Differences in Students’ Behavior and Attitude regarding Study at Home and Library in Focus Private Library at Wad Medani 2019 (Published)
Background: library is a curated collection of sources of information and similar resources, selected by experts and made accessible to a defined community for reference or borrowing, often in a quiet environment conducive to study. Greatest benefit for many is having fewer distractions. At home one might have to contend with roommates, pets, and other temptations. In addition to fewer of these distractions, the library can provide you with a wealth of educational resources that can aid you in your studies. Objectives: This study is aim to compare studying in library and at home in different aspects. Methods: This is cross sectional descriptive community base study. Results: Total number of students were 150, estimation number of hours when students study in library were: 7.3% of students study more than 10 hours, 53.3% of students study 5-10 hours, 35.3% study 2-5 hours and 4% of students study less than 2 hours. Estimation number of hours when students study at home were 3.3% of students study more than 10 hours, 12.7% of students study 5-10 hours, 44.7% of students study 2-5 hours and 39.3% of students study less than 2 hours. This study found out 93.3% of student prefer study at library while 6.7% of students prefer study at home .Conclusion: This study conclude that the Liberary is the suitable and preferable place for studing in majority of participants, and the maximal hours spend on studing are found to be in people studing in liberary.
In the postmodern age, under the effect of rapid means of communication and transportation, migration occurs and it has given rise to mutations in diasporic self. Ultimately, diasporic conflicting identity has become at the stake and diasporas often become an irreversible historical entity that leads to them towards home and homing desire. This paper explores the split identities of Indian-American diaspora in Desai’s prestigious novel, Inheritance of Loss (2006). It also underpins how troubled relationship between the first and second generation of immigrants have impacted their dispersed identity. It also unearths the lives of immigrants, their pungent diasporic experience with split identity and its fragmentations; and then their inevitable survival in the migrated locations. The paper practices diaspora theory to analyze the novel through the model of Avtar Brah as a theoretical framework that is drawn according to the research methodology.
An Unquenchable Search for Home and Identity in Keija Parssinen’s The Ruins of Us (2012) (Published)
Home and identity are challenging words to define. Many fields such as psychology, sociology, philosophy, history, literature, and political science have tried to provide an understanding of these two words. This paper is an attempt to examine these two concepts in addition to applying Eugenia Scabini and Claudia Manzi’s concept of ‘family identity’ to Keija Parssinen’s The Ruins of Us (2012). Parssinen is a third-generation expatriate who was born in Saudi Arabia. Her novel is about an American woman, Rosalie, who has decided to give up her life in America and marry a Saudi man, Abdullah, and move to Saudi Arabia as an attempt to belong. They enjoy a happy life for many years, despite cultural differences, and have two children, Faisal and Mariam. Suddenly, the idea of a cozy home is shattered as Abdullah takes a second wife. The disintegration of this family influences its identity development.
The Mediating Effects Of Home Learning On Student Achievement In Mathematics: A Longitudinal Study In Primary Schools In Ghana (Published)
The home learning environment as mediated by parental education and income is an important determinant of child learning outcomes. As part of a longitudinal study on teaching effectiveness in Ghana, this paper examines the joint effects of multiple variables related to home learning environment that interconnect to impact on child academic performance in mathematics. A representative sample of 73 primary schools in Ghana was selected and written tests in mathematics were administered to all grade 6 students of the school sample both at the beginning and end of the school year 2013–2014. Data on student background factors were also collected. Our analytical techniques (i.e., multilevel modelling) take into account the hierarchical structure of schools (i.e., students nested within classes, and within schools). Controlling for the more basic student background factors, we find that the provision of learning resources at home, whiles ensuring that children are offered learning opportunities after school time were important. Implications of findings are drawn.