Journal articles: 'At home students'

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Hearn, Greg, and David Scott. "Students staying home." Futures 30, no. 7 (September 1998): 731–37. http://dx.doi.org/10.1016/s0016-3287(98)00080-9.

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Simpson, Ken, and Weihua (Steven) Tan. "A Home Away From Home?" Journal of Studies in International Education 13, no. 1 (February 20, 2008): 5–21. http://dx.doi.org/10.1177/1028315308317694.

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As the education of international students has developed into a key component of the economic mix for many Western democracies, approaches to the evaluation of success or failure have become increasingly based on the type of buyer—seller relationship that features strongly in the management and marketing literature. As a result, an activity that has historically been assessed in terms of its contribution to the public good is now more likely to be measured through application of the language of business. This article analyzes the comments of 160 Chinese students attending courses at a New Zealand institution and suggests that the criteria that contribute to a positive experience evaluation, when viewed through the eyes of students, may not entirely coincide with the “business language” criteria that education providers believe to be critical. The article concludes that significant changes in institutional philosophy are necessary if the true value of providing tertiary education to international students is to be optimally realized.

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Johnson, Duska. "Home students of foreign origin." New Community 12, no. 2 (June 1985): 266–72. http://dx.doi.org/10.1080/1369183x.1985.9975898.

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Kim, Hyunah, Christine Barron, Jeanne Sinclair, and Eunice Eunhee Jang. "Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation." Language Testing 37, no. 4 (June 30, 2020): 573–99. http://dx.doi.org/10.1177/0265532220930348.

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In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, and how longitudinal patterns of English literacy achievement across grades 3, 6, and 10 differ among students with various home language shift patterns in Ontario, Canada. The longitudinal cohort data of 89,609 students between grades 3 and 10 from the provincial assessments were analyzed for changes in their home language environment. A subsample of 18,000 students was used to examine different patterns of relative literacy performance over time and their associations with immigration background and early intervention programming using multi-group latent growth curve modeling. Our findings suggest a strong movement toward an English-dominant home language environment among multilingual students; yet, students whose homes remained as multilingual demonstrated the highest literacy achievement in the early grade as well as the highest improvement in relative performance over time. The paper draws implications for promoting students’ home language, instilling a positive view of multilingual competence.

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Siddiqi, Dr Saima. "Relationship Between Cognitive Attainment and Home Environment of Secondary School Students." International Journal of Scientific Research 3, no. 5 (June 1, 2012): 103–4. http://dx.doi.org/10.15373/22778179/may2014/34.

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Lawrence, Lorraine. "Overseas students sent home after training." Nursing Standard 10, no. 4 (October 18, 1995): 51. http://dx.doi.org/10.7748/ns.10.4.51.s58.

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Haan, Perry, and Cam Cruickshank. "Marketing Colleges to Home-Schooled Students." Journal of Marketing for Higher Education 16, no. 2 (December 2006): 25–43. http://dx.doi.org/10.1300/j050v16n02_02.

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Baudier, Patricia, Chantal Ammi, and Matthieu Deboeuf-Rouchon. "Smart home: Highly-educated students' acceptance." Technological Forecasting and Social Change 153 (April 2020): 119355. http://dx.doi.org/10.1016/j.techfore.2018.06.043.

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Bristol, Travis J. "Why teachers and students stay home." International Journal of Comparative Education and Development 19, no. 4 (November 13, 2017): 134–49. http://dx.doi.org/10.1108/ijced-07-2017-0010.

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Purpose The purpose of this paper is to explore the influences of teacher and student absenteeism across nine public schools (five primary and four secondary) in Guyana, South America. Design/methodology/approach To conduct this study, the author employed a mixed-methods study that included a descriptive analysis of a purposive sample of teacher (n=69) and student (n=175) surveys and semi-structured interviews with head teachers (n=8), teachers (n=25), students (n=36), and parents (n=9). Findings The findings suggested that teacher absenteeism can be attributed to school organizational challenges, such as poor working conditions and weak administrative leadership. Student absenteeism appeared to be influenced primarily by out-of-school factors such as the need to work and to take care of younger siblings. Research limitations/implications The study’s purposive sample may have prevented a more nuanced understanding of the various influences of teacher and student absenteeism. Originality/value The author provides new insight into some of the root influences of teacher and student absenteeism in Guyana, South America. As such, policymakers and practitioners in the Ministry of Education are positioned to devise evidence-based solutions.

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Callahan, D. W., and L. B. Callahan. "Looking for Engineering Students? Go Home." IEEE Transactions on Education 47, no. 4 (November 2004): 500–501. http://dx.doi.org/10.1109/te.2004.834918.

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Meriç, Meltem, Gül Ergün, Ganna Pola, Meral Dölek, Burcu Totur Dikmen, and Ümran Dal Yılmaz. "Relationship Between Nursing Students’ Attitudes Toward Elderly Discrimination and Opinions About Home Care Services." Home Health Care Management & Practice 31, no. 4 (March 26, 2019): 219–23. http://dx.doi.org/10.1177/1084822319839365.

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The determination of nursing students’ attitudes toward elderly discrimination and their opinions about home care is important in that it will affect the quality of care provided to elderly individuals in their homes by the students in the future. For this reason, the aim of this study was to determine relationship between nursing students’ attitudes toward elderly discrimination and their opinions about home care services. This descriptive study was conducted with a total of 318 students from a university nursing faculty during the fall semester of the 2016-2017 academic year. Data for the study were collected using the Home Care Services Evaluation Questionnaire and the Ageism Attitude Scale. It was found that there was a positively significant but weak relationship between the students’ age discrimination scale total score and the positive discrimination subdimension score, and their opinions about home care services ( p < .001). Students’ attitudes toward elderly discrimination were found to make a statistically significant contribution to their opinions about home care services. It was ascertained that students’ attitudes toward elderly discrimination affected their opinions about home care services. It is recommended that geriatric nursing and home care nursing lectures be included in the nursing education curriculum, awareness of the importance of the concept of old age and elderly care be increased by establishing internship fields for students in institutions that provide home care for the elderly, and positive attitudes toward the elderly be promoted.

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Jain, Komal, and Dr Sarika Mohta. "The Impact of Home Environment on Academic Achievement of Secondary School Students." International Journal of Trend in Scientific Research and Development Volume-3, Issue-4 (June 30, 2019): 808–11. http://dx.doi.org/10.31142/ijtsrd23910.

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Badola, Dr Sunita. "Learning Styles of Senior Secondary Students in Relation to Their Home Climate." Indian Journal of Applied Research 2, no. 2 (October 1, 2011): 51–53. http://dx.doi.org/10.15373/2249555x/nov2012/17.

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Gomes, Catherine, Marsha Berry, Basil Alzougool, and Shanton Chang. "Home Away from Home: International Students and their Identity-Based Social Networks in Australia." Journal of International Students 4, no. 1 (January 1, 2014): 2–15. http://dx.doi.org/10.32674/jis.v4i1.493.

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This paper explores the role of identity in helping international students form social networks at an Australian institution and how these networks contribute to creating a sense of home away. The findings suggest that international students form distinct social networks that are not necessarily solely made up of fellow students from their home countries. Rather, international students form a mixture of social networks that are based on the complex individual identities of each student centred on a variety of common factors, such as: course of study, place of work, neighbourhood, culture, religion and personal interests (hobbies). Hence many students are part of social groups that consist of international students from their specific region and beyond, as well as local (Anglo and non-Anglo) students. These locally based social networks complement existing home-based networks which are maintained virtually through social media to create a home away from home.

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Zulirfan, Zulirfan, Zanaton H. Iksan, Kamisah Osman, and Sayyidah Nusaibah Mohd Salehudin. "TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS’ SCIENTIFIC ATTITUDE." Journal of Baltic Science Education 17, no. 5 (October 15, 2018): 828–37. http://dx.doi.org/10.33225/jbse/18.17.828.

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One classic problem in science education that is still happening today is the lack of learners’ involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students' scientific attitudes. A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students’ scientific attitude. Keywords: scientific approach, teaching science, scientific attitude, Take-Home-Experiment.

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Mitchell, Rose. "All students - home and overseas - are exploited." Nursing Standard 15, no. 42 (July 4, 2001): 30. http://dx.doi.org/10.7748/ns.15.42.30.s51.

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Dove, Rita. "Turning Thirty, I Contemplate Students Bicycling Home." Iowa Review 15, no. 1 (January 1985): 24. http://dx.doi.org/10.17077/0021-065x.3153.

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Baek, Hee Chong. "Implementing Home Visiting Simulation for Nursing Students." Journal of Korean Public Health Nursing 27, no. 1 (April 30, 2013): 40–49. http://dx.doi.org/10.5932/jkphn.2013.27.1.40.

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Sansgiry, Prashant S., and Constance C. Edwards. "A Home Heating Model for Calculus Students." College Mathematics Journal 27, no. 5 (November 1996): 394. http://dx.doi.org/10.2307/2687333.

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Sansgiry, Prashant S., and Constance C. Edwards. "A Home Heating Model for Calculus Students." College Mathematics Journal 27, no. 5 (November 1996): 394–97. http://dx.doi.org/10.1080/07468342.1996.11973817.

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Sullivan, Karen. "Supporting students who are unsupported at home." SecEd 2016, no. 14 (May 12, 2016): 11. http://dx.doi.org/10.12968/sece.2016.14.11.

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Neal, Leslie Jean. "Preparing Students to Practice in the Home." Nurse Educator 24, no. 4 (July 1999): 13–15. http://dx.doi.org/10.1097/00006223-199907000-00014.

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Borges, Fernanda Ribeiro, Carolina Costa Valcanti Avelino, Lívia Cristina Scalon da Costa, Daniela Santos Lourenço, Maurício Durval de Sá, and Sueli Leiko Takamatsu Goyatá. "Teaching about home visits to university students." Revista da Rede de Enfermagem do Nordeste 18, no. 1 (June 12, 2017): 129. http://dx.doi.org/10.15253/2175-6783.2017000100018.

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24

Kirkwood, Adrian, and Gill Kirkup. "Access to computing for home-based students." Studies in Higher Education 16, no. 2 (January 1991): 199–208. http://dx.doi.org/10.1080/03075079112331382984.

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Chayal, Kesar, and Lalita Vatta. "Academic Information Needs of Home Science Students." Journal of Scientific Research 65, no. 04 (2021): 23–28. http://dx.doi.org/10.37398/jsr.2021.650404.

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Ossip, Deborah J., Tye Johnson, Vanessa Assibey-Mensah, Sijiu Wang, Donald McLaren, Karen Calabro, Alexander V. Prokhorov, and Scott McIntosh. "Smoke-Free Home and Vehicle Policies Among Community College Smokers." Health Education & Behavior 45, no. 4 (December 4, 2017): 540–49. http://dx.doi.org/10.1177/1090198117742437.

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Background. Personal smoke-free policies (home and vehicle) reduce secondhand smoke exposure, improve health, and increase quitting among smokers. Overall, 83.0% and 78.1% of Americans report smoke-free homes and vehicles, respectively. However, little is known about such policies among 2-year community college (CC) students, who represent a large, diverse population with higher smoking rates and less negative attitudes toward smoking than 4-year college students. Methods. Prevalence of, and factors associated with, personal smoke-free policies were examined for 2,475 CC smokers enrolled in a national trial of web-assisted tobacco intervention. Results. Few students had smoke-free home policies (20.7%), smoke-free vehicles (17.0%), both smoke-free home and vehicle policy (4.2%), or any policy (home or vehicle; 31.2%). In logistic regression models, having children was associated with a smoke-free home or any policy but not with a smoke-free vehicle, and among participants who had children, only 20% reported a smoke-free home, and only 15% had a smoke-free vehicle. In addition, not living with other smokers, living with parents or roommates/siblings (vs. alone), smoking later than 30 minutes after awakening, believing that smoking affects the health of others, and confidence in quitting were associated with presence of a smoke-free home or any policy; no variables were significantly associated with presence of a smoke-free vehicle. Conclusions. CC students represent a priority population for intervention regarding smoke-free homes and vehicles. Such intervention can decrease exposure of others, including children, and potentially increase the likelihood of quitting in this high-risk population.

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Ali, Asghar, Mushtaq Ahmad Malik, and Itbar Khan. "Psychological Trauma and Corporal Punishment." Global Social Sciences Review IV, no. II (June 30, 2019): 102–9. http://dx.doi.org/10.31703/gssr.2019(iv-ii).14.

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The study analyzes Psychological Trauma as a result of Corporal Punishment at Secondary Level. The population was all the students of 10th class which made a population of 30200 students in Tehsils of District Malakand of KPK. Sixteen secondary schools and twenty-six students from each school were taken as a sample by using a simple random method. The research instrument DASS 42 about corporal punishment used four options, i.e.at home, at school, both at home and school and neither at home nor at school. The questionnaire was administered to 416 students and 400 were received. The findings of the study were that a significant association of corporal punishment with psychological trauma i.e. depression, anxiety and stress was found. The students were corporally punished both at homes and schools had moderate or severe level of stress, anxiety and depression..

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Dong, Xuan. "Home(Lessness) in Urbanizing China." Education and Urban Society 49, no. 3 (July 27, 2016): 251–70. http://dx.doi.org/10.1177/0013124516631622.

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This article examines how martial arts students retell their stories about being left behind and how they have experienced, viewed, and struggled with the invisible violence. Popularly known as the “hometown of Chinese martial arts,” Dengfeng is home to 48 registered martial arts schools and more than 70,000 full-time students. Drawing on 12-month-long fieldwork, this article highlights how martial arts students have (re)constructed the meaning of home(lessness) through bridging their past as left-behind children and the present as martial arts students. This article argues that such redefining of home(lessness) is resulted not only from the practice of invisible violence but also from how martial arts students engage with the structural, symbolic, and normalized violence.

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Rana, Dr Surender Singh. "Study of Moral Values of Elementary School Students in Relation to Home Environment." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 155–56. http://dx.doi.org/10.15373/2249555x/july2014/47.

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Rudner, Lawrence M. "Achievement and Demographics of Home School Students: 1998." education policy analysis archives 7 (March 23, 1999): 8. http://dx.doi.org/10.14507/epaa.v7n8.1999.

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This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS) or the Tests of Achievement and Proficiency (TAP), depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile; 25% of home school students are enrolled one or more grades above their age-level public and private school peers; this group of home school parents has more formal education than parents in the general population; the median income for home school families is significantly higher than that of all families with children in the United States; and almost all home school students are in married couple families. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment.

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Lashari, Sana Anwar, Amrita Kaur, and Rosna Awang-Hashim. "Home Away from Home - The Role of Social Support for International Students’ Adjustment." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 33–54. http://dx.doi.org/10.32890/mjli2018.15.2.2.

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Purpose – Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic and psychological adjustment. Methodology – A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study. The Student Adjustment to College Questionnaire was employed to measure their academic adjustment and psychological adjustment. The Multidimensional Scale for Perceived Social Support and the Acculturative Stress Scale for International Students were used to collect data on social support and acculturation stress. Path analysis by AMOS 23 was used to test the hypothesized relationship. Findings – Results provided support for the proposed model, revealing that social support was associated with greater academic and psychological adjustment among international students. Significance – The present study has implications for university policies, counsellors, and student affairs departments on the need to take measures to facilitate healthy academic and psychological adjustment among international students.

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Ugwuoke, Cajethan Uche, Godwin Emeka Eze, and Benedicta Anene Omeje. "The Impact of Home Background and Locality on the Secondary School Students’ Academic Performance in Agriculture in Enugu State, Nigeria." Journal of Education Research and Evaluation 2, no. 4 (January 25, 2019): 156. http://dx.doi.org/10.23887/jere.v2i4.15530.

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Home background and locality are two significant factors that affect the academic performance of students in agriculture. The home determines the comfort of the students for academic activities while locality provides a conducive environment for students to study. The study was aimed at determining the impact of home background and locality on the secondary school students’ academic performance in agriculture. Survey research design was adopted. The study population was 14,750 where 1,616 respondents were selected. The sample size was made up of 624 teachers of agriculture and 992 students of agriculture from 291 secondary schools in the 17 local government areas of Enugu state, Nigeria. A structured questionnaire was used to collect data. Data collected were subjected to mean and t-test statistic to answer research questions and test the null hypotheses at 0.05 level of significance. Results show that there was the statistically significant difference in the impact of home background on the students’ academic performance in agriculture. It provides the parents with insights on the needs to make the homes conducive for learning and provide the necessary environment that would promote their children’s academic performance in agriculture.

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Mccarthey, Sarah J. "Connecting Home and School Literacy Practices in Classrooms with Diverse Populations." Journal of Literacy Research 29, no. 2 (June 1997): 145–82. http://dx.doi.org/10.1080/10862969709547955.

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I present the cases of 5 students from diverse backgrounds and conclude that home and school are more connected for some students than for others. Home and school were tightly connected for middle-class European-American students who read at home and school, shared their writing with the class, and brought items from home to show peers. In contrast, students from non-mainstream backgrounds participated in home literacy activities that did not match school experiences. These students were more reticent in the classroom, did not share items from home, and experienced home and school as separate. In the analysis, books, tasks, and participation structures contributed to some students making stronger connections than others. Teachers having more information about some students than others; their own middle-class European-American backgrounds and the need to treat all students “equally”; and their assumptions that students could make the connections between home and school on their own contributed to the curriculum being more congruent with middle-class, home literacy experiences than working-class experiences. Although I suggest that learning about students' cultures and backgrounds is essential, I delineate some of the challenges that accompany learning about students.

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Zhou, Lihong, Yingying Han, and Ping Li. "Home Away from Home: Extending Library Services for International Students in China's Universities." Journal of Academic Librarianship 44, no. 1 (January 2018): 52–59. http://dx.doi.org/10.1016/j.acalib.2017.12.002.

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Jackson, Glenda M., and Rebecca Maree English. "Australian home educated students on self-regulation opportunities at home and in school." Cogent Education 3, no. 1 (July 1, 2016): 1203514. http://dx.doi.org/10.1080/2331186x.2016.1203514.

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Legge Muilenburg, Jessica, Teaniese Latham, Lucy Annang, William D. Johnson, Alexandra C. Burdell, Sabra J. West, and Dixie L. Clayton. "The Home Smoking Environment: Influence on Behaviors and Attitudes in a Racially Diverse Adolescent Population." Health Education & Behavior 36, no. 4 (July 27, 2009): 777–93. http://dx.doi.org/10.1177/1090198109339461.

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Although studies indicate that public policy can influence the decrease in smoking behaviors, these policies have not necessarily transferred to home environments at the same rate. The authors surveyed 4,296 students in a southern urban area. African American students were 76.3% of the respondents and Caucasians accounted for 23.7%. African American homes are less likely to have full bans on smoking inside the home. Home smoking bans impact smoking behaviors, acceptance of smoking, susceptibility to smoking, smoking beliefs, and motivation to quit smoking. Along with home smoking bans, there are differences among African American and Caucasian youth in smoking exposure, behaviors, beliefs, and motivation to quit smoking. This study suggests that particularly in African American youth, educational efforts should be directed toward more restrictive home smoking policies to thwart the initiation of smoking in adolescents and to encourage positive attitudes toward smoking behaviors.

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Turjamaa, Riitta, Marja Äijö, Tarja Tervo-Heikkinen, and Marja Silén-Lipponen. "A Qualitative Study of Nursing Students’ Experiences in Fall Prevention for Older Home Care Clients." Journal of Aging Research 2020 (June 28, 2020): 1–7. http://dx.doi.org/10.1155/2020/7652623.

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The aim of this study was to describe the experiences of nursing students in fall prevention during clinical practice in the context of older home care clients. This was a qualitative focus group study of nursing students (n = 9) who had completed clinical practice in older clients’ home care. The data were analysed using inductive content analysis. The nursing students described their experiences regarding falls and fall prevention in older clients’ home care from two perspectives: evaluation of falls at older people’s homes and fall prevention during home visits. Systematic evaluation of falls was based on physical examination and is the basis of fall prevention. However, evaluation of nutrition and adverse drug effects seemed to be ignored. In addition, fall prevention during home visits included concrete fall prevention in authentic client situations, confidential relationships with older clients, and evidence-based knowledge. From the perspective of fall prevention, there was a lack of comprehensive evaluation and understanding of the meaning of psychological factors, such as fear of falling. In order to be able to prevent falls in the older client population, students need more guidance regarding a comprehensive approach based on evaluation of falls. In addition, there is a need for continuous collaboration between education and home care services to develop educational approaches that interlink knowledge and skills in fall prevention.

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Urdziņa-Deruma, Māra, and Lolita Šelvaha. "Crafts and Home Economics Studies Abroad." International Journal of Smart Education and Urban Society 9, no. 4 (October 2018): 77–89. http://dx.doi.org/10.4018/ijseus.2018100107.

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The purpose of this article is to research and analyze the differences students have noted in foreign programmes and suggest ways to development the crafts and home economics teacher education programme in Latvia. Students (n=14) were interviewed and asked to describe any noted differences in the study organization process; indicate the various methods, assignments, and assessment practices used in home economics and craft courses, including teaching practice; and attitude of students towards the study process. Content analysis of the interviews indicate students' suggestions to development the crafts and home economics learning and teaching process, as well changes in teaching practice made by the students. Research results indicate that the students offered more information on differences than suggestions for development. The greatest differences were noted in the acquisition of crafts skills, followed by the organization of the study process and home economics. Student suggestions focused mainly on course content, but actual changes were implemented in teaching methods.

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LAWRENCE, JOSHUA F., LAUREN CAPOTOSTO, LEE BRANUM-MARTIN, CLAIRE WHITE, and CATHERINE E. SNOW. "Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program." Bilingualism: Language and Cognition 15, no. 3 (January 4, 2012): 437–51. http://dx.doi.org/10.1017/s1366728911000393.

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This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-language status such that English-proficient students from language-minority homes improved more than English-proficient students from English-speaking homes. Limited English-proficiency students, however, did not realize gains equivalent to those of more proficient students from language-minority homes during the instructional period. We administered follow-up assessments in the fall after the instructional period ended and in the spring of the following year to determine how well students maintained and consolidated target academic words. Students in the intervention group maintained their relative improvements at both follow-up assessments.

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Boatca, Maria-Elena, Anca Draghici, and Alin Gaureanu. "Home ergonomics – lessons learned." MATEC Web of Conferences 343 (2021): 11012. http://dx.doi.org/10.1051/matecconf/202134311012.

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The current pandemic conditions generated new ways of working and learning by shifting from face-to-face to remote and online working environment. From an ergonomics perspective, this change involved a large variety of adaptations to ‘the new normal’, especially inappropriate furniture, and inadequate social and physical environment conditions. Therefore, the paper aims to provide a deeper understanding on the role of education in ergonomics on the basis of a study on students at Politehnica University of Timisoara. There is little to no information available on ergonomic conditions in which students attend online classes and prepare their projects. The study involved several steps: (1) attendance to an educational session where they were informed on how to sit and organise their working space; (2) presentation of their current and wished working space; and (3) response to a detailed checklist targeted at understanding both their perception and effects on their health regarding online schooling. The results were, to an extent, predicted by the authors: students do not have adequate furniture and lighting conditions; furthermore, the effects on their health are already visible, although not severe.

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Adkins, Donna M., Susan L. Mayhew, Paul Gavaza, and Shams Rahman. "Pharmacy Students’ Attitudes Toward Geriatric Nursing Home Patients." American Journal of Pharmaceutical Education 76, no. 5 (June 18, 2012): 81. http://dx.doi.org/10.5688/ajpe76581.

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Pohl, Carla J., Shelly Malin, and Lynn Kennell. "Reinventing the Home Visit for Undergraduate Nursing Students." Journal of Nursing Education 53, no. 12 (November 20, 2014): 696–98. http://dx.doi.org/10.3928/01484834-20141120-05.

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Martyn, Howard Lorne. "Leaving Home: Yemeni Students Discuss Study Abroad Migration." Asian Culture and History 11, no. 2 (May 29, 2019): 38. http://dx.doi.org/10.5539/ach.v11n2p38.

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The decision to migrate for educational purposes is often stressful, but for those leaving countries embroiled in major warring conflicts, the decision may be overshadowed by feelings of sadness, anger and loss. And for many, the ostensible purpose of migration - education, is overshadowed by the desire or need to leave for economic and security reasons. In such situations, migrants hope they can power through those negative feelings and emerge successful, and with familial honor intact. The narrative weapon used to defeat negative feelings are stories of pride and resourcefulness. In this study Yemeni students studying at a university in Guangdong Province, China were interviewed concerning their decisions to leave Yemen. Participants were between 20 and 30 years old: all were male. Most hailed from Aden or Sana’a or areas adjacent to those major cities and all aligned themselves with pre-1990 South Yemen, as described by their fathers. Narrative analysis revealed a striking similarity: stories of hopeful future redemption through economic opportunities found abroad. Indeed, participants revealed a consuming desire for economic success - an obligation that was energized by feelings of pride in being trusted with custodial duties of familial honor. The results are discussed qualitatively in terms of categorical content and episodic form. This study is limited in that it only includes Yemeni males aligned with pre-1990 South Yemen, and those who hail from Sana’a, Aden or nearby urban centers. Future studies should include women, and those who encompass wider political views and reside in rural areas.

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Amiri, Niloofar, and Mandana Yousefi. "Home Culture Attachment and Iranian Students’ Translation Ability." International Journal of English Linguistics 6, no. 6 (November 24, 2016): 54. http://dx.doi.org/10.5539/ijel.v6n6p54.

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<p>English language learning is an important issue whose impact on identity change is remarkable. This study attempted to explore the relationship between Home Culture Attachment (HCA) and Iranian students’ translation ability. To this aim, 75 participants were selected and homogenized by administering Oxford Quick Placement Test. To determine the students’ HCA levels, they were administered the Home Culture Attachment Scale. Meanwhile, a literary text selected from the book “Dubliners” was used to measure their translation ability. The translations were rated by three raters based on Waddington’s Holistic Scale. Finally, Vinay and Darbelnet’s Model of Translation was used to determine the applied translation strategies. To analyze the data, Pearson correlation coefficient, multiple regression, independent-sample t-test, and one-way ANOVA were used. The findings indicated that 69.1% of the students had high HCA and 30.9% had average HCA. Also, there was a significant correlation between the students’ HCA and translation ability. Yet, HCA subscales had no correlation with the translation ability. Moreover, it was found that there was a significant correlation between the students’ HCA at the average level and their translation ability and no correlation at the high level. Finally, it was revealed that the most frequent translation strategy was modulation.</p>

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Van Gaalen, Adinda, and Renate Gielesen. "Internationalizing Students in the Home Country- Dutch policies." International Higher Education, no. 78 (November 15, 2014): 10–12. http://dx.doi.org/10.6017/ihe.2014.78.5801.

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This article discusses how internationalization at home can be stimulated based on results of study of 54 Dutch higher education institutions. The article shows that although internationalization at home is one of the key elements of the internationalization agenda, implementation is challenged by a lack of attention to training of staff in this specific field.

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Florence, Hope. "The Thinking of Students: Iggy Finds a Home." Mathematics Teaching in the Middle School 4, no. 4 (January 1999): 250–51. http://dx.doi.org/10.5951/mtms.4.4.0250.

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Wagner, Petra, Barbara Schober, and Christiane Spiel. "Time students spend working at home for school." Learning and Instruction 18, no. 4 (August 2008): 309–20. http://dx.doi.org/10.1016/j.learninstruc.2007.03.002.

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Bos, Candace S., Maria L. Nahmias, and Magda A. Urban. "Targeting Home-School Collaboration for Students with ADHD." TEACHING Exceptional Children 31, no. 6 (July 1999): 4–11. http://dx.doi.org/10.1177/004005999903100601.

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Pritchard, Rosalind M. O., and Barbara Skinner. "Cross-Cultural Partnerships between Home and International Students." Journal of Studies in International Education 6, no. 4 (December 2002): 323–53. http://dx.doi.org/10.1177/102831502237639.

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Li, Jiao. "Chinese students return home as funding environment improves." Physics World 26, no. 05 (May 2013): 10. http://dx.doi.org/10.1088/2058-7058/26/05/16.

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Journal articles on the topic 'At home students'

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