the direction ofthis study. However, the purpose ofthis research was to study critical incidents that led to profound cognitive and affective changes as perceived by the graduate students. Specifically, the questions to be answered were what critical incidents happened to graduate students while in the Master ofEducation program, how were the incidents experienced, and what transformation resulted? The research design evolved over the course of a year and was highly influenced by previous empirical studies and criticisms oftransformative learning theory. The overall design was qualitative and phenomenological. A critical and interpretive approach was made to empirical data collected through a critical incident questionnaire and in-depth interviews. Inductive analysis allowed theory to be built from the data by making comparisons. New questions emerged and attention was given to social context...

What Matters? : the full-time graduate students' perceptions of teacher effectiveness

Shi, Xiaojun.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
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The purpose of this qualitative study was to explore the full-time graduate students' perceptions of teacher effectiveness at the graduate school level, to identify how graduate students perceive effective and ineffective teachers, and specifically to discover the main dimensions of teacher effectiveness that graduate students perceive as most significant. This topic was investigated because, although the teacher has been deemed as a crucial component in the teaching process, there is no common agreement on the definition and measure of teacher effectiveness. Graduate students' perceptions of teacher effectiveness have not been given much attention. The research design was based on a ground theory approach. It utilized qualitative data through interviews, field notes, andjournals. The findings ofthis study revealed that teacher effectiveness is markedly influential to graduate students. There is no universally consented definition or measure of teacher effectiveness due to the multidimensionality of teaching and learning. Nevertheless, several major dimensions ofteacher effectiveness were discovered and highlighted in this study. Such dimensions include good command of subject matter, presentation skills, challenging and motivating students...

HOW ASSESSMENT PRACTICES INFLUENCE THE ACADEMIC ACCULTURATION PROCESS OF INTERNATIONAL GRADUATE STUDENTS

Zyuzin, ANNA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
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Previous research studies have demonstrated that international graduate students experience various challenges adapting to academic situations within a new university community. This thesis reports on an interview study with six international graduate students who use English as a second language studying Master’s degree at one Canadian university. This study addresses the academic assessment and evaluation experience of international graduate students in the following four aspects: (1) their enjoyable and challenging assessment practices; (2) understanding of assessment expectations; (3) reflections on previous educational experience; and (4) psychological and physical factors in relation to assessment and evaluation. The findings indicate that these students’ experiences of assessment and evaluation procedures are varied and the academic acculturation process towards assessment depends on different yet interrelated factors: English language competence, cultural and educational awareness, and assessment literacy. All six research participants adapted to the host academic assessment practices and procedures fairly well despite the fact that they were not familiar with the expectations and requirements regarding assessment and evaluation at the beginning of their studies. These students learned about the host academic culture regarding assessment and evaluation through their own examination failure...

A Contextual View of Support for Graduate Students’ Scholarly Teaching

Hoessler, Carolyn
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
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Graduate students' teaching contributes to undergraduate education throughout North America (Park, 2004), the United Kingdom (Muzaka, 2009), Australia (Kift, 2003), and New Zealand (Barrington, 2001), particularly in first-year courses. Mandatory and voluntary training programs, courses, workshops, and certificate programs have been implemented centrally (Mintz, 1998) and departmentally (Ronkowski, 1998) to develop graduate students’ knowledge and skills and improve their teaching. Research assessing outcomes of these programs indicates improvements in individuals’ conceptions about teaching (Saroyan, Dagenais, & Zhou, 2009), but limited impact on practice (Buehler & Marcum, 2007). A potential explanation for this discrepancy is that current individual-focused support for graduate students is not sufficient; rather, teaching and teaching development are influenced by local disciplinary and institutional culture (Taylor, 2010; Trowler & Bamber, 2005). Literature on graduate studies completion further indicates the role of informal supports in graduate students’ academic success (e.g., Lovitts, 2004). This mixed-method research sought to widen the traditional research focus regarding support for graduate students’ scholarly teaching by examining: (1) how support is characterized and described in official visioning documents...

An Exploration of the Relationship Between Organizational Factors and the Learning Experiences of International Graduate Students

Gopal, ANITA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
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Many higher education institutions in Canada are enrolling international graduate students as part of their internationalization strategy. However, once international graduate students arrive at their host institution, they often experience tensions in the classroom. There is a lack of critical examination concerning how these students are treated once they are admitted (Lee, 2007b). Much of the existing research frames international students as having to acclimate to their institution rather than examining the institutional structures in place to support these students. There is a paucity of studies that explores the relationship between international graduate students, university administrators, and policymakers in the context of internationalization. This qualitative study sought to extend the research on internationalization and the academic experiences of international students in Canada by examining: (1) The classroom experiences of international graduate students at a higher education institution in relation to internationalization; (2) University administrators’ understandings of international graduate students’ classroom experiences in relation to internationalization; (3) Existing university policies and initiatives that address the classroom experiences of international graduate students in relation to internationalization; and (4) The relationship between university policies...

International graduate students' risk and vulnerability to sexual violence and victimization

Bonistall Postel, Emily J.
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Português
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Miller, Susan L.; International students bring money to our economy, diversity to our classrooms, and talent to our graduate programs. Despite these benefits and their increasing representation on university campuses, international students are largely left out of research due to the complexity they bring to the research process compared to their domestic counterparts. For this reason, this dissertation project was greeted with skepticism because there was no research in the extant literature to indicate that international students, let alone international graduate students, faced victimization--or offending--risks on campus. This is not because there is no vulnerability, but because this population had been left out of our understandings of campus life. This dissertation seeks to understand certain acculturation processes of international graduate students and how it may affect their vulnerability to sexual violence (both victimization and offending issues) because this population has been overlooked in the literature. The existing research on international students indicates that their experiences are different than their domestic counterparts, and the sparse literature on graduate students indicates their experiences are different from their undergraduate counterparts. A specific focus on the intersection of these two identities...

Habilidades sociais de estudantes universitários: identificação de situações sociais significativas; Social skills of graduate students: identification of significant social situations

Bandeira, Marina; Quaglia, Maria Amélia Césari
Fonte: UFPR Publicador: UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; avaliado por pares; Formato: application/pdf
Publicado em 13/10/2005 Português
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Foram identificadas as situações sociais consideradas como desagradáveis e agradáveis, envolvendo interlocutores conhecidos, desconhecidos e familiares, por uma amostra de 40 estudantes universitários de Ciências Humanas e Exatas, através de um questionário de questões abertas. Os resultados mostraram que os estudantes citaram espontaneamente 93 situações sociais desagradáveis e 82 agradáveis, que foram classificadas em 21 categorias. Sete categorias se superpunham, sendo classificadas como desagradáveis por alguns sujeitos e como agradáveis por outros. Dez categorias foram exclusivamente desagradáveis, contendo 66 situações. Quatro categorias foram exclusivamente agradáveis, com 32 situações. A categoria mais citada de situações desagradáveis foi a de “expressar insatisfação e/ou solicitar mudança de comportamento”. A categoria mais citada de situações sociais agradáveis foi a de “participar de situações sociais de diversão e passeios”. Os resultados confirmam dados da literatura da área e serão utilizados para a construção de um instrumento de medida das habilidades sociais através de desempenho de papéis.Palavras-chave: habilidades sociais; estudantes universitários; formação profissional. ; A study was implemented to identify the social situations considered as pleasant and unpleasant by a sample of 40 graduate students from social and exact science areas...

O uso da informação no âmbito acadêmico: o comportamento informacional de pós-graduandos da área de educação; Academic use of information: the information behavior of graduate students in education

Casarin, Helen de Castro Silva; Universidade Estadual Paulista; Oliveira, Etiene Siqueira de; Universidade Estadual Paulista
Fonte: Departamento de Ciência da Informação – UFSC Publicador: Departamento de Ciência da Informação – UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf
Publicado em 17/08/2012 Português
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http://dx.doi.org/10.5007/1518-2924.2012v17nesp1p169 Este artigo relata parte de uma pesquisa mais ampla que teve como objetivo caracterizar o comportamento informacional dos pós-graduandos da área de Educação. Participaram da pesquisa nove alunos de mestrado e doutorado de um programa de pós-graduação em Educação de uma universidade pública paulista. Para coleta de dados, utilizou-se a técnica de grupo focal. As sessões foram observadas e gravadas e os dados registrados foram transcritos, categorizados e posteriormente analisados utilizando-se a técnica de análise de conteúdo. Foram levantados: i) Forma de identificação de recursos informacionais para pesquisa; ii) Visão da Internet como fonte de informação; iii) Utilização dos recursos e serviços da biblioteca universitária; iv)Treinamento para a utilização das bases de dados eletrônicas; v)Dificuldades para a realização da busca; vi) A influência do orientador no desenvolvimento da pesquisa; e vii) Fatores ambientais que afetam o comportamento de busca. Os principais resultados demonstraram que a identificação dos recursos informacionais ocorre, principalmente, por meio das referências bibliográficas de trabalhos da área; que há influência do orientador no comportamento de busca dos participantes. Em relação aos aspectos ambientais...