Добірка наукової літератури з теми "Japanese students Australia Social conditions"

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Hogan, Jackie. "Constructing the Global in Two Rural Communities in Australia and Japan." Journal of Sociology 40, no. 1 (March 2004): 21–40. http://dx.doi.org/10.1177/1440783304040451.

Isralowitz, Richard, Mor Yehudai, Daichi Sugawara, Akihiro Masuyama, Shai-li Romem Porat, Adi Dagan, and Alexander Reznik. "Economic Impact on Health and Well-Being: Comparative Study of Israeli and Japanese University “Help” Profession Students." Social Sciences 11, no. 12 (November 30, 2022): 561. http://dx.doi.org/10.3390/socsci11120561.

Mammadova, Aida. "Perceptional Differences on the Concept of Sustainability Between Japanese and Foreign Students." European Journal of Sustainable Development 11, no. 4 (October 1, 2022): 25. http://dx.doi.org/10.14207/ejsd.2022.v11n4p25.

Nakane, Ikuko, Chihiro Kinoshita Thomson, and Satoko Tokumaru. "Negotiation of power and solidarity in email." Journal of Asian Pacific Communication 24, no. 1 (April 18, 2014): 60–80. http://dx.doi.org/10.1075/japc.24.1.04nak.

Harris, Anne M. "Racing the Curriculum: Refugee Students and the Rhizomatic Model." Brock Review 11, no. 1 (March 22, 2010): 1–14. http://dx.doi.org/10.26522/br.v11i1.104.

Apasova, М. V., I. Y. Kulagina, and E. V. Apasova. "Conditions for the adaptation of foreign students to universities." Современная зарубежная психология 9, no. 4 (2020): 129–37. http://dx.doi.org/10.17759/jmfp.2020090412.

Omori, Kikuko, and Mike Allen. "Cultural Differences between American and Japanese Self-Presentation on SNSs." International Journal of Interactive Communication Systems and Technologies 4, no. 1 (January 2014): 47–60. http://dx.doi.org/10.4018/ijicst.2014010104.

Hosokawa, Rikuya, and Toshiki Katsura. "The Relationship between Neighborhood Environment and Child Mental Health in Japanese Elementary School Students." International Journal of Environmental Research and Public Health 17, no. 15 (July 29, 2020): 5491. http://dx.doi.org/10.3390/ijerph17155491.

Antonova, Halyna, and Tetyana Solopova. "THE SOCIAL STATUS OF THE JAPANESE TEACHER AND THE INFLUENCE OF THE TEACHER’S PERSONALITY ON THE MORAL EDUCATION OF STUDENTS." Духовність особистості: методологія, теорія і практика 1, no. 1 (103) (October 11, 2022): 17–23. http://dx.doi.org/10.33216/2220-6310-2022-103-1-17-23.

Nosaka, Kaoru. "Encroaching on Freedoms? Values related to freedom and readiness to accept social marketing activities in Australia and Japanese students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/374.

Matsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.

Cong Yidou dao Beijing you duo yuan. Xinbei Shi Zhonghe Qu: INK yin ke wen xue sheng huo za zhi chu ban you xian gong si, 2012.

Marginson, Simon. International student security. Cambridge: Cambridge University Press, 2010.

Imagined mobility: Migration and transnationalism among Indian students in Australia. New York, NY: Anthem Press, 2010.

John, Polesel, ed. Undemocratic schooling: Equity and quality in mass secondary education in Australia. Carlton, Vic: Melbourne University Press, 2003.

Lamb, Stephen. Completing school in Australia: Trends in the 1990s. [S.l.]: Australian Council for Educational Research, 1996.

Alomes, Stephen. Islands in the stream: Australia and Japan face globalisation. Hawthorn, Vic: Maribyrnong Press, 2005.

A, Ito Leslie, ed. Storied lives: Japanese American students and World War II. Seattle: University of Washington Press, 1999.

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Life in a Japanese women's college: Learning to be ladylike. London: Routledge, 1997.

Lee-Cunin, Marina. Student views in Japan: A study of Japanese students' perceptions of their first years at university. St. Joseph, Trinidad and Tobago: Fieldwork, 2004.

Barnes, Melissa. "Encouraging Communication through the Use of Educational Social Media Tools." In Multiculturalism and Technology-Enhanced Language Learning, 1–12. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch001.

"ley, 1999). The impetus for understanding the underlying dynamics of dishonest behavior among students stems from the conviction that, apart from assuming the role of an educational and credentialing agency, the primary focus of an academic institution is to provide an environment for personal development of our youth in the moral, cognitive, physical, social, and aesthetic spheres. An atmosphere that promotes academic honesty and integrity is a precondition for generating, evaluat-ing, and discussing ideas in the pursuit of truth, which are at the very heart of aca-demic life. Research has shown that dishonesty in college, cheating in particular, is a predic-tor of unethical behavior in subsequent professional settings (e.g., Sierles, Hendrickx, & Circel, 1980). More recently, Sims (1993) also found academic dis-honesty to be significantly related to employee theft and other forms of dishonesty at the workplace. Sim's findings suggest that people who engaged in dishonest behav-iors during their college days continue to do so in their professional careers. Further-more, Sim's findings indicate that people who engaged in dishonest behaviors during college are more likely to commit dishonest acts of greater severity at work. Existing research on academic dishonesty has largely been conducted in Eu-rope and North America. The results of these studies suggest that a large percent-age of university students indulge in some form of cheating behaviors during their undergraduate studies (e.g., Newstead, Franklyn-Stokes, & Armstead, 1996). Sur-vey findings also suggest that not only is student cheating pervasive, it is also ac-cepted by students as typical behavior (e.g., Faulkender et al., 1994). Although the research conducted in the Western context has increased our under-standing of academic dishonesty among students, the relevance of these results to the Asian context is questionable. Differences in sociocultural settings, demo-graphic composition, and specific educational policies may render some compari-sons meaningless. Different colleges also vary widely in fundamental ways, such as size, admission criteria, and learning climate. These factors render the comparabil-ity of results obtained from different campuses difficult. Cross-cultural studies con-ducted to examine students' attitudes toward academic dishonesty have found evidence that students of different nationalities and of different cultures vary signifi-cantly in their perceptions of cheating (e.g., Burns, Davis, Hoshino, & Miller, 1998; Davis, Noble, Zak, & Dreyer, 1994; Waugh, Godfrey, Evans, & Craig, 1995). For example, in their study of U.S., Japanese, and South African students, Burns et al. found evidence suggesting that the South Africans exhibited fewer cheating behav-iors than the Americans but more than the Japanese at the high school level. How-ever, at the college level, the cheating rates for South African students were lower compared to both their American and Japanese counterparts. In another cross-national study on academic dishonesty, Waugh et al. (1995) examined cheating behaviors and attitudes among students from six countries (Australia, the former East and West Germany, Costa Rica, the United States, and Austria) and found significant differences in their perceptions of cheating. Stu-." In Academic Dishonesty, 47–56. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-7.