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Journal articles on the topic 'Environment Understanding'

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Author: Grafiati
Published: 14 March 2023

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1

Worsfold, P. J. "Understanding our environment." Analytica Chimica Acta 193 (1987): 403–4. http://dx.doi.org/10.1016/s0003-2670(00)86190-5.

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Biswas, Asit K. "Understanding the environment." Land Use Policy 3, no. 1 (January 1986): 73–74. http://dx.doi.org/10.1016/0264-8377(86)90019-0.

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3

Purves, D. "Understanding our environment." Endeavour 11, no. 1 (January 1987): 52. http://dx.doi.org/10.1016/0160-9327(87)90173-6.

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4

Albers, J. W. "Understanding gene-environment interactions." Environmental Health Perspectives 105, no. 6 (June 1997): 578–80. http://dx.doi.org/10.1289/ehp.97105578.

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5

Field, Amanda, Kristin Baxter, and Sharon F. Terry. "Understanding Gene–Environment Interactions." Genetic Testing and Molecular Biomarkers 15, no. 6 (June 2011): 371–72. http://dx.doi.org/10.1089/gtmb.2011.1520.

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6

Foster, Sam. "Understanding the practice environment." British Journal of Nursing 25, no. 4 (February 25, 2016): 233. http://dx.doi.org/10.12968/bjon.2016.25.4.233.

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7

Salama, Ashraf M. "Understanding built environment realities." Archnet-IJAR: International Journal of Architectural Research 13, no. 2 (July 15, 2019): 238–43. http://dx.doi.org/10.1108/arch-06-2019-0142.

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PurposeFollowing the successful transition of Archnet-IJAR to Emerald, the introduction of new process and editorial teams, and the production of the first issue last March (Volume 13, Issue 1), the purpose of this paper is to outline key aspects of the contributions published in this edition ofArchnet-IJAR: International Journal of Architectural Research, Volume 13, Issue 1, July 2019.Design/methodology/approachPremised on two generic understandings of built environment research: conceptual frameworks and experimental fieldworks, a classification of topical contents and an identification of approaches within the studies published in this edition, a narrative on evolving interests and themes is developed to outline these undertakings.FindingsFive themes are identified from 13 papers contributed by 27 researchers from academic institutions in 13 countries and territories. Themes include: complexity and prosperity of informal settlements and slums; east–west dialectics of environmental design research and sustainable urbanism; educating future built environment professionals; grassroots research and design strategies; and performance, perception and behavior.Originality/valueUnderstanding and appreciating various research approaches for unveiling key aspects of built environment realities including the spatial and social dimensions would facilitate effective contributions in architectural and urban research. This is coupled with the advancing thematic aspects that enthuse a re-thinking of the key purpose of architectural and urban research while stimulating future research endeavors.
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8

Walsh, Elaine, Katie Anders, and Sally Hancock. "Understanding, attitude and environment." International Journal for Researcher Development 4, no. 1 (May 17, 2013): 19–38. http://dx.doi.org/10.1108/ijrd-09-2012-0028.

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9

Mackey, Elaine, and Mark Elliot. "Understanding the Data Environment." XRDS: Crossroads, The ACM Magazine for Students 20, no. 1 (September 2013): 36–39. http://dx.doi.org/10.1145/2508973.

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10

Cleveland, L. "A program understanding support environment." IBM Systems Journal 28, no. 2 (1989): 324–44. http://dx.doi.org/10.1147/sj.282.0324.

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Mundy, J. L. "The Image Understanding Environment program." IEEE Expert 10, no. 6 (December 1995): 64–73. http://dx.doi.org/10.1109/64.483254.

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12

Bowler, Josephine, Jean Annan, and Mandia Mentis. "Understanding the Learner—Environment Relationship." School Psychology International 28, no. 4 (October 2007): 387–401. http://dx.doi.org/10.1177/0143034307084131.

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13

Aguirre, Lucas. "Bergson’s Environment: Towards an Ecological Understanding." International Journal of Undergraduate Research and Creative Activities 4, no. 1 (June 19, 2013): 20. http://dx.doi.org/10.7710/2155-4838.1088.

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14

Singh, Rajwinder, H. S. Sandhu, B. A. Metri, and R. S. Ghera. "Understanding Organized Retail Supply Chain Environment." International Journal of Operations Research and Information Systems 5, no. 1 (January 2014): 58–75. http://dx.doi.org/10.4018/ijoris.2014010105.

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The organized retail is a sunrise industry in India. Managing organized non-livestock retailing (NLR): which is the retailing of agricultural and horticultural products, is a big challenge for the retail players. In this paper, the twenty two factors affecting supply chain (SC) performance have been classified into three groups using factor analysis i.e., strategic management, operations management, and environmental dynamics. A confirmatory model is also tested to know the effect of these factors/items on SC decisions. The results indicate that the focus on these factors shall help organizations to diagnose, manage and improve SC performance.
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Priya, Ashutosh. "Global Business Environment, Understanding Multicultural Behaviour." Review of Professional Management- A Journal of New Delhi Institute of Management 7, no. 2 (December 1, 2009): 128. http://dx.doi.org/10.20968/rpm/2009/v7/i2/100922.

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16

Fitzpatrick, Tony, Karin Bradley, Henrike Rau, Ylva Uggla, and Tony Fitzpatrick. "Understanding the Environment and Social Policy." Sustainability: Science, Practice and Policy 8, no. 1 (April 2012): 116–23. http://dx.doi.org/10.1080/15487733.2012.11908090.

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17

Winter, Deborah DuNann. "Understanding identification with the natural environment." Peace and Conflict: Journal of Peace Psychology 13, no. 2 (2007): 247–50. http://dx.doi.org/10.1080/10781910701271028.

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18

Ramachandran, Raja. "Understanding the market environment of India." Business Horizons 43, no. 1 (January 2000): 44–52. http://dx.doi.org/10.1016/s0007-6813(00)87387-5.

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19

Asperti, Andrea. "A categorical understanding of environment machines." Journal of Functional Programming 2, no. 1 (January 1992): 23–59. http://dx.doi.org/10.1017/s0956796800000253.

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AbstractIn the last two decades, category theory has become one of the main tools for the denotational investigation of programming languages. Taking advantage of the algebraic nature of the categorical semantics, and of the rewriting systems it suggests, it is possible to use these denotational descriptions as a base for research into more operational aspects of programming languages.This approach proves to be particularly interesting in the study and the definition of environment machines for functional languages. The reason is that category theory offers a simple and uniform language for handling terms and environments (substitutions), and for studying their interaction (through application).Several examples of known machines are discussed, among which the Categorical Abstract Machine of Cousineau et al. (1987) and Krivine's machine. Moreover, as an example of the power and fruitfulness of this approach, we define two original categorical machines. The first one is a variant of the CAM implementing a λ-calculus with both call-by-value and call-by-name as parameters passing modes. The second one is a variant of Krivine's machine performing complete reduction of λ-terms.
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20

Keane, Adrienne F. "Urban ecosystems: understanding the human environment." Australian Planner 51, no. 4 (August 2013): 365–66. http://dx.doi.org/10.1080/07293682.2013.824493.

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21

Riahi‐Belkauoi, A., and R. D. Picur. "Understanding fraud in the accounting environment." Managerial Finance 26, no. 11 (November 2000): 33–41. http://dx.doi.org/10.1108/03074350010766972.

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22

Conceição, Simone C. O. "Understanding the environment for online teaching." New Directions for Adult and Continuing Education 2007, no. 113 (2007): 5–11. http://dx.doi.org/10.1002/ace.242.

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23

Ramadhani, Dita. "Understanding Environment, Social and Governance (ESG) Factors as Path Toward ASEAN Sustainable Finance." Asia Pacific Management and Business Application 007, no. 03 (April 29, 2019): 147–62. http://dx.doi.org/10.21776/ub.apmba.2019.007.03.2.

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24

Ince, Merve Cansu, and Bayram Costu. "The effect of informal learning environment upon students’ understanding of science-technology-society-environment." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 22–37. http://dx.doi.org/10.18844/prosoc.v4i9.3039.

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It is known that an informal learning environment (i.e., out-of-school) increases the quality of teaching and learning activities. Informal environments also provide many advantages such as enriching the content of learning. Moreover, it is emphasised that the science-technology-society-environment (STSE) learning does not effectively involve in the Turkish education system. From this point of view, informal learning environments should be considered in order to enable students’ understanding of the STSE relation. Within the scope of this study, it was aimed to determine the effectiveness of study visit on students’ understanding of STSE. The research was conducted with 14 male students in the 5th-grade level in the 2016– 2017 academic year. This research, which used a recycling-solid waste collection centre, a botanic garden, a planetarium, a science centre and a zoo, a few informal learning environments, was conducted according to the case study design method. In the study, views on science-technology-society questionnaire, semi-structured interviews, observation forms and diaries were used as data collection tools. The data indicated that the informal learning environments were inadequate to promote conceptual change; however, it was effective to comprehend newly learnt concepts. In addition, it was also concluded that informal learning environment provided students to capture the understanding of STSE relations. Keywords: Science-technology-society-environment (STSE), informal education, out-of-school environment.
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25

Dziubińska, Agnieszka. "Understanding Complexity Leadership: Lesson From Emerging Environment." Studia i Materiały Wydziału Zarządzania UW 1/2018, no. 26 (October 30, 2018): 155–72. http://dx.doi.org/10.7172/1733-9758.2018.26.15.

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26

Kwon, SoonHo. "Understanding Psychological Ownership in the Digital Environment." Japan Marketing Journal 40, no. 4 (March 31, 2021): 66–74. http://dx.doi.org/10.7222/marketing.2021.020.

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27

Alemdar, Yesim. "The Role of Image in Understanding Environment." International Journal of the Image 2, no. 4 (2013): 127–38. http://dx.doi.org/10.18848/2154-8560/cgp/v02i04/44060.

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28

Kapirenkova, O. N., and M. I. Piskazheva. "MODERN UNDERSTANDING OF BULLING IN SCHOOL ENVIRONMENT." EurasianUnionScientists 3, no. 6(75) (July 21, 2020): 58–62. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.75.843.

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Article is dedicated to the phenomenon of bullinga in the school medium. Is represented the comparative analysis of the determination of concept in practical psychology. Is carried out the analysis of content and Евразийский Союз Ученых (ЕСУ) # 6(75), 2020 59 characteristics of bullinga as social psychological phenomenon. Is represented the analysis of the stages of the process of bullinga in the school medium. article is dedicated to the phenomenon of bullinga in the school medium. Is represented the comparative analysis of the determination of concept in practical psychology. Is carried out the analysis of content and characteristics of bullinga as social psychological phenomenon. Is represented the analysis of the stages of the process of bullinga in the school medium.
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29

Raza, Gauhar, P. V. S. Kumar, and Surjit Singh. "Public understanding of environment and bioenergy resources." Journal of Science Communication 10, no. 03 (September 15, 2011): A03. http://dx.doi.org/10.22323/2.10030203.

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There exists a distinct disconnect between scientists’ perception of nature and people’s worldview. This ‘disconnect’ though has dialectical relationship with science communication processes which, causes impediments in the propagation of scientific ideas. Those ideas, which are placed at large cultural distance, do not easily become a part of cognitive structure of a common citizen or peoples thought complex. Low level of public understanding of bio-energy technologies is one such sphere of understanding. The present study is based on assumption that public debate on bio-energy is part of the larger human concern about climate change. In this paper we present meta-analyses from published literature and take a look at the surveys that have been carried out at national and international level. In the second section of the article we also present analysis of the survey study carried out in India and locate the shifts in public understanding of science.
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30

Hemmons, Willa M. "Understanding Human Behavior and the Social Environment." Journal of Baccalaureate Social Work 2, no. 1 (October 1, 1996): 156–57. http://dx.doi.org/10.18084/1084-7219.2.1.156.

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31

Bartosh, Olena. "UNDERSTANDING THE RISK IN THE YOUTH ENVIRONMENT." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 20–23. http://dx.doi.org/10.24144/2524-0609.2021.49.20-23.

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The formation of modern youth is taking place in the period of socio-political transformations, which directly impact the life orientations of young people, their behaviour, social-economic situation. The factors mtioned above contribute to the spread of risks associated with threats to health and life, uncertainty of life start and self-realization, value and regulatory uncertainty. The purpose of the article: is to study approaches to identifying risk factors that impact the youth environment. Research methods applied: analysis and synthesis of scientific literature (to clarify the key concepts of the study), systematization (in order to identify existing scientific approaches to solving the problem), theoretical generalization (to formulate the final provisions and conclusions). If earlier scientific researches were mainly concentrated within the limits of natural-scientific and economic courses, now the allocation of a separate interdisciplinary direction − riskology is actual. The majority of young people experience the problem of life-start, which has a negative impact on the working career of young people, their family life and lifestyle and makes young people financially dependent on their parents. Globalization has had a significant impact on the development of the risk society. In the context of globalization, traditional social ties are being destroyed; young people avoid traditional restrictions, but at the same time lose a sense of reliability, stability, confidence in the future and feel anxious and afraid of the need to choose. Therefore, public policy should take into account all the factors that have a negative impact on the youth environment and help minimize the risks and form «socially healthy» youth.
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32

Salgado, Felipe Soares, Wanderlei Abadio de Oliveira, Jorge Luiz Da Silva, Beatriz Oliveira Pereira, Marta Angélica Iossi Silva, and Lélio Moura Lourenço. "Bullying in school environment: the educators’ understanding." Journal of Human Growth and Development 30, no. 1 (March 27, 2020): 58–64. http://dx.doi.org/10.7322/jhgd.v30.9969.

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Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.
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33

Choi, Jong-Soon, Keun-Yook Chung, and Sun-Hee Woo. "Quantitative Proteomics Towards Understanding Life and Environment." Korean Journal of Environmental Agriculture 25, no. 4 (December 31, 2006): 371–81. http://dx.doi.org/10.5338/kjea.2006.25.4.371.

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34

ASAMI, Kenichi, and Tadashi KITAMURA. "Modeling Environment for Understanding Support of Hemodynamics." Proceedings of the Bioengineering Conference Annual Meeting of BED/JSME 2004.16 (2004): 349–50. http://dx.doi.org/10.1299/jsmebio.2004.16.349.

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35

Middleton, N. J., D. S. G. Thomas, and P. A. Shaw. "Understanding the Decline of a Fragile Environment." Journal of Biogeography 19, no. 6 (November 1992): 717. http://dx.doi.org/10.2307/2845717.

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36

Mehta, Ashish J. "Understanding fluid mud in a dynamic environment." Geo-Marine Letters 11, no. 3-4 (September 1991): 113–18. http://dx.doi.org/10.1007/bf02430995.

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37

Ferrer, Lourdes M. "Learning environment, learning styles and conceptual understanding." Research in Science Education 20, no. 1 (January 1990): 95–104. http://dx.doi.org/10.1007/bf02620484.

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38

Fagan, Karen. "Understanding human behavior and the social environment." Community Development 48, no. 4 (June 19, 2017): 601–2. http://dx.doi.org/10.1080/15575330.2017.1342378.

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39

Hwang, Yujong, Mohanned Al-Arabiat, and Dong-Hee Shin. "Understanding technology acceptance in a mandatory environment." Information Development 32, no. 4 (July 8, 2016): 1266–83. http://dx.doi.org/10.1177/0266666915593621.

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40

Holdaway, Simon J., and Patricia C. Fanning. "Geoarchaeology in Australia: understanding human-environment interactions." Geological Society, London, Special Publications 346, no. 1 (2010): 71–85. http://dx.doi.org/10.1144/sp346.6.

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41

CHIN, DAVID N., and ALEX QUILICI. "DECODE: A Co-operative Program Understanding Environment." Journal of Software Maintenance: Research and Practice 8, no. 1 (January 1996): 3–33. http://dx.doi.org/10.1002/(sici)1096-908x(199601)8:1<3::aid-smr122>3.0.co;2-i.

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42

Gouldson, Andy. "Understanding business decision making on the environment." Energy Policy 36, no. 12 (December 2008): 4618–20. http://dx.doi.org/10.1016/j.enpol.2008.09.047.

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43

Harpaz, Yoram. "Designing an Educational Environment in Six Steps: Teaching for Understanding and the Motivation for Understanding." International Journal for Talent Development and Creativity 9, no. 1-2 (August 22, 2022): 33–53. http://dx.doi.org/10.7202/1091470ar.

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The first part of this article describes in brief the Six Steps methodology for designing educational environments—be they K-12 schools, tertiary institutions, community centers, youth movements, or the like—as set forth in my book Educational Design in Six Steps: A Strategic and Practical Scaffold (Routledge 2020). The second part of the article illustrates application of the Six Steps method in designing an educational environment the aims of which are teaching for understanding and the motivation for understanding.
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44

Edsall, Robert M., and Kelli L. Larson. "Effectiveness of a Semi-Immersive Virtual Environment in Understanding Human–Environment Interactions." Cartography and Geographic Information Science 36, no. 4 (January 2009): 367–84. http://dx.doi.org/10.1559/152304009789786317.

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45

Little, S. E. "Task environment versus institutional environment: understanding the context of design decision-making." Design Studies 11, no. 1 (January 1990): 29–42. http://dx.doi.org/10.1016/0142-694x(90)90012-2.

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46

Maseleno, Andino, Miftachul Huda, Kamarul Shukri Mat Teh, Abdul Ghafar Don, Bushrah Basiron, Kamarul Azmi Jasmi, Mohd Ismail Mustari, Badlihisham Mohd Nasir, and Roslee Ahmad. "Understanding Modern Learning Environment (MLE) in Big Data Era." International Journal of Emerging Technologies in Learning (iJET) 13, no. 05 (April 30, 2018): 71. http://dx.doi.org/10.3991/ijet.v13i05.8042.

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as an attempt to understand modern learning environment (MLE) to support learning in big data era, its exploration where the students are engaged to access online resources using their mobile devices, laptop and other digital devices needs to understand MLE as the term integrated between digital technology tools and learning skills. The convenient facilitation has a whole section designed to support learning styles which can exactly create the learning environment to be modern. This paper aims to explore innovative design for MLE with big data approach to see the chance in applying this model for the construction to the design of big data based learning environments to facilitate online learning towards information and knowledge in higher education setting. The finding reveals to propose model reference to be implemented to improve student learning outcomes in a technology-rich teaching and learning environment in higher education. As a result, this paper is expected to contribute in the support with an initiative in the learning performance.
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47

Mayo, Megan, and Jan Ng. "Understanding Sensory Ecology." American Biology Teacher 78, no. 4 (April 1, 2016): 338–40. http://dx.doi.org/10.1525/abt.2016.78.4.338.

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As visual creatures, humans sometimes have difficulty understanding how other organisms encounter their environments through nonvisual means. Many organisms rely predominantly or exclusively on senses other than sight, including olfaction, chemoreception, and thermoreception. This lesson will give high school students insights into how other organisms encounter their environment, the benefits and limitations of different senses, and why we should be aware of other organisms’ perceptions. Educating students about sensory ecology introduces fundamental concepts in physiology, ecology, and animal behavior. Students will learn a new vocabulary term (umwelt) and about the sensory ecology of other organisms via an active-participation presentation, collect and analyze data on sensory disruption of classmates, and put their new knowledge to work by brainstorming ways in which human activity interacts with the sensory ecology of wildlife through case studies (Common Core State Standard HS-LS2-7).
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48

Roberts, Lily F., Olivia Lounsbury, Veronica Awuzudike, Neil Jennings, and Emma L. Lawrance. "Healthy Environments: Understanding Perceptions of Underrepresented Communities in the United Kingdom." International Journal of Environmental Research and Public Health 19, no. 15 (August 5, 2022): 9643. http://dx.doi.org/10.3390/ijerph19159643.

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A healthy environment has been defined by global health organisations as one that is safe, supportive of healthy lifestyles, and free of hazards. Such definitions disregard the complexity of what it means for an environment to be perceived as ‘healthy’—such as the mental, not just physical, health effects on citizens. This study aimed to understand the attributes that underrepresented groups of the United Kingdom (UK) public assign to healthy environments—an important step for directing public policy and actions to create environments that are inclusive of all citizens. This co-created study involved 95 participants from underrepresented communities in 10 separate focus groups, each facilitated by a community member. Thematic analyses highlighted five key attributes of a healthy environment: sounds and sights, accessibility, safety, familiarity and mental health and wellbeing. This study draws a picture of key attributes underrepresented groups of the UK public assign to healthy environments that is richer than that drawn by existing definitions. These findings illustrate the importance of hearing diverse voices when directing research, policy, and actions that attempt to develop healthy environments for all.
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Tsaramirsis, Georgios. "Understanding the Semantics of a Mixed Reality Environment." Indian Journal of Science and Technology 9, no. 1 (January 20, 2016): 1–6. http://dx.doi.org/10.17485/ijst/2016/v9i47/108692.

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50

Lai, Karyn L. "Understanding Change: The Interdependent Self in its Environment." Journal of Chinese Philosophy 34, no. 5 (February 19, 2007): 81–99. http://dx.doi.org/10.1163/15406253-03405007.

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