STUDENTS' ATTITUDES TOWARDS USE OF COMPUSTAT IN TEACHING AN INTRODUCTORY COURSE IN BUSINESS FINANCE

2007 ◽  
Vol 101 (6) ◽  
pp. 353
Author(s):  
DARSHAN SACHDEVA
Keyword(s):  
Introductory Course ◽  
Students Attitudes

Psychology of Computer Use: XI. Students' Attitudes toward Use of Computer-Simulation Games in Teaching Business Finance

1989 ◽  
Vol 64 (3_suppl) ◽  
pp. 1195-1198
Author(s):  
Darshan Sachdeva
Keyword(s):  
Computer Simulation ◽  
Financial Institutions ◽  
Computer Use ◽  
Simulation Games ◽  
Introductory Course ◽  
Teaching Business ◽  
Computerized Simulation ◽  
Students Attitudes ◽  
Method Of Instruction

105 students' attitudes toward use of computerized simulation games in teaching an introductory course in money, banking, and financial institutions were assessed. Responses indicate that most students favored use of computer-simulation games method of instruction in this course. They also thought that students majoring in finance should take at least one finance course which used computerized simulation games.

Students' Attitudes towards use of Compustat in Teaching an Introductory Course in Business Finance

2007 ◽  
Vol 101 (2) ◽  
pp. 353-356
Author(s):  
Darshan Sachdeva
Keyword(s):  
World Wide ◽  
Data Retrieval ◽  
Introductory Courses ◽  
Chi Square ◽  
Introductory Course ◽  
Innovative Method ◽  
The World ◽  
Students Attitudes ◽  
Method Of Instruction ◽  
College Of Business

This paper describes the use of the COMPUSTAT database in teaching an introductory course in business finance at a large College of Business Administration. To understand students' attitudes towards this innovative method of instruction in business finance, a simple one-page questionnaire of 10 attitudinal statements was used. Responses of 148 students, analyzed by chi square, indicated students were unanimous in their opinion that the World Wide Web greatly paved the way in data retrieval from the COMPUSTAT database. They further reported that this interface facilitated analyses for the course. Also their understanding of finance was enhanced, and they were motivated to learn more. They seem to be highly in favor of using COMPUSTAT database in the introductory courses in business finance and expressed this view by suggesting that this financial database should be made an integral part of teaching other courses in finance.

Dental students' attitudes toward smoking cessation guidelines

2000 ◽  
Vol 64 (9) ◽  
pp. 641-650 ◽  
Author(s):  
JK Yip ◽  
JL Hay ◽  
JS Ostroff ◽  
RK Stewart ◽  
GD Cruz
Keyword(s):  
Smoking Cessation ◽  
Dental Students ◽  
Students Attitudes ◽  
Attitudes Toward Smoking

Dental students' attitudes toward cheating

1994 ◽  
Vol 58 (6) ◽  
pp. 402-405 ◽  
Author(s):  
E Warman ◽  
RA Harvan ◽  
B Weidman
Keyword(s):  
Dental Students ◽  
Students Attitudes ◽  
Attitudes Toward Cheating

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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