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Thematische Bibliographien / Physical environment / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Physical environment“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Mai 2024

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1

Tian, Shuo, Yichun Jin und Junjie Li. „Physical Environment Fieldwork:“. International Review for Spatial Planning and Sustainable Development 7, Nr. 3 (15.07.2019): 97–110. http://dx.doi.org/10.14246/irspsda.7.3_97.

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2

&NA;. „Physical Work Environment“. Nursing Research 63, Nr. 4 (2014): 251. http://dx.doi.org/10.1097/nnr.0000000000000043.

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3

Djukic, Maja, Christine Kovner, Wendy C. Budin und Robert Norman. „Physical Work Environment“. Nursing Research 59, Nr. 6 (November 2010): 441–51. http://dx.doi.org/10.1097/nnr.0b013e3181fb2f25.

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4

Gebel, Klaus, Adrian E. Bauman und Mark Petticrew. „The Physical Environment and Physical Activity“. American Journal of Preventive Medicine 32, Nr. 5 (Mai 2007): 361–69. http://dx.doi.org/10.1016/j.amepre.2007.01.020.

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5

Saeed, Sana, und Dr Meeta Tandon. „Child-Centric Interiors: Physical Learning Environment in Preschools“. International Journal of Research Publication and Reviews 5, Nr. 4 (28.04.2024): 9547–53. http://dx.doi.org/10.55248/gengpi.5.0424.1136.

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6

Moudr, Vratislav. „Physical culture and environment“. Tělesná kultura 35, Nr. 2 (01.03.2012): 107–24. http://dx.doi.org/10.5507/tk.2012.012.

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7

Rogers, Sue. „The physical learning environment“. Primary Teacher Update 2011, Nr. 1 (Oktober 2011): 23–25. http://dx.doi.org/10.12968/prtu.2011.1.1.23.

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8

Odell, James, H. Van Dyke Parunak, Mitchell Fleischer und Sven Brueckner. „Modeling Agents and their Environment: The Physical Environment.“ Journal of Object Technology 2, Nr. 2 (2003): 43. http://dx.doi.org/10.5381/jot.2003.2.2.c5.

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9

Septianingrum, Ni Made Ayu Nila, und Fitriana Yuliastuti. „COMPARISON BETWEEN PHYSICAL AND NON-PHYSICAL WORK ENVIRONMENT IN PBF X YOGYAKARTA“. Jurnal Farmasi Sains dan Praktis 6, Nr. 2 (30.11.2020): 92–98. http://dx.doi.org/10.31603/pharmacy.v6i2.2732.

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The convenience of working for employees is one of the keys to success for the company. If employees feel comfortable, their work productivity will increase and have a positive impact on the company. One factor that can provide comfort to employees is the work environment. The work environment is dividing into a physical work environment and a non-physical work environment. This study aims to determine the comparison of physical and non-physical work environments in PBF X in Yogyakarta. The method used is descriptive-analytic, with a cross-sectional approach and using saturated samples. Primary data were obtained by distributing questionnaires to all 25 PBF X employees. Data were processed using Microsoft Excel and presented in tables, diagrams, and descriptive (narrative) forms. The results obtained show a comparison of the mean value of the non-physical work environment is 3.0, and the mean value of the physical work environment is 2.8. The highest mean value in the non-physical work environment is about overtime salaries, while in the physical work environment, selecting paint colors at workplaces appropriate. The conclusion obtained that the non-physical work environment is more influential on respondents doing work in PBF X than the physical work environment. The company or PBF X needs to evaluate to create a comfortable physical work environment for employees so that the working atmosphere can increase company productivity

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10

Sallis, James F., Ester Cerin, Jacqueline Kerr, Marc A. Adams, Takemi Sugiyama, Lars B. Christiansen, Jasper Schipperijn et al. „Built Environment, Physical Activity, and Obesity: Findings from the International Physical Activity and Environment Network (IPEN) Adult Study“. Annual Review of Public Health 41, Nr. 1 (02.04.2020): 119–39. http://dx.doi.org/10.1146/annurev-publhealth-040218-043657.

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Creating more physical activity–supportive built environments is recommended by the World Health Organization for controlling noncommunicable diseases. The IPEN (International Physical Activity and Environment Network) Adult Study was undertaken to provide international evidence on associations of built environments with physical activity and weight status in 12 countries on 5 continents ( n > 14,000). This article presents reanalyzed data from eight primary papers to identify patterns of findings across studies. Neighborhood environment attributes, whether measured objectively or by self-report, were strongly related to all physical activity outcomes (accelerometer-assessed total physical activity, reported walking for transport and leisure) and meaningfully related to overweight/obesity. Multivariable indexes of built environment variables were more strongly related to most outcomes than were single-environment variables. Designing activity-supportive built environments should be a higher international health priority. Results provide evidence in support of global initiatives to increase physical activity and control noncommunicable diseases while achieving sustainable development goals.

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11

Ewing, Reid. „Can the Physical Environment Determine Physical Activity Levels?“ Exercise and Sport Sciences Reviews 33, Nr. 2 (April 2005): 69–75. http://dx.doi.org/10.1097/00003677-200504000-00003.

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12

Shukalov, A. V., I. O. Zharinov und O. O. Zharinov. „Cyber-physical production information environment“. Journal of Physics: Conference Series 1889, Nr. 4 (01.04.2021): 042027. http://dx.doi.org/10.1088/1742-6596/1889/4/042027.

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13

Matsudo, Sandra M., Victor Matsudo, Douglas Andrade, Timóteo Araújo, Luís Oliveira, Erinaldo Andrade und Glaucia Braggion. „Environment and Physical Activity Level“. Medicine & Science in Sports & Exercise 36, Supplement (Mai 2004): S76. http://dx.doi.org/10.1249/00005768-200405001-00361.

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14

Brukštutė, Grėtė. „Physical Classroom Environment and Pedagogy“. Architecture and Urban Planning 15, Nr. 1 (01.01.2019): 38–43. http://dx.doi.org/10.2478/aup-2019-0005.

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Abstract The aim of this article is to analyse how physical classroom environment can be related to pedagogy and to examine the causes that prevent such correlation. The article briefly introduces the development of classrooms since the 20th century, it underlines modern learning activities, presents visual organization of classroom spaces in correlation with the latter and analyses students’ activity zones in the classrooms. Article presents the model of interaction between pedagogy and physical classroom environment.

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15

Matsudo, Sandra M., Victor Matsudo, Douglas Andrade, Tim??teo Ara??jo, Lu??s Oliveira, Erinaldo Andrade und Glaucia Braggion. „Environment and Physical Activity Level“. Medicine & Science in Sports & Exercise 36, Supplement (Mai 2004): S76. http://dx.doi.org/10.1097/00005768-200405001-00361.

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16

Algase, Donna L., Elizabeth R. A. Beattie, Cathy Antonakos, Cynthia A. Beel-Bates und Lan Yao. „Wandering and the Physical Environment“. American Journal of Alzheimer's Disease & Other Dementiasr 25, Nr. 4 (08.04.2010): 340–46. http://dx.doi.org/10.1177/1533317510365342.

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17

Kovacek, Peter R. „Physical Therapy Business Environment: 2001“. Journal of Physical Therapy Education 15, Nr. 4 (2001): 3–6. http://dx.doi.org/10.1097/00001416-200110000-00002.

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18

Patterson, Carrie J., und Roger LeB Hooke. „Physical environment of drumlin formation“. Journal of Glaciology 41, Nr. 137 (1995): 30–38. http://dx.doi.org/10.1017/s0022143000017731.

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AbstractReview of published descriptions of drumlin fields suggests that the following conditions are important to drumlin growth: (1) compressive longitudinal and possibly extending transverse strain rates in the ice, (2) thin ice such as occurs near the glacier margin, and (3) high pore-water pressure in the subglacial sediments. Most drumlin fields display all of these, and no fields of well-developed drumlins were found that did not. On the oilier hand, the lithology of drumlin-forming sediment appears not to be important in promoting drumlin growth, since it varied widely, nor are the lithology and large-scale topography of the bed.

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19

Knighton, David. „Energetics of the physical environment“. Applied Geography 7, Nr. 4 (Oktober 1987): 347–48. http://dx.doi.org/10.1016/0143-6228(87)90029-4.

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20

Patterson, Carrie J., und Roger LeB Hooke. „Physical environment of drumlin formation“. Journal of Glaciology 41, Nr. 137 (1995): 30–38. http://dx.doi.org/10.3189/s0022143000017731.

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AbstractReview of published descriptions of drumlin fields suggests that the following conditions are important to drumlin growth: (1) compressive longitudinal and possibly extending transverse strain rates in the ice, (2) thin ice such as occurs near the glacier margin, and (3) high pore-water pressure in the subglacial sediments. Most drumlin fields display all of these, and no fields of well-developed drumlins were found that did not. On the oilier hand, the lithology of drumlin-forming sediment appears not to be important in promoting drumlin growth, since it varied widely, nor are the lithology and large-scale topography of the bed.

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21

Birtchnell, John, Nigel Masters und Martin Deahl. „Depression and the Physical Environment“. British Journal of Psychiatry 153, Nr. 1 (Juli 1988): 56–64. http://dx.doi.org/10.1192/bjp.153.1.56.

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A depression-screening instrument (DSI) was administered to all 25–34-year-old, British-born, married women registered with a health centre on a south-east London housing estate. A disproportionate number of high scorers lived in those dwellings with the highest disadvantagement score. The dwelling interiors of the high DSI scorers were significantly poorer in appearance compared with those of the low scorers. Significantly more of the high scorers (and of their husbands) described the estate as unpleasant, and bad for their children. They raised significantly more objections to other residents' (including children's) behaviour. Their complaints were only partly explicable in terms of their less favourable accommodation.

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22

Parsons, K. C. „Ergonomics of the physical environment“. Applied Ergonomics 26, Nr. 4 (August 1995): 281–92. http://dx.doi.org/10.1016/0003-6870(95)00041-a.

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23

Farrell, Bryan H., und Robert W. McLellan. „Tourism and physical environment research“. Annals of Tourism Research 14, Nr. 1 (Januar 1987): 1–16. http://dx.doi.org/10.1016/0160-7383(87)90044-2.

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24

FAHEY, BARRY D. „ENERGETICS OF PHYSICAL ENVIRONMENT: ENERGETIC APPROACHES TO PHYSICAL GEOGRAPHY“. New Zealand Geographer 47, Nr. 1 (April 1991): 42–43. http://dx.doi.org/10.1111/j.1745-7939.1991.tb01988.x.

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25

Santiago-Rodriguez, Maria E., Mercedes Rivera und Farah A. Ramirez-Marrero. „School’S Physical Environment And Children’S Physical Activity Self-efficacy“. Medicine & Science in Sports & Exercise 50, Nr. 5S (Mai 2018): 318. http://dx.doi.org/10.1249/01.mss.0000536129.01486.c8.

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26

Kedia, Pooja, und Renuka Nagpal. „Performance Evaluation of Virtual Environment with Respect to Physical Environment“. International Journal of Computer Applications 89, Nr. 11 (26.03.2014): 17–22. http://dx.doi.org/10.5120/15676-4425.

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27

HIKICHI, Hiroyuki, Toshiaki AOKI und Ken-ichi OHBUCHI. „ATTACHMENT TO RESIDENCE: AFFECT OF PHYSICAL ENVIRONMENT AND SOCIAL ENVIRONMENT“. Doboku Gakkai Ronbunshuu D 65, Nr. 2 (2009): 101–10. http://dx.doi.org/10.2208/jscejd.65.101.

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28

R., Mohamed, und Mohamed F. „SUSTAINABLE SCHOOL: PHYSICAL ENVIRONMENT AND PERFORMANCE“. International Conference on Civil and Architecture Engineering 7, Nr. 7 (01.05.2008): 531–49. http://dx.doi.org/10.21608/iccae.2008.45412.

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29

WILLIAMS, MARGARET A. „The Physical Environment and Patient Care“. Annual Review of Nursing Research 6, Nr. 1 (September 1988): 61–84. http://dx.doi.org/10.1891/0739-6686.6.1.61.

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30

Moudr, Vratislav. „The physical culture and environment ii“. Tělesná kultura 36, Nr. 1 (01.01.2013): 27–41. http://dx.doi.org/10.5507/tk.2013.002.

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31

Mazda, Yoshihiro. „Physical Environment of Mangrove Coastal Waters.“ Oceanography in Japan 6, Nr. 2 (1997): 87–109. http://dx.doi.org/10.5928/kaiyou.6.87.

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32

Ghazali, Roslinda, Siti Rasidah Md. Sakip und Ismail Samsuddin. „Enhancing Physical Learning Environment for Autism“. Asian Journal of Behavioural Studies 4, Nr. 17 (31.12.2019): 1. http://dx.doi.org/10.21834/ajbes.v4i17.180.

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The designated learning environment for autism is unique and should consider sensory issues to overcome their needs. The purpose of this paper is to review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact the sensory design towards the physical learning environment. This research paper concludes to be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress.Keywords: Autism; sensory design; sensory issues; physical learning environmenteISSN: 2398-4295 © 2019. The Authors. Published for AMER, ABRA & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: http://dx.doi.org/10.21834/ajbes.v4i17.180

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33

Brawley, Elizabeth. „Alzheimer's disease: designing the physical environment“. American Journal of Alzheimer's Care and Related Disorders & Research 7, Nr. 1 (Januar 1992): 3–8. http://dx.doi.org/10.1177/153331759200700103.

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34

Magee, Christopher, Vinod Gopaldasani, Shahnaz Bakand und Robyn Coman. „The Physical Work Environment and Sleep“. Journal of Occupational and Environmental Medicine 61, Nr. 12 (Dezember 2019): 1011–18. http://dx.doi.org/10.1097/jom.0000000000001725.

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35

Pikora, T. J., B. Giles-Corti, F. C. L. Bull, M. Knuiman, K. Jamrozik, R. J. Donovan und J. P. Clarkson. „MEASURING THE ENVIRONMENT FOR PHYSICAL ACTIVITY“. Medicine & Science in Sports & Exercise 34, Nr. 5 (Mai 2002): S277. http://dx.doi.org/10.1097/00005768-200205001-01557.

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36

Narum, Jeanne L., und Project Kaleidoscope Colleagues. „Transforming the Physical Environment for Learning“. Change: The Magazine of Higher Learning 36, Nr. 5 (September 2004): 62–66. http://dx.doi.org/10.1080/00091380409604988.

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37

Evans, Gary W. „Child Development and the Physical Environment“. Annual Review of Psychology 57, Nr. 1 (Januar 2006): 423–51. http://dx.doi.org/10.1146/annurev.psych.57.102904.190057.

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38

Dwairy, Marwan. „Therapeutic Use of the Physical Environment“. Journal of Clinical Activities, Assignments & Handouts in Psychotherapy Practice 1, Nr. 1 (Januar 2001): 61–71. http://dx.doi.org/10.1300/j182v01n01_08.

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39

Curran, J. C. „Effluent disposal and the physical environment“. Proceedings of the Royal Society of Edinburgh. Section B. Biological Sciences 90 (1986): 97–115. http://dx.doi.org/10.1017/s0269727000004905.

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SynopsisA review is given of some of the hydrodynamic features of the Clyde Estuary and examples are used to emphasise their relevance to an understanding of the effect of pollution on water quality. Computer modelling of the estuary and its role in pollution management are briefly described.Reference is made to the oceanographic survey methods regularly employed in the Firth of Clyde and examples provided of the results and their application to pollution studies. The potential for computer modelling of coastal waters is stressed.

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40

Moore, Justin B. „The Built Environment and Physical Activity“. Journal of Public Health Management and Practice 14, Nr. 3 (Mai 2008): 209–10. http://dx.doi.org/10.1097/01.phh.0000316476.96522.14.

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41

Almquist, B. Eric. „Habitat Conservation: Managing the Physical Environment“. Ecological Engineering 19, Nr. 1 (Juli 2002): 93–94. http://dx.doi.org/10.1016/s0925-8574(02)00005-8.

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42

Ramli, Nur Hidayahtuljamilah, Shamsidar Ahmad, Mohd Zafrullah Mohd Taib und Mawar Masri. „Principals’ Perception on Classroom Physical Environment“. Procedia - Social and Behavioral Sciences 153 (Oktober 2014): 266–73. http://dx.doi.org/10.1016/j.sbspro.2014.10.060.

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43

Kaviani, A., A. S. Sadjadian und G. E. Javid. „Patients' satisfaction: physical environment makes sense“. European Journal of Cancer 37 (April 2001): S432. http://dx.doi.org/10.1016/s0959-8049(01)82051-7.

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44

Nichols, Sarah. „Physical ergonomics of virtual environment use“. Applied Ergonomics 30, Nr. 1 (Februar 1999): 79–90. http://dx.doi.org/10.1016/s0003-6870(98)00045-3.

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45

Blanco-Canqui, Humberto, und Sabrina J. Ruis. „No-tillage and soil physical environment“. Geoderma 326 (September 2018): 164–200. http://dx.doi.org/10.1016/j.geoderma.2018.03.011.

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46

Brusilovsky, P. L., und T. B. Gorskaya-Belova. „An environment for physical geography teaching“. Computers & Education 18, Nr. 1-3 (Januar 1992): 85–88. http://dx.doi.org/10.1016/0360-1315(92)90040-c.

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47

Bligh, John. „Heat stress: Physical exertion and environment“. Journal of Thermal Biology 14, Nr. 3 (Juli 1989): 171. http://dx.doi.org/10.1016/0306-4565(89)90041-7.

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48

Houston, James G., Don C. Gibbons und Joseph F. Jones. „Physical Environment and Jail Social Climate“. Crime & Delinquency 34, Nr. 4 (Oktober 1988): 449–66. http://dx.doi.org/10.1177/0011128788034004006.

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Do positive alterations in the physical environment of correctional facilities result in improvements in the attitudes and feelings of correctional officers or prisoners? The demolition of a bastille-type county jail in Oregon and its replacement with an ultra-modern facility provided an opportunity to address this question. The Moos Correctional Institution Environment Scale (CIES) was administered to staff and prisoners in the old and new jail and also in two “control” jails where no physical alterations took place. The results showed no changes in inmate responses to the CIES in any of the jails, while some improvement in scores for correctional officers in the new jail were noted. The data seem to confirm the long-held suspicion that the physical attractiveness of institutional facilities has little to do with the attitudes of prisoners toward these places.

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49

Wang, J. „Physical Environment of Accreting Neutron Stars“. Advances in Astronomy 2016 (2016): 1–15. http://dx.doi.org/10.1155/2016/3424565.

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Neutron stars (NSs) powered by accretion, which are known as accretion-powered NSs, always are located in binary systems and manifest themselves as X-ray sources. Physical processes taking place during the accretion of material from their companions form a challenging and appealing topic, because of the strong magnetic field of NSs. In this paper, we review the physical process of accretion onto magnetized NS in X-ray binary systems. We, firstly, give an introduction to accretion-powered NSs and review the accretion mechanism in X-ray binaries. This review is mostly focused on accretion-induced evolution of NSs, which includes scenario of NSs both in high-mass binaries and in low-mass systems.

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50

Elsbach, Kimberly D., und Michael G. Pratt. „4 The Physical Environment in Organizations“. Academy of Management Annals 1, Nr. 1 (Dezember 2007): 181–224. http://dx.doi.org/10.5465/078559809.

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