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Almaty, Kazakhstan

International Academy of Business is a higher educational institution in Almaty providing preparation of specialists of economic fields under bachelor's degree programs, MBA and DBA .IAB is one of the first business higher schools in Kazakhstan — the Academy has been organized in 1988 as Alma-Ata School of Managers, in 1996 it has been transformed into the International Academy of Business. Wikipedia.

Sapargaliyev D.,International Academy of Business
International Journal of Mobile Learning and Organisation

This paper reports on an experimental work that was conducting empirical research to find out how the use of mobile device as a testing tool influences students' psycho-emotional state. We have conducted pedagogical experiment with Polish students (n = 16)at Adam Mickiewicz University (Poland). We have prepared an online test consist of fourquestions. The experiment was conducted in the classroom with PCs and mobile devices. Students were divided into control and experimental groups. The results showed that maindifference between desktop and mobile technologies was a significant increase in mood coefficient after the use of mobile devices by the students. Copyright © 2013 Inderscience Enterprises Ltd. Source

Durran A.C.,International Academy of Business | Watts C.,Salisbury District Hospital
CardioVascular and Interventional Radiology

Purpose: This study was designed to assess the current use of heparinized saline and bolus doses of heparin in non-neurological interventional radiology and to determine whether consensus could be reached to produce guidance for heparin use during arterial vascular intervention. Methods: An interactive electronic questionnaire was distributed to members of the British Society of Interventional Radiology regarding their current practice in the use, dosage, and timing of heparin boluses and heparinized flushing solutions. Results: A total of 108 completed questionnaires were received. More than 80% of respondents used heparinized saline with varying concentrations; the most prevalent was 1,000 IU/l (international units of heparin per liter) and 5,000 IU/l. Fifty-one percent of interventionalists use 3,000 IU as their standard bolus dose; however, the respondents were split regarding the timing of bolus dose with ~60% administering it after arterial access is obtained and 40% after crossing the lesion. There was no consensus on altering dose according to body weight, and only 4% monitored clotting parameters. Conclusions: There seems to be some coherence among practicing interventionalists regarding heparin administration. We hypothesize that heparinized saline should be used at a recognized standard concentration of 1,000 IU/l as a flushing concentration in all arterial vascular interventions and that 3,000 IU bolus is considered the standard dose for straightforward therapeutic procedures and 5000 IU for complex, crural, and endovascular aneurysm repair work. The bolus should be given after arterial access is obtained to allow time for optimal anticoagulation to be achieved by the time of active intervention and stenting. Further research into clotting abnormalities following such interventional procedures would be an interesting quantifiable follow-up to this initial survey of opinions and practice. © 2012 Springer Science+Business Media, LLC and the Cardiovascular and Interventional Radiological Society of Europe (CIRSE). Source

Sapargaliyev D.,International Academy of Business
2013 International Conference on Interactive Collaborative Learning, ICL 2013

The Kazakh language was under the unofficial ban in the Soviet period. In recent years, Kazakh-language segment of the Internet is developing rapidly. The development of the Kazakh language has become the first priority of the government. The most successful and large-scale project on revival of the Kazakh language was the creation of WikiBilim fund. The main objective of the fund is to increase the articles in the Kazakh language on Wikipedia. Also, the fund is actively assisting in the creation of digital library, online translator and dictionary. Will WikiBilim be a salvation of the Kazakh language on the Internet? © 2013 IEEE. Source

Sapargaliyev D.,International Academy of Business
Proceedings of the International Conference on e-Learning, ICEL

This article describes the current state and development of Massive Open Online Courses (MOOCs) in different post-Soviet countries. Today MOOCs is one of the most popular and growing educational trends. In general, MOOCs are supported and developed only in developed countries. At the same time, MOOCs are partly implemented in developing countries (such as Russia, Ukraine, Kazakhstan and other). We can observe the first stages in the introduction of online courses in post-Soviet countries. In this article, we will describe some successful examples of MOOCs and will show the main problems in implementation of the massive open online courses. We found that some Russian and Ukrainian scientists have successfully implemented MOOCs in their universities. However, the large-scale distribution of MOOCs is not possible in these countries yet. In recent years there were presented some new platforms for open online courses. Leading Russian universities have introduced the first massive open online courses for Russian-speaking users. Nevertheless, there are still many challenges abd barriers in the implementation of the MOOCs. The legislation of higher education system is still not ready for new standards of online learning platforms. We hope that our future research will demonstrate results of development the national platforms for the MOOCs in post-Soviet countries. Source

Sapargaliyev D.,International Academy of Business
Communications in Computer and Information Science

The purpose of this study was to investigate the examples of using mobile technology in higher education in Russia. We have identified the main barriers in development of mobile learning in the region. Also we offered possible solutions to improve the situation in the future. We analyzed more than 30 Russian-language sources about the development of mobile learning in Russia. We found that many Russian universities are implementing projects on the use of mobile devices in education. Nevertheless there are still a number of problems that hinder the further development of mobile learning. Today Russian education community is divided. Some teachers are actively using mobile devices in the classroom, but many educators are in skepticism about mobile learning. We have determined the apparent contradiction between how active students are using mobile technology in everyday life and the inability of teachers to exploit this potential for educational purposes. © Springer-Verlag Berlin Heidelberg 2013. Source

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