Home-based Activities Research Articles

Evaluating the environmental impact and economic practicability of solar home lighting systems: a roadmap towards clean energy for ecological sustainability.

The vitality contribution is a vital cause for defensible monetary improvement and collective success by eradicating poverty. Adopting the solar home lighting system (SHLS) is advantageous not only in social lifestyles but also improves the health of family members and increases home-based small businesses activities due to the inexpensive and continuous supply of energy. The main aims of the study are to scrutinize the most substantial barriers to adopting SHLS in Pakistan. A comprehensive, structured questionnaire appraisal was conducted for sample size with the help of non-probability sampling (purposive sampling), and primary data was collected. The designated hypotheses were evaluated using partial least square structural equation modeling (PLS-SEM). In the present study, we validate the model using a sample of 271 adopters of SHLS contributed as respondents. The results disclose that entire autonomous variables expressively and positively correlated with adopting SHLS dipping energy disasters and improving home-based small business activities. Correspondingly, social media-based awareness of SHLS significantly moderates and positively affects the selected factors in this study. Empirical results indicate that prudently eradicating maintenance barriers with experienced professionals, subsidy in prices from the government, quality base satisfaction of owners, and social media-based awareness are the primary tools to adopt SHLS. Additionally, the outcomes offer valuable suggestions to the competent authorities that introduce encouragement and maintenance policy for adopting SHLS.

Parental involvement and learners’ academic performance at primary leaving examination in Rural Government-Aided Primary Schools in Ssisa Sub-county, Wakiso District, Uganda

The study sought to establish the level of parental involvement and learners’ academic performance at P.L.E in rural government- aided primary schools in Sissa Sub-County, Wakiso District, Uganda. Three specific objectives guided the study thus; · To establish the level of home-based parental involvement in rural government-aided primary schools in Ssisa Sub county, Wakiso district. · To establish the level of school-based parental involvement in rural government-aided primary schools in Ssisa Subcounty, Wakiso district. · To examine the relationship between parental involvement and learners’ academic performance at PLE in rural government-aided primary schools, Wakiso district. The study employed a descriptive research design using a mixed methods approach. The study also adopted a cross- sectional research method to gather the data from headteachers and teachers. Both qualitative and quantitative research approaches were applied in the collection, analysis, and interpretation of data. Results indicated that the level of home-based parental involvement in government aided primary schools in Sissa Subcounty was high at a mean of 3.64 with a standard deviation of 1.23. The results of school-based parental involvement in government aided schools in Sissa indicated that there was a high level of parental involvement with a mean of 3.66 and a standard deviation of 1.2. Results also revealed a positive and significant relationship between parental involvement and learners’ academic performance at (r = -.120, N = 102, p = .230 > 0.05). The study recommended that; Parents should; provide a conducive learning environment to their children at home, provide quality supervision to children when given homework and show a positive attitude to their learners in home-based activities since it enhances performance of these children at P.L.E. The education department at the dsitrict should fully sensitize the public about the relevance of parental involvement and how it enhances performance. School administrators should create close partnerships between parents and learners.

Disrupting, adapting and discovering family leisure during COVID-19

ABSTRACT COVID-19 and the associated restrictions influenced family life including the practice of family leisure of those living in the same household and those who did not. The purpose of this study was to explore how individuals’ family leisure was affected by the COVID-19 restrictions in New Brunswick, Canada, and the ways individuals and their families adapted to those restrictions. Phenomenology guided the study. Interviews that utilized a photo elicitation technique were conducted virtually with 12 women, 3 men, and 1 gender fluid individual. The findings revealed the lockdown in March 2020 contributed to a ‘disruption to valued family leisure’. A period of ‘adaptation, exploration, and discovery’ followed characterized by determining what family leisure would include through participation in home-based, outdoor, and virtual family activities. Loosened restrictions and the opportunity to bubble with another household introduced the experience of ‘expanding family leisure’ as participants considered how family members would bubble.

Home-Based Real-Time Abnormal Movement Detection System Deployed on On-Device Artificial Intelligence

In response to the aging trend in society and to Human Augmentation beings for home-based activities, this paper proposes an Abnormal Movement Detection system, using the common at-home movements of standing up and hand tremors while picking up items for abnormal movement verification. This can be easily applied in ordinary homes or long-term care institutions; for those living alone with limited resources, there is no longer any need to purchase expensive monitoring equipment to achieve improved quality of life. Therefore, this research collected and built the own dataset as the first important step of the study. The proposed Abnormal Movement Detection system is implemented by designing a deep learning network. Several issues, including the network architecture, the novel method of data augmentation and the scoring method of expanding the intervals between abnormality levels, are studied. For achieving the home-based real-time detection, there are four main contributions of this paper. The first is that a training dataset was collected and established: From this, the pathognomonic movement categories are easy to observe in home activities and geometric data augmentation can be used to improve the related home activity video collection. The second is the abnormal behavior detection architecture: This architecture has several important function blocks including detecting object, detecting action, inspecting abnormal movement and reminding event, using Convolutional Neural Network combined with Long Short-Term Memory ([Formula: see text]) as the core network for abnormal motion detection. With movement abnormality evaluation based on different levels, it can judge abnormal behaviors and conduct model training, performance evaluation and architecture optimization with both public domain datasets and the movement dataset collected in this research project. The third is the proliferation of new attributes in the videos: New attributes are added to the original videos through a Generative Adversarial Network (GAN), producing new training videos; the effectiveness of two different generation methods is evaluated. Finally, the algorithms developed in this paper are deployed on resource-constrained On-device Artificial Intelligence (AI). Activity videos from a total of 20 people were collected; in all, 53 videos of StandUp and 60 videos of PickUpItems were obtained to establish the training dataset. When CNN and LSTM network were added to Batch Normalization (BN), and Global Average Pooling (GAP) replaced Fully Connected (FC) layers, the accuracy rate reached 98.4%. In terms of data augmentation, geometric transformations and GAN were used to estimate the performance. The experimental results showed that the geometric transformation using brightness adjustment had the highest accuracy rate of 98.6%. Finally, the Softmax layer using Phi-Softmax–tan(⋅) function was shown to be the best method to expand the intervals between abnormality levels.

Implementation of Home-based Experiment on Photosynthesis Material to Improve Students’ Science Process Skill

This study aimed to describe the improvement of students' science process skills (SPS) after the implementation of home-based experiment activities on photosynthesis material. This research was carried out at one of the State Junior High Schools in Garut. The sample was 26 students for the experimental classes and 25 students for the control class. The research design was Pre-Posttest Control Group Design. The sample selection technique used the convenience sampling technique. The success of the learning method/model implemented was assessed through value analysis before (pretest) and after (posttest) given treatment in the experimental and control groups. The N-Gain value of the experimental group was 0.678, while the N-Gain value of the control group was 0.52. This indicated that the N-gain value of the experimental group was higher than the control group. But, the statistical analysis using post-test scores showed that there was no significant difference between the experimental group and the control group in the students’ SPS. So, the implementation of home-based experiments and ordinary practicum in the learning process has the same effect on students’ SPS results. Therefore, home-based experiments should be an option for teachers in science learning because, even though the learning process is online, the practicum is the identity, and support of science learning should not be eliminated.

ALTERNATIVE LEARNING SYSTEM PROGRAM: A TEACHING PROCESSTO LEARNERS ENGAGEMENT AND BEHAVIOR

This study aimed to determine the Alternative Learning System teaching process in Araling Panlipunan for in to learners engagement and behavior. This study used a descriptive research design which utilized the research skills to collect necessary data. Specifically, this study sought to answer the following statement of the problem: 1.) What are the ALS Teaching Process in Terms of Learners Collaboration, Community-Based Teaching, and Home-Based Teaching? 2.) What is the level of Learners Engagement in terms of Class Participation, Performance Tasks, Interests, and Self-efficacy? 4.) Is there a significant relationship between ALS teaching process and learners engagement? 5.) Is there a significant relationship between ALS teaching process and learners behavior? The instrumentation used was a self-made questionnaire. In connection with this, level of ALS teaching process, level of learners engagement, level of learners behavior and the significant relationship between ALS teaching process, learners engagement and learners behavior was found by the researcher. Based on the results and interpretation of data, the Alternative Learning System Teaching Process in terms of Learners Collaboration, Community-based teaching and Home-based teaching was observed to have a significant relationship with regards learners engagement in terms of Class participation but between Home-based teaching and Performance Task and Socialization was observed to not significant. The null hypothesis “There is no significant relationship of ALS teaching process and learners engagement” is rejected. Therefore, the alternative should be there is a significant relationship between Alternative Learning System teaching process and learners engagement except for Home-based activities and performance task, and Home-based teaching and socialization. Lastly, the Alternative Learning System process in terms of Learners Collaboration, Community-based teaching and Home-based teaching was observed to have a significant relationship to the Learners Behavior as to Motivation and Interest. While, there has no significant relationship on ALS teaching process in terms of Home-based teaching as to learners behavior in terms of self-efficacy. The null hypothesis “There is no significant relationship of ALS teaching process and learners behavior” is rejected. Thus, the alternative should be accepted which incites that there is significant relationship between them except for Home-based teaching to Self-efficacy.

Parent Involvement in Education as Predictors of Social–Emotional Strengths in Kindergartners

Although more is known about how general parenting practices predict social–emotional strengths in children, less research has looked at parent involvement in education and children’s social–emotional strengths. This study examined the extent to which parent involvement, specifically home-based involvement, parent–teacher trust, and home–school communication, predicted children’s social–emotional strengths in kindergarten. The study featured both parent (n = 120) and teacher ratings (n = 156) of children’s social–emotional strengths. We examined the association between parent involvement and social emotional strengths while controlling for child age and gender, socioeconomic status, and general parenting (positive verbal discipline and harsh/inconsistent discipline). Parents’ reports of home-based involvement were a moderate to strong positive predictor of their child’s social–emotional strengths over the kindergarten year. For teacher ratings of social–emotional strengths, parents’ trust of the teacher was associated with higher social–emotional strengths. The findings may inform essential components in parenting or school-based interventions for social–emotional development, as well as differences in what parents and teachers perceive as related to social–emotional development in young children. Impact Statement Parents play an important role in children’s social–emotional development. The current study demonstrate parents perceive home-based involvement activities are associated with child social–emotional strengths, while teachers perceive a trusting relationship between home and school as most important. Results highlight ways to support schools and families working together to support social–emotional strengths.

Using the RE-AIM framework to evaluate the feasibility of a parent-focused intervention targeting childhood obesity

BackgroundChildhood obesity remains a serious public health concern. Community-based childhood obesity treatment interventions have the potential to improve health behaviors and outcomes among children, but require thorough evaluation to facilitate translation of research into practice. The purpose of the current study was to determine the feasibility of a community-based, parent-focused childhood obesity intervention (“C.H.A.M.P. Families”) using the RE-AIM framework, an evaluation tool for health interventions.MethodsA single-group, non-randomized, repeated measures feasibility study was conducted. Participants (n = 16 parents/caregivers of 11 children with obesity) completed a 13-week parent-focused education intervention. The intervention consisted of three main components: (a) eight group-based (parent-only) education sessions; (b) eight home-based (family-centered) activities; and (c) two group-based follow-up support sessions for parents and children. The five dimensions of RE-AIM—reach, effectiveness, adoption, implementation, and maintenance—were assessed using various measures and data sources (e.g., child, parent/caregiver, costing, census) obtained throughout the study period. Outcome variables were measured at baseline, mid-intervention, post-intervention, and at a 6-month follow-up.ResultsOverall, the C.H.A.M.P. Families intervention reached approximately 0.09% of eligible families in London, Ontario. Despite the small number, participants were generally representative of the population from which they were drawn, and program participation rates were high (reach). Findings also suggest that involvement in the program was associated with improved health-related quality of life among children (effectiveness/individual-level maintenance). In addition, the intervention had high fidelity to protocol, attendance rates, and cost-effectiveness (implementation). Lastly, important community partnerships were established and maintained (adoption/setting-level maintenance).ConclusionsBased on a detailed and comprehensive RE-AIM evaluation, the C.H.A.M.P. Families intervention appears to be a promising parent-focused approach to the treatment of childhood obesity.Trial registrationISRCTN Registry, Study ID ISRCTN 10752416. Registered 24 April 2018.

Associations between older adults’ physical fitness level and their engagement in different types of physical activity: cross-sectional results from the OUTDOOR ACTIVE study

ObjectivesTo describe the prevalence of different types of physical activities and to explore the association between engagement in these physical activities and performance in the physical fitness dimensions among older...

Working from Home and Emotional Well-Being during Major Daily Activities.

The effect of WFH (working from home) on the quality of life of U.S. workers is not well understood. We analyze the association between WFH and overall emotional well-being during major daily activities. Using data from the 2021 Well-Being Module of the American Time Use Survey, we conduct a principal component analysis to construct a measure of overall emotional well-being and jointly estimate the association between WFH and overall emotional well-being scores in a seemingly unrelated regression framework. Our results show that compared to workers who worked outside the home, those who WFH had higher emotional well-being scores while working and eating away from home. However, no statistically significant differences were found for home-based daily activities such as relaxing, leisure, food preparation, and eating at home. These findings inform how WFH may shape the quality of a life day.

Urban-rural differences in the relationship between stunting, preschool attendance, home learning support, and school readiness: A study in Côte d'Ivoire.

Stunted physical growth during early childhood is a marker of chronic undernutrition, and the adverse life circumstances that underlie it. These have the potential to disrupt normal brain development and the acquisition of foundational cognitive, language, social and motor skills. Stunting is prevalent in most low-and middle-income countries. Because the prevention of stunting requires large-scale structural and attitudinal changes, several psycho-educational interventions have been developed to mitigate the adverse association between early stunting and skill development. However, the resource-intensive nature of custom-designed interventions limit their sustainability and scalability in resource-limited settings. This study explored the possibility that available resources that promote positive development (existing preschool education programs, and no- or low-cost home-based learning activities and resources) may protect against any negative association between stunting and the acquisition of foundational skills required for academic learning and adaptation at school. Data for 36-to 59-month-old children (n = 3,522; M = 46.7 months; 51.2% male; 74.1% rural) were drawn from the most recent Multiple Indicator Cluster Survey conducted in Côte d'Ivoire (MICS5, 2016). Stunting was assessed using the WHO Child Growth Standards. Preschool attendance and home learning activities and resources were assessed by maternal report. School readiness was assessed using the 8-item form of the Early Child Development Index (ECDI). A high percentage of children met the criteria for stunting (28.5%; 19.7% moderate; 8.8% severe). There were marked urban-rural differences in the prevalence of stunting, rates of preschool attendance, home learning activities and resources, children's school readiness scores, and the relationships between stunting, the protective factors and school readiness scores. These urban-rural differences in ECDI scores could be fully explained by differences between these settings in stunting and the protective factors. However, only two protective factors (access to books and home-based activities that promote learning) made independent contributions to variance in ECDI scores. There was tentative evidence that stunted children whose homes provided highly diverse learning activities and multiple types of learning resources were more likely than those who did not to have a high level of school readiness. Capitalizing on the existing practices of families that show positive deviance in caregiving may provide a basis for culturally appropriate, low-cost interventions to improve school readiness among children in low- and middle-income countries, including children with stunted growth.

Effect of Parental Engagement on Students’ Performance in Bugesera District, Rwanda

Parental engagement has been described to be a cornerstone in the performance of students at all levels of education. In Rwanda, secondary school performance has been a concern for quite several years and records indicate that Bugesera District has been among the poorly performing Districts in secondary national examinations. The overall objective of this work was to investigate the effect of parent engagement in the performance of their children whereas the specific objectives of this research were to identify the effect of communication between parents, teachers, and learners on students’ performance (ii) to highlight the contribution of home-based learning support on students’ performance and (iii) to explore the implication of participation of parents in school related school related activities on students’ performance. This research utilized a descriptive research design survey. The target population was 240 consisting of the school executive council members, school leaders, teachers, and students from which a sample of 69 subjects was selected to participate in this research including 5 school leaders, 5 teachers, 10 executive committee members, and 49 students from 5 schools of 5 sectors of Bugesera District. They were sampled with the use of simple random sampling and purposive sampling techniques. Guided interviews and questionnaires were used as data collection tools. In this research, questionnaires constituted quantitative data collection tools administered to students. These data were analyzed with the use of descriptive statistics (frequencies and percentages) and were presented with the use of tables and graphs. Qualitative data were collected with the use of interviews administered to head teachers, teachers, and School Executive Council(SEC) members and were analyzed thematically. The findings of this study have shown that communication between schools, parents, and learners is less effective. The reason is that schools tend to only communicate to parents only financial-related matters instead of focusing on students’ effective learning and performance. It was also found that parents pay less attention to home-based learning activities requiring children’s revision or completing homework assignments. The findings again indicated that students’ performance was found relatively higher for children whose parents participate in school activities. This study, therefore, concludes that parents should be engaged in communication, school activities, and home based learning with the purpose of mainly improving students’ performance before any other school-related affairs. The school leaders, teachers, and SEC members are key to revolutionize parent involvement practices and increasing mobilization and engaging activities for parents to acknowledge their role in the improvement of the children learning from school and their homes. Hence, it recommends that responsible agencies should ensure that school executive councils are functional and help mitigate issues hindering proper communication and collaboration between parents and schools; so that in the end, desired students’ performance can be attained.

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

Personal exposure to PM2.5 in different microenvironments and activities for retired adults in two megacities, China

Microenvironmental concentrations and time-activity patterns influence personal exposure to fine particulate matter (PM2.5). However, the variations and contributions of PM2.5 exposures from various microenvironments (MEs) and activities remain unclear. In this study, gravimetrically corrected real-time personal PM2.5 measurements were collected during routine activities in different MEs from 66 non-smoking retired adults. Exposure data were collected for five consecutive days over two seasons in Nanjing (NJ) and Beijing (BJ), China. Measured PM2.5 concentrations varied substantially both between and within different MEs and activities. The highest average concentrations were observed in restaurants (NJ: mean 192 μg/m3, SD 242 μg/m3; BJ: mean 91 μg/m3, SD 79 μg/m3) and were associated with sources such as passive smoking and cooking emissions. Overall, PM2.5 concentrations in different MEs and activities were moderately to highly correlated with outdoor PM2.5 concentrations (Spearman's r = 0.51–0.97) except in restaurants and during passive smoking. The at-home ME contributed approximately 85 % of the total PM2.5 exposure, corresponding to the participants spending about 87 % of their time there. The majority of household exposures occurred during sleeping, cooking, and other home-based activities. Transportation accounted for <5 % of total exposure. Our results indicate that improving indoor air quality, especially residential indoors, is important to reduce personal exposure to PM2.5.

MENINGKATKAN PERAN ORANGTUA DALAM MEMBIMBING ANAK BELAJAR DI RUMAH

In order to provide information that can be used to improve parental assistance to children, the purpose of this study was to determine the extent to which parents help students study at home. Parents have received many complaints about the prolonged absence of their children since the pandemic. This study uses a qualitative descriptive approach and a non-engaged observation method by observing parents' home-based learning assistance activities without telling children that they are being recorded. The second method conducted five-question structured interviews with parent representatives for each grade level (grades 1, 2, 3, 4, 5, and 6). The study shows that the role of parents in educating their children to study at home is irreplaceable. Parents need to motivate, instill confidence and show compassion for their children to overcome the challenges they face in school. This will affect not only the learning process but also the children's self-confidence, problem-solving skills, independence, and emotional stability. The study found that almost all parents are supportive of their children's learning, but they need to learn how to help their children learn so that everyone can learn comfortably.

Home-Based Parent Involvement, Parental Warmth, and Kindergarten Outcomes Among Children of Immigrant Parents

ABSTRACT Research Findings: Immigrant families who represent a growing share of the early schooling population face unique challenges related to involvement in their children’s education. This study examined whether and to what extent home-based parent involvement and parental warmth are associated with the socio-emotional and academic outcomes of children of immigrant mothers during the kindergarten year – a critical and sensitive period for later school success. The study sample included 9,187 children from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. Among the major findings, the study revealed that Hispanic and Asian immigrant parents, on average, were less frequently involved in home-based activities and reported less warmth than U.S.-born parents. Additionally, greater frequency of home-based parent involvement was associated with better interpersonal skills for both children of Hispanic immigrant mothers and children of Asian immigrant mothers, but home-based involvement was also positively associated with reading and math scores for children of Asian immigrant mothers. Moreover, the association between home-based involvement and socio-emotional outcomes was manifested broadly among poor children of immigrant mothers. Practice or Policy: The findings highlight the importance of understanding cultural differences in parent involvement and parenting styles to enhance immigrant children’s educational experiences.

Home-based and community-based activities that can improve mental wellness: a protocol for an umbrella review

IntroductionMental disorders affect about 13% of the world’s population. While evidence-based mental health treatments are available, a significant number of persons with mental illnesses are untreated or do not receive...

Learners’ Home-Based Learning Activities and Academic Achievement in Modular Learning

The new normal education requires learners to be independent in the learning process without face-to-face instruction. This study determined the home-based learning activities in relation to the academic achievement of Grade 6 learners in Plaridel North District, Municipality of Plaridel, Misamis Occidental. The descriptive-correlational design was used in the study. There were 135 students who served as respondents, selected through purposive and convenient sampling techniques. The researcher-made Home-Based Learning Activities Questionnaire was used as a research instrument in determining the learners’ learning activities at home. Documentary analysis was made to determine the learners' academic achievement. Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Regression Analysis were used as statistical tools in analyzing the data gathered. Results revealed that the respondents had a very high engagement in home-based learning activities, and their academic achievement was generally very satisfactory. The level of engagement in home-based learning activities was highly influential to the learners' academic achievement. The efforts extended for modular distance learning can determine what learners can achieve academically.

Moving online: Experiences and potential benefits of digital dance for older adults and people with Parkinson's disease.

Dance provides a range of beneficial effects for older adults including individuals with age-related neurological conditions such as Parkinson's disease (PD). The COVID-19 pandemic accelerated the development of at-home dance programs delivered digitally through live and pre-recorded media, but little is known about how participants may engage with and benefit from these resources. This study explored experiences and potential benefits of digital dance participation among healthy older adults and people with PD. An online survey consisting of fixed-choice and open questions was designed in collaboration with dance program providers and distributed between June and November 2020. Healthy older adults (N = 149) and people with PD (N = 178) participating in at-home dance programs reported frequent engagement and a range of benefits. People with PD reported greater levels of motor (e.g., ease of movement, balance) than non-motor (e.g., energy, confidence) outcomes, while healthy older adults reported similar numbers of motor and non-motor outcomes. Positive outcomes were associated with the use of movement imagery during dance in both groups, while singing was associated with benefits in people with PD and vocalising was associated with benefits in older adults. At-home dance resources were found to offer convenience and flexibility, but participants missed the interaction, support, and routine provided by in-person classes. The majority expressed a preference to continue with both digital and in-person participation in the future. Qualitative analysis of participants' comments further revealed that digital participation could help to maintain connection and well-being, as well as identifying further considerations for improving accessibility and facilitating digital engagement. At-home dance appears to be accessible, engaging, and potentially beneficial for older adults and people with PD, although barriers to participation should be addressed. Digital resources will be increasingly important to enable cost-effective, large-scale provision of home-based therapeutic activities.

The Overly Sensitive Nature of Aged Family Inmates as a Socio-Cultural Barrier to Combat Covid-19

Abstract Human history is full of evidence showing a larger number of human and animal populations got affected by infectious diseases, viruses, and bacteria. Like previous life-threatening pandemics, coronavirus appeared to be a deadly virus in 2019 and declared as pandemic in 2020 by WHO. As per Global Reports, senior citizens have been most vulnerable to the corona virus attacks. This paper explores the experiences of family members dealing with elderly at home in the midst of the Covid-19 outbreak and how they managed them keeping in view their mindset on disease and socio-cultural constraints. For this purpose, qualitative research methods were adopted. 20 participants were selected for the in-depth interviews through purposive sampling. Following themes generated as a result of the data analysis: stubborn and rigid behavior of elderly, emotionally complex reactions, socio-cultural barriers, and traditional approach to the disease. Findings depicted the most common social cultural barriers in dealing with the difficult nature of elderly people are family ties, religious norms, respect, and empathy towards elderly people. Further, research findings highlighted major sentiments of older adults comprise attachment towards their grandchildren, feeling of insecurity, feeling of getting stigmatized, considering themselves as a virus spreader and feeling of being left out. It was found that older adults felt stigmatized, lonely, left out and considered SOPs (Standard Operating Procedures) as imposed remedial steps. Overall, it was found that at older age people express more anxiety and fear towards loneliness. Findings will help in sensitizing policy makers to design awareness sessions, religious and other home-based social activities for elderly people to combat stress related to loneliness in older age.