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Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 25 січня 2023

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1

Murugiah, Logasvathi, ., and . "Malaysian Undergraduates Financial Literacy and Financial Education: a Study in Universiti Utara Malaysia." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 325. http://dx.doi.org/10.14419/ijet.v7i3.30.18271.

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Financial literacy is becoming increasingly important not only for investors but also for individual in planning his or her day to day budget. Hence, recent development in financial education has highlighted the increasingly important to be financial healthy. Hence, the objectives of this study are (i) to investigate the level of UUM undergraduates’ in financial literacy and (ii) to assess UUM undergraduates’ preferable method in learning financial education. Questionnaires were distributed to 400 undergraduate in UUM, age ranging 20 to 28 years old in 2017. The finding of this study revealed that female have a better saving knowledge compare to male respondents. Furthermore, this study concluded that first year undergraduate’s saving knowledge is slightly better. Meanwhile, final year undergraduates are better in spending and budgeting knowledge. Besides, business programme undergraduate showcase a good financial literacy knowledge. This study also find that preference method in learning financial knowledge are website / internet / online followed by workshop / seminar / talks / conferences and finally social network / social media. Meanwhile, preferable personal financial topic that undergraduate would like to enroll and learn are budget planning or expenses management, followed by debt management and lastly about insurance.
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2

Howe, Amanda. "Undergraduate education." British Journal of General Practice 58, no. 555 (October 1, 2008): 730.1–730. http://dx.doi.org/10.3399/bjgp08x342426.

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3

Thompson, P. W. "Undergraduate education." Annals of the Rheumatic Diseases 50, Supplement 3 (June 1, 1991): 445–48. http://dx.doi.org/10.1136/ard.50.suppl_3.445.

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4

Jackson, A. D. M. "Undergraduate Education." Medical Education 3, no. 4 (January 29, 2009): 291–93. http://dx.doi.org/10.1111/j.1365-2923.1969.tb02106.x.

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5

Conway, Colleen, John Eros, Kristen Pellegrino, and Chad West. "The Role of Graduate and Undergraduate Interactions in the Development of Preservice Music Teachers and Music Teacher Educators: A Self-Study in Music Teacher Education." Bulletin of the Council for Research in Music Education, no. 183 (January 1, 2010): 49–64. http://dx.doi.org/10.2307/27861472.

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Abstract This teacher education self-study examined music teacher and music teacher educator development through the formal and informal interactions of undergraduate and doctoral students designed to facilitate community. Research questions included: (a) how do undergraduate students describe their interactions with music education PhD students; (b) how do music education PhD students describe their interactions with music education undergraduate students; and (c) how can the researchers change their practices to better meet the needs of the undergraduate students? Data included: a questionnaire from sophomore, junior and senior undergraduate students (N = 34); PhD student journals; a teacher education faculty journal; 12 undergraduate student interviews; an undergraduate student focus group; and six "self study" team focus group meetings. Findings suggest that: (a) interactions were positive but it was sometimes difficult to navigate the interactions; (b) undergraduates specifically value the stories of recent teaching experience that the PhD students can provide; and (c) undergraduates seem to change their views of the PhD students as they (the undergraduates) mature as teachers. Other findings address development of the PhD students as teacher educators. Suggestions for teacher education and research conclude the paper.
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6

Neller, Todd W. "AI education matters." AI Matters 6, no. 3 (December 2020): 8–10. http://dx.doi.org/10.1145/3446243.3446247.

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In this column, we introduce the next AAAI/EAAI-2022 mentored undergraduate research challenge: AI-Assisted Game Design (AIAGD). We survey a number of AIAGD applications, provide references, and make suggestions for undergraduates to engage in this open-ended, creative research challenge.
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7

Slack, Marion Kimball. "Comment: Undergraduate Education." DICP 23, no. 9 (September 1989): 715–16. http://dx.doi.org/10.1177/106002808902300925.

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8

Duthie, R. B. "Undergraduate orthopaedic education." Medical Education 21, no. 1 (January 1987): 63–70. http://dx.doi.org/10.1111/j.1365-2923.1987.tb00516.x.

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9

RITSON, E. B. "UNDERGRADUATE ALCOHOL EDUCATION." Alcohol and Alcoholism 26, no. 3 (1991): 273–75. http://dx.doi.org/10.1093/oxfordjournals.alcalc.a045112.

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10

Raicu, Daniela Stan, and Jacob David Furst. "Enhancing undergraduate education." ACM SIGCSE Bulletin 41, no. 1 (March 4, 2009): 468–72. http://dx.doi.org/10.1145/1539024.1509027.

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11

Gammie, Bob. "Undergraduate management education." International Journal of Educational Management 9, no. 4 (August 1995): 34–40. http://dx.doi.org/10.1108/09513549510088435.

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12

Bannister, Susan L. "Undergraduate medical education." Paediatrics & Child Health 14, no. 5 (May 1, 2009): 303–5. http://dx.doi.org/10.1093/pch/14.5.303a.

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13

Rees, L., and J. Wass. "Undergraduate medical education." BMJ 306, no. 6872 (January 23, 1993): 258–61. http://dx.doi.org/10.1136/bmj.306.6872.258.

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14

Zuckerman, A. J. "Undergraduate medical education." BMJ 306, no. 6878 (March 6, 1993): 648. http://dx.doi.org/10.1136/bmj.306.6878.648-b.

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15

Wilks, S. S. "Undergraduate Statistical Education." American Statistician 60, no. 1 (February 2006): 39–45. http://dx.doi.org/10.1198/000313006x91773.

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16

Pettey, K. P. "Undergraduate veterinary education." Small Ruminant Research 118, no. 1-3 (May 2014): 93–96. http://dx.doi.org/10.1016/j.smallrumres.2013.12.014.

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17

Clack, G. B. "Undergraduate medical education." BMJ 308, no. 6922 (January 15, 1994): 208. http://dx.doi.org/10.1136/bmj.308.6922.208a.

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18

Niebanck, Paul L. "Reshaping Undergraduate Education." Journal of Planning Education and Research 11, no. 3 (April 1992): 227–31. http://dx.doi.org/10.1177/0739456x9201100307.

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19

Conner, D. A. "Editorial: Undergraduate education." IEEE Transactions on Education 45, no. 4 (November 2002): 297–98. http://dx.doi.org/10.1109/te.2002.804390.

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20

Wegner, Dennis. "Microbiology Undergraduate Education." Microbe Magazine 2, no. 2 (February 1, 2007): 53. http://dx.doi.org/10.1128/microbe.2.53.1.

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21

Jolly, B. "Undergraduate medical education." BMJ 297, no. 6641 (July 9, 1988): 136. http://dx.doi.org/10.1136/bmj.297.6641.136.

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22

Mahler, R. "Undergraduate medical education." BMJ 303, no. 6796 (July 27, 1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245.

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23

Yates, D. W. "Undergraduate medical education." BMJ 303, no. 6796 (July 27, 1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245-a.

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24

Menage, J. "Undergraduate medical education." BMJ 303, no. 6796 (July 27, 1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245-b.

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25

Thickett, D. R. "Undergraduate medical education." BMJ 303, no. 6796 (July 27, 1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245-c.

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26

Kendrick, D. "Undergraduate medical education." BMJ 303, no. 6796 (July 27, 1991): 245. http://dx.doi.org/10.1136/bmj.303.6796.245-d.

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27

Kelly, M. J. "Undergraduate medical education." BMJ 303, no. 6796 (July 27, 1991): 245–46. http://dx.doi.org/10.1136/bmj.303.6796.245-e.

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28

Thatcher, P. G. "Undergraduate medical education." BMJ 303, no. 6804 (September 21, 1991): 721–22. http://dx.doi.org/10.1136/bmj.303.6804.721-d.

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29

Charlton, R. "Undergraduate medical education." BMJ 303, no. 6810 (November 2, 1991): 1136. http://dx.doi.org/10.1136/bmj.303.6810.1136-a.

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30

Shotliffe, K., A. Blight, and V. Saxena. "Undergraduate medical education." Postgraduate Medical Journal 71, no. 842 (December 1, 1995): 766. http://dx.doi.org/10.1136/pgmj.71.842.766.

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31

Kumar, K. A. "Undergraduate Psychiatric Education." Indian Journal of Psychological Medicine 11, no. 2 (July 1988): 169–73. http://dx.doi.org/10.1177/0975156419880218.

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32

Jonas, Harry S. "Undergraduate Medical Education." JAMA: The Journal of the American Medical Association 264, no. 7 (August 15, 1990): 801. http://dx.doi.org/10.1001/jama.1990.03450070029004.

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33

Crowley, Anne E. "Undergraduate Medical Education." JAMA: The Journal of the American Medical Association 256, no. 12 (September 26, 1986): 1557. http://dx.doi.org/10.1001/jama.1986.03380120027005.

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34

Vanderford, Nathan L. "Broaden undergraduate education." Biochemistry and Molecular Biology Education 39, no. 4 (July 2011): 251–52. http://dx.doi.org/10.1002/bmb.20520.

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35

Crowley, Anne E. "Undergraduate Medical Education." JAMA: The Journal of the American Medical Association 258, no. 8 (August 28, 1987): 1013. http://dx.doi.org/10.1001/jama.1987.03400080023005.

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36

Jonas, Harry S. "Undergraduate Medical Education." JAMA: The Journal of the American Medical Association 260, no. 8 (August 26, 1988): 1063. http://dx.doi.org/10.1001/jama.1988.03410080033005.

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37

Jonas, H. S. "Undergraduate medical education." JAMA: The Journal of the American Medical Association 264, no. 7 (August 15, 1990): 801–9. http://dx.doi.org/10.1001/jama.264.7.801.

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38

Crowley, A. E. "Undergraduate medical education." JAMA: The Journal of the American Medical Association 254, no. 12 (September 27, 1985): 1565–72. http://dx.doi.org/10.1001/jama.254.12.1565.

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39

Crowley, A. E. "Undergraduate medical education." JAMA: The Journal of the American Medical Association 256, no. 12 (September 26, 1986): 1557–64. http://dx.doi.org/10.1001/jama.256.12.1557.

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40

Crowley, A. E. "Undergraduate medical education." JAMA: The Journal of the American Medical Association 258, no. 8 (August 28, 1987): 1013–20. http://dx.doi.org/10.1001/jama.258.8.1013.

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41

Jonas, Harry S. "Undergraduate Medical Education." JAMA: The Journal of the American Medical Association 262, no. 8 (August 25, 1989): 1011. http://dx.doi.org/10.1001/jama.1989.03430080031005.

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42

Crowley, Anne E. "Undergraduate Medical Education." JAMA: The Journal of the American Medical Association 254, no. 12 (September 27, 1985): 1565. http://dx.doi.org/10.1001/jama.1985.03360120031003.

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43

Jonas, H. S. "Undergraduate medical education." JAMA: The Journal of the American Medical Association 260, no. 8 (August 26, 1988): 1063–71. http://dx.doi.org/10.1001/jama.260.8.1063.

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44

Jonas, H. S. "Undergraduate medical education." JAMA: The Journal of the American Medical Association 262, no. 8 (August 25, 1989): 1011–19. http://dx.doi.org/10.1001/jama.262.8.1011.

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45

Amato, Cyndi, Shelley Cohen Konrad, Lane W. Clarke, Caryn Husman, Audrey Bartholomew, and Caroline Beals. "Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education." Advances in Social Work 20, no. 2 (September 10, 2020): 473–96. http://dx.doi.org/10.18060/23654.

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Анотація:
This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the school-based simulation and related activities. The project highlighted the benefits of situating theory-driven undergraduate interprofessional learning in settings beyond healthcare and the need for developing assessment tools inclusive of undergraduates and relevant to a range of workforce environments.
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46

Borges, Aurélio Ferreira, Clever Reis Stein, Raquel Nogueira de Moraes, and Marco Túlio Silva Borges. "Environmental training and management at Federal Institute of Education." LAPLAGE EM REVISTA 7, no. 3A (September 6, 2021): 176–85. http://dx.doi.org/10.24115/s2446-6220202173a1391p.176-185.

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The objective was to characterize the Environmental Formation received by undergraduate students from the Federal Institute of Education. The adaptation of the Environmental Training Questionnaire (ETQ) was developed, translated into Portuguese. The ETQ was administered to a sample of 166 undergraduates. In this, the reliability and sociodemographic variables were evaluated. The psychometric properties found attest to the quality of the Environmental Training measurement instrument. The results revealed that the Environmental Education of students, in the curricula of undergraduate courses, varies according to the undergraduate course and the age of the university students.
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47

Gonçalves, Rafaella Guilherme, Bruna Ruselly Dantas Silveira, Wanesca Caroline Pereira, Lucas Batista Ferreira, Ana Angélica Rego de Queiroz, and Rejane Maria Paiva de Menezes. "Teaching palliative care in undergraduate nursing education." Rev Rene 20 (April 25, 2019): e39554. http://dx.doi.org/10.15253/2175-6783.20192039554.

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48

Arigbabu, Abayomi A., and Andile Mji. "Nigerian Undergraduate Education Majors' Conceptions of Mathematics." Psychological Reports 96, no. 2 (April 2005): 273–74. http://dx.doi.org/10.2466/pr0.96.2.273-274.

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The Conceptions of Mathematics Questionnaire by Crawford, et al. was administered to 130 southwest Nigerian undergraduate education majors who took mathematics. Coefficient as of .86 and .84 for the Fragmented and Cohesive subscales were similar to prior values. There were no statistically significant mean differences between men and women or between undergraduates taking mathematics with science and nonscience topics.
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49

Ross, Saul. "Humanizing the Undergraduate Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 46–60. http://dx.doi.org/10.1123/jtpe.7.1.46.

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Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.
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50

Mok, Wai Yin, Jonathan Rex Mok, and Kit Yee Cheung. "On Effort and Achievement of Business Undergraduate and Graduate Students under a Disastrous Event." International Education Studies 9, no. 9 (August 29, 2016): 230. http://dx.doi.org/10.5539/ies.v9n9p230.

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<p class="apa">The 2011 tornado event in Alabama left college students with a choice to be exempt of their final examinations or participate in an attempt to improve their overall grades. This incident provided an opportunity to conduct an observational study with the goal of measuring the academic effort of business undergraduate and graduate students. The observation methodology utilized total enrollment of 3804 with an undergraduate enrollment of 3298 and a graduate enrollment of 506 for the spring term of 2011 which included 969 undergraduates and 276 graduates. A stratified random sampling was used to collect enrollment data according to 8 disciplines within the business college. Findings of this study suggest graduate students outperform undergraduate students in grade improvement. In fact, the eligibility rate and successful rate for obtaining a higher grade after taking a final examination for both undergraduates and graduates were statistically insignificant. However, the participation rate for taking the final examination between undergraduates and graduates was statistically different.</p>
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