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Journal articles on the topic 'Pocono Environmental Education Center'

Author: Grafiati

Published: 29 July 2024

Last updated: 31 July 2024

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1

Rosalsky, Jeff. "The Pocono Environmental Education Center – Engaging Young Scientists, Sustainability in Action." Journal of the Pennsylvania Academy of Science 87, no. 3 (December 1, 2013): 116–19. http://dx.doi.org/10.5325/jpennacadscie.87.3.0116.

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2

Phillips, Victor D. "Global Environmental Management Education Center." Journal of Education for Sustainable Development 3, no. 1 (March 2009): 99–101. http://dx.doi.org/10.1177/097340820900300117.

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3

Erickson, Elizabeth, and Jon Erickson. "Lessons Learned from Environmental Education Center Directors." Applied Environmental Education & Communication 5, no. 1 (January 2006): 1–8. http://dx.doi.org/10.1080/15330150500302122.

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4

Oliver, Erica, Carol Day, and Tom J. McConnell. "Ball State University Opens New Environmental Education Center." Hoosier Science Teacher 45, no. 1 (June 14, 2022): 17–19. http://dx.doi.org/10.14434/thst.v45i1.34620.

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Ball State University has opened its new Environmental Education Center and a newly expanded Conservatory at the Rinard Orchid Greenhouse. Teachers are invited to plan visits to the site for a variety of environmental education programs. Learn more about the facility and the activities the university hopes to host at the new facility.

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김희경, 김찬국, and Yulong Chao. "Comparison of the Regional Environmental Education Centers of Korea and Taiwan in Systems and Roles:Cases of the Gyeonggido Environmental Education Center and the Kao-Ping Environmental Education Center." Korean Journal of Environmental Education 30, no. 4 (December 2017): 448–63. http://dx.doi.org/10.17965/kjee.2017.30.4.448.

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Bourke, Nicholas, Connie Buskist, and Julie Herron. "Residential Environmental Education Center Program Evaluation: An Ongoing Challenge." Applied Environmental Education & Communication 13, no. 2 (April 3, 2014): 83–90. http://dx.doi.org/10.1080/1533015x.2014.944632.

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Depken, Diane E., Catherine L. Zeman, Ellen Kabat Lensch, and Edward J. Brown. "The Advanced Technology Environmental Education Center Summer Fellows Institute." Journal of Environmental Education 33, no. 2 (January 2002): 13–17. http://dx.doi.org/10.1080/00958960209600803.

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Gough, Annette, Constance Russell, and Hilary Whitehouse. "Moving gender from margin to center in environmental education." Journal of Environmental Education 48, no. 1 (January 2017): 5–9. http://dx.doi.org/10.1080/00958964.2016.1252306.

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9

Huntzinger, Paul E. "Implementing a Pharmacy Patient Education Center." Military Medicine 168, no. 8 (August 1, 2003): 643–47. http://dx.doi.org/10.1093/milmed/168.8.643.

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Bondarenko, Halyna. "ORPHANAGE AS A CENTER OF SOCIAL EDUCATION." Social work and social education, no. 2(11) (October 31, 2023): 290–97. http://dx.doi.org/10.31499/2618-0715.2(11).2023.291928.

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The article presents the publication of Pustovoy S. M., the director of the M.-Pustinsky special children's institution of the Kyiv region. The author characterized the organizational work of the pedagogical team of the orphanage to improve the success of pupils. Forms of work with students were analyzed. The educational work in which pupils were involved during the school year is described. It was found that the joint work of kindergarten teachers and school teachers made it possible for educators to organize timely assistance to children in their studies.

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Hyung-Seon Joo and Suejung Jung. "A Case Study on the Roles of an Environmental Education Center." Korean Journal of Environmental Education 31, no. 4 (December 2018): 291–302. http://dx.doi.org/10.17965/kjee.2018.31.4.291.

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Town, William R., and Marilou Pudiak-Town. "Sphagnum of the Dyken Pond Environmental Education Center and adjacent properties." Evansia 19, no. 1 (2002): 38–40. http://dx.doi.org/10.5962/p.346541.

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Bohren, Lenora. "Environmental Education for Automotive Personnel in Mexico." Practicing Anthropology 17, no. 4 (September 1, 1995): 22–24. http://dx.doi.org/10.17730/praa.17.4.wxm5767l02777614.

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As an environmental anthropologist and coordinator of a variety of international projects, I have dealt with many cross-cultural issues concerning environmental problems. In my work for the National Center for Vehicle Emissions Control and Safety, I have been particularly concerned with the problem of mobile source air pollution—air pollution generated by automobiles. Both the training and expertise of local automotive personnel and cultural attitudes toward the automobile and regulations regarding its use must be understood and addressed in any program designed to alleviate air pollution. Assessments of local technical expertise and cultural attitudes and the design and implementation of culturally relevant programs require the skills of a competent ethnographer.

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Antúnez, Marilia Y. "Rehabilitation Reference Center." Charleston Advisor 24, no. 4 (April 1, 2023): 48–53. http://dx.doi.org/10.5260/chara.24.4.48.

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The Rehabilitation Reference Center (RRC) database brings together a variety of clinical resources, such as clinical reviews, drug information, patient education handouts, exercise images, research instrument information, and e-book chapters tailored for rehabilitation professionals and students, especially those in physical therapy and occupational therapy. This relatively small but current and full-text document collection is available exclusively from EBSCO and can be searched in tandem with other EBSCO subscription resources, making it easier to search and browse. Many of RRC's clinical reviews are also continuing education units (CEUs) and are available for physical therapists and occupational therapists. The collection could be improved by the continual addition of more clinical resources to support the diversity of rehabilitation topics for educators’ and practitioners’ needs. RRC is recommended for libraries supporting small to medium physical therapy and occupational therapy undergraduate and graduate programs or to complement coverage in other rehabilitation-related subscription resources.

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15

Wahyuni, Sri, Zulkarnain, Edi Widianto, and Decky Avrilianda. "Edu-Café: Optimizing The Role Of Edupreneurship Center As An Education Center Student Entrepreneurship." ETHOS: Jurnal Penelitian dan Pengabdian kepada Masyarakat 11, no. 2 (June 30, 2023): 181–88. http://dx.doi.org/10.29313/ethos.v11i2.11259.

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Abstract. The Entrepreneurship Center has been running for 4 years but it has not been as optimal as expected, there are still many inactive stalls, including the PLS 64 Shop stall. This activity aims to improve the structure and optimize the role of the lapak person in charge, create or identify various business opportunities that are targeted and utilized through these lapak by developing a lapak management model according to student needs. Activities carried out with the method of training and mentoring. which is carried out through 4 stages, starting with program socialization activities which are carried out online on August 20 2021, offline training on educafe management and online marketing at Sahabat Alam Karangploso on October 22-23 2021, action activities starting on October 27 202, and continued with the evaluation monitoring stage. The end result of this community service activity is that the PLS 64 stall has become active again with the new name "Kedai PLS 64 Educafe" with a clear management organizational structure and a variety of types of services including product and service services. The results of this activity have been published via YouTube, the Radar Malang Jawa Pos newspaper.

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Hendricks, Charlotte M. "Parent/Caregiver Health Education in the Daycare Center." Health Education 21, no. 5 (October 1990): 56–57. http://dx.doi.org/10.1080/00970050.1990.10614576.

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Станіслав Пономаренко. "INTERDEPENDENCE OF ENVIRONMENTAL CULTURE AND ENVIRONMENTAL EDUCATION." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 119–28. http://dx.doi.org/10.31499/2706-6258.2(4).2020.223057.

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The article considers the main stages of the education system development, revealing the presence of an ecological component in it, reveals the relationship between environmental culture and environmental education. It is established that the education system still does not include as particularly important goals of personal knowledge and skills that shape its environmental culture, although the role of the latter in the formation of the value system of modern society is becoming increasingly important. The key to the formation of ecological culture is the education system, which, accumulating the achievements of science and practice, is able to change the way of life, human activity and society as a whole in accordance with the changes taking place in the biosphere. The effect of advancement in environmental education includes a number of basic characteristics, the implementation of which will result in an increase in the overall level of environmental culture. Environmental education is initiated by UNESCO (“Planet Survival Program”), the process of “landscaping” receives a theoretical basis and implementation in pedagogical practice, the credo of which is “to prepare people for dialogue with nature”. The public, concerned about the weakening of public attention to environmental education, is taking steps to change the situation to strengthen general environmental training in secondary and higher education, as an integral part of raising the level of environmental culture of the younger generation. It is proved that the family is the main center of society, the ecological component of which can be realized as parents, other family members are open to environmental problems. Preschools are designed to continue to perform the same function. With a favorable course of the process up to 5‒6 years, children form an idea of the relationship of natural phenomena with human activities. Underestimation of the role of this stage of the educational process distorts the perception of environmental problems in the future. New opportunities are concluded in the next stage of environmental education ‒ school and university. This is the main unit of the environmental education system.

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OKI, Yoshihiro. "History of “Heisei Kodomo Juku”,the Environmental Education Center of Nagakute Town." Environmental Education 22, no. 2 (2013): 2_28–35. http://dx.doi.org/10.5647/jsoee.22.2_28.

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19

Ripple, Darien. "Chandler Gilbert Community College Environmental Technology Center: Sustainability Education through Experiential Learning." Sustainability: The Journal of Record 5, no. 5 (October 2012): 311–16. http://dx.doi.org/10.1089/sus.2012.9927.

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20

Kurtz, R. C., M. J. Massie, W. P. L. Myers, L. Anderson, I. Kreuscher, S. Hellhan, and Members of the Graduate Training Committee. "Reviewing graduate medical education programs: A cancer center experience." Journal of Cancer Education 6, no. 3 (1991): 159–63. http://dx.doi.org/10.1080/08858199109528113.

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21

Wolfe, Kara L., and Carol W. Shanklin. "Environmental Practices and Management Concerns of Conference Center Administrators." Journal of Hospitality & Tourism Research 25, no. 2 (May 2001): 209–16. http://dx.doi.org/10.1177/109634800102500207.

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22

Boca, Gratiela, and Sinan Saraçlı. "Environmental Education and Student’s Perception, for Sustainability." Sustainability 11, no. 6 (March 14, 2019): 1553. http://dx.doi.org/10.3390/su11061553.

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Environmental education and education for the environment today play an important role toward sustainability. Environmental education provided by higher education institutions has an important impact on training and preparing the future generation for a green society. The purpose of this study is to examine the relationship among perception, attitude, and environmental behavior of the university students enrolled in different specialization fields (engineering electrical, mechanical, and economic). A total of 358 students participated in this survey conducted at the North Center University of Baia Mare. To collect data to measure students’ environmental education, perception, students’ attitudes, and behavior a Likert scale was used. In this study, it was revealed that students receiving academic education are involved in activities regarding environmental protection (volunteer, warning, participation, recycling of materials) using the new product and “greener” alternative energy. As a result of the t-test performed, it was put forward that there was no difference in their level of perception regarding the importance of environmental education. As a result of the correlation analysis, a positive relation was identified between the perception, attitude, and behavior variables.

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23

Ferreira, Johanna G. "The Assessment of an Environmental Education Center in Kruger National Park, South Africa." Applied Environmental Education & Communication 2, no. 2 (January 2003): 99–105. http://dx.doi.org/10.1080/15330150390208316.

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24

Sari, Vanúzia, and Silviamar Camponogara. "Challenges of environmental education in a hospital institution." Texto & Contexto - Enfermagem 23, no. 2 (June 2014): 469–78. http://dx.doi.org/10.1590/0104-07072014001130013.

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A study aimed to get to know the challenges of environmental education in a hospital, from the perspective of the individuals involved in its planning and execution. The research used a qualitative approach, case study type, using the workers of the Center for Environmental Education of a hospital group in the Rio Grande do Sul state, Brazil, as subjects. Data were collected, between August 2011 and January 2012, through documental research and interviews, and analyzed by content analysis. The challenges of environmental education include the lack of an institutional environmental policy that works as a financial, legal, human, and structural background for the development of actions focused on this topic. It was also observed that academic graduation does not consider environmental sustainability. It is clear that to work on these institutional challenges and overcome them during the development of environmental education is a prerogative for the construction of knowledge in environmental sustainability.

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25

Činčera, Jan, Bruce Johnson, Roman Kroufek, and Petra Šimonová. "Values Education in Outdoor Environmental Education Programs from the Perspective of Practitioners." Sustainability 12, no. 11 (June 9, 2020): 4700. http://dx.doi.org/10.3390/su12114700.

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Shaping environmental values is considered one of the goals of environmental education. At the same time, this creates questions about the line between indoctrination and education. While values education has been widely discussed from various theoretical perspectives, few studies have analyzed how it is being practiced. This article investigates five outdoor environmental education programs and identifies the values the programs promote as well as the means they use to communicate these values to students. Additionally, the article examines the perspectives of 17 program leaders and center directors regarding the ways in which values should be promoted in environmental education and the approaches they use in their practice. According to the findings, all the observed programs applied a normative, value-laden approach, communicating mainly the values of universalism. The most frequently observed strategy was the inculcation of desirable values by moralizing and modeling. Simultaneously, some of the leaders’ beliefs, while highlighting value-free or pluralistic approaches, contradicted their rather normative practice. This article describes the theory–practice gap identified and discusses the implications of the prevailing use of the normative approach in outdoor environmental education for the field. It calls for opening an in-depth debate on what, why, and how values belong in outdoor environmental education practice.

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Chao, Yu-Long. "A Performance Evaluation of Environmental Education Regional Centers: Positioning of Roles and Reflections on Expertise Development." Sustainability 12, no. 6 (March 23, 2020): 2501. http://dx.doi.org/10.3390/su12062501.

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Emulating the practice of regional centers for expertise on education for sustainable development, a new type of environmental education (EE) centers with a multi-county jurisdiction was established in Taiwan. Reflections on the functional roles and EE expertise are crucial for these EE regional centers after implementing initiatives while trying to lead environmental educators. The operation team members of these centers and the practitioners and educators from EE institutions, facilities, and venues in Taiwan all participated in this investigation on the roles of these centers and evaluated their performance. Results show that at this initial stage of EE regional center development, the mixed views of center operation teams were averaged into a position close to the mean between a practice-orientated and a strategy-orientated methodology on a spectrum of the center roles. The evaluation results revealed a certain insufficiency in the experiences and expertise in EE of some EE regional centers. As these centers are endowed with a central status by policy to promote and guide regional EE, they need to learn from local grass-root environmental educators as well as other EE regional center personnel to substantiate their expertise, which could be achieved through practical experiences and co-research with local environmental educators.

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Yani, Ahmad. "Character Education Through The Center Method at Al Biruni School." AWLADY : Jurnal Pendidikan Anak 8, no. 1 (March 30, 2022): 115. http://dx.doi.org/10.24235/awlady.v8i1.10069.

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Theunissen, Yolanda, and Matthew Edney. "The Osher Map Library and Smith Center for Cartographic Education." Cartographic Perspectives, no. 36 (June 1, 2000): 92–93. http://dx.doi.org/10.14714/cp36.826.

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29

García-González, Juan Antonio, Saúl García Palencia, and Irene Sánchez Ondoño. "Characterization of Environmental Education in Spanish Geography Textbooks." Sustainability 13, no. 3 (January 22, 2021): 1159. http://dx.doi.org/10.3390/su13031159.

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Environmental problems endanger the sustainability and survival of our planet. A way to raise awareness of the seriousness of the current environmental situation among future citizens and instill proactive behaviors that place the environment at the center of decision-making is environmental education. This study analyzes nine primary and secondary education textbooks in order to see what environmental education students receive as part of the subject of geography across the years of compulsory education in Spain. These textbooks are published by three different and main companies, which are a good example of the adaptation of the official curriculum. The study was conducted using the design and development of a coding sheet combining analysis of format (quantitative) and content (qualitative). The results show much room for improvement there is in environmental education in Spain. This improvement should start from the organization of the curriculum and its subsequent transposition into the textbooks. Thus, many changes are needed if we wish to build a society capable of effectively solving the threat of the environmental problems that surround us.

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Surkov, F. "INTERNATIONAL COOPERATION PROGRAMS ON ENVIRONMENTAL EDUCATION OF ROSTOV STATE UNIVERSITY." ECOLOGY ECONOMY INFORMATICS. GEOINFORMATION TECHNOLOGIES AND SPACE MONITORING 2, no. 6 (2021): 9–11. http://dx.doi.org/10.23885/2500-123x-2021-2-6-9-11.

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During 1991–1998 at the Rostov State University, some programs related to the problems of environmental education were carried out. These programs kicked off with a visit to the United States by a delegation of environmental education specialists at the invitation of the Tennessee Valley Authority’s Environmental Protection Unit. The implemented programs of cooperation, details of their implementation, and the results achieved are listed. The importance of involving schoolchildren and schoolteachers in the implementation of these programs was pointed out. The history of the emergence of the Center for Geoinformation Technologies of the Southern Federal University is described and the master’s program currently being carried out on its basis is mentioned

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Lee, Suk Hee. "Exploring the current status of parental education for fathers and improvement plans in Childcare Support Center." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 601–25. http://dx.doi.org/10.22251/jlcci.2022.22.23.601.

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Objectives This study investigated the operational status of parental education for fathers in the Childcare Support Center and explored the improvement of father education based on this. Methods Total 374 times data of parental education for fathers operated from 2018 to 2021 at the Childcare Support Center located in Busan, Ulsan, and Gyeongnam were collected, and analyzed. And In-depth interviews were conducted to derive an improvement plan. Results First, the father’s education at the center increased continuously for 4 years, but the education for fathers was not actively operated as it was conducted about 5.20 times annual average per center. Second, the education method by fathers and children was operated 1.6 times more than for fathers alone, and one-time education accounted for 65.8% of the total education. Third, father's education was operated the most in the morning on the weekend, and the group size consisted of small groups by 1-10 people and 11-20 people. Fourth, the contents of father's education, 64.1% of experiential activities with fathers and children took place, and the education related to parenting information gradually decreased. Fifth, the improvement plan for father's education is to be operated continuously with the consist of multiple programs in order to increase the participation rate of fathers, and appeared as customized education according to the situation of the child and father, comprehensive approach combining parenting information education and experiential type, an education plan through feedback. Conclusions Through this study, it was possible to check the current status of parental education for fathers at the Childcare Support Center, and explore improvements, and increase father’s participation by planning father education taking this into consideration, and will be able to enhance the effectiveness of education.

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Huber, Miłosz, and Olga Iakovleva. "Zn-Pb Dumps, Environmental Pollution and Their Recultivation, Case of Ruda Śląska-Wirek, S Poland." Mining 2, no. 3 (September 14, 2022): 616–28. http://dx.doi.org/10.3390/mining2030033.

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This article describes the results of a study on the Zn-Pb heap, which is located in the center of the city of Ruda Śląska. The heap dates back to the 19th century but was rediscovered in the 21st century and abandoned. Located in the center of the city, it is eroded and contributes to the spreading of pollutants. The authors performed a study on the components of the dump using microscopic observations and geochemical analyses. The results indicate that the components of the heap are mobile, mainly due to the infiltration of meteoric waters affecting the contamination of soils and plants. The present work is devoted to a review of the state of the environment in the area of the heap and a proposal for its reclamation by covering it with an isolation layer or moving it to a protected place away from the city center. It is possible, in the future, to build an Environmental Education Center, for education and the monitoring of enrivonmental problems in Upper Silesia.

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SunKyung Lee, Sun Young Ko, Donghee Shin, Rina Yoon, 정수임, 박지영, and 유은정. "Analysis of the Exhibition in Korean Natural Heritage Center asa Field of Environmental Education." Korean Journal of Environmental Education 28, no. 4 (December 2015): 262–79. http://dx.doi.org/10.17965/kjee.2015.28.4.262.

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Stern, Marc J., B. Troy Frensley, Robert B. Powell, and Nicole M. Ardoin. "What difference do role models make? Investigating outcomes at a residential environmental education center." Environmental Education Research 24, no. 6 (April 12, 2017): 818–30. http://dx.doi.org/10.1080/13504622.2017.1313391.

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Сипатрова, Анастасия, and Anastasiia Sipatrova. "NECESSITY OF ENVIRONMENTAL EDUCATION (THE CASE OF THE ENVIRONMENTAL SITUATION IN THE ALTAI MOUNTAINS)." Bulletin of Kemerovo State University. Series: Biological, Engineering and Earth Sciences 2017, no. 3 (October 25, 2017): 47–50. http://dx.doi.org/10.21603/2542-2448-2017-3-47-50.

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The article considers the ecological situation of the Altai Mountains, The growing impact of tourism on the environment can affect the flora, fauna and various ecosystems of the Altai Mountains. Other important aspects of environmental problems, such as waste accumulation and improper disposal. The air pollution in re region is determined not only by exhaust fumes, coal and wood boilers and furnaces, but also by its proximity to the Semipalatinsk test site and Baikonur cosmodrome. Therefore, all these issues make it necessary to study environmental education at schools and universities. It is important to raise the environmental awareness of the local population by informing them about the problems of their native land, i.e. environmental pollution and extinction of ecosystems, rare animals and plants. If ordinary people are not worried about the future of the land they call « the center of the Earth», very soon the future will be lost to them.

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Satterthwaite, Loretta N., John J. Haydu, and Alan W. Hodges. "Consumer Purchasing Habits of Environmental Horticulture Products in Florida." Journal of Environmental Horticulture 24, no. 2 (June 1, 2006): 68–73. http://dx.doi.org/10.24266/0738-2898-24.2.68.

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Abstract A garden center exit survey examining consumer purchasing habits of environmental horticulture products was conducted in Florida in 2002. A total of 910 surveys were completed with information on why a particular store was chosen for shopping, the items planned for purchase and whether or not the final purchase matched the intentions of the buyer. Convenience/location was the most important reason for shopping at a particular store, followed by price, quality, service, information and miscellaneous other reasons. Most respondents were shopping for non-plant (hardgood) items, but when shopping for plants, flowering plants for the outdoors were the most sought after. Seasonal shopping habits were identified with nearly every respondent shopping at least once during the spring and fewer respondents shopping at least once during each of the other seasons. Information was also collected on gender, age, education level, and annual income of respondents, as well as location and type of store (chain or independent). Respondents who reported having college level education, an annual income greater than $50,000 or were shopping at an independent garden center, also indicated convenience/location as their primary reason for selecting a particular garden center; however, unlike other respondents, price was not their second reason for shopping at a particular store.

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Wei, Xue. "Exploration on Environmental Education Though Construction of Global Parks in Zibo City." Journal of World Architecture 7, no. 3 (June 21, 2023): 1–5. http://dx.doi.org/10.26689/jwa.v7i3.5050.

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In this paper, the development status of environmental education in representative urban parks in Zibo City is investigated, studied, analyzed, and summarized. Besides, the role of natural resource commentary systems, waste sorting center visitations, and specialty gardens are expounded. In order to provide a reference for the integration of environmental education in the construction and renovation of parks in Zibo City, the problems in several practices like specialty gardens and WeChat public account is discussed.

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Keen, Cheryl, and Elizabeth Baldwin. "Students promoting economic development and environmental sustainability." International Journal of Sustainability in Higher Education 5, no. 4 (December 1, 2004): 384–94. http://dx.doi.org/10.1108/14676370410561081.

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Community‐based research has been suggested as a particularly effective form of service learning in college‐community collaborations. This paper reviews findings from interviews with alumni/ae and community partners of an environmental and economic sustainability center at Allegheny College in Northwest Pennsylvania, the Center for Economic and Environmental Development (CEED). CEED's community‐based research projects have spanned the natural and social sciences to analyze water quality, reduce waste streams and local energy consumption, identify environmental problems and enhance forest management. Interviews with alumni/ae point to the valued real world experience, enhanced cognitive development, and improved communication skills for students. Community partners valued new information and networks resulting from research and stressed the contribution they were making to college students' learning. Community‐based research projects can benefit from interviewees' recommendations to increase continuity, clarity of purpose, and follow‐through in projects, while maximizing opportunities for dialogue between community partners and students. Community‐based research may have a strong contribution to make to students' cognitive, academic, social, civic and career development.

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Tonge, Karen, Rachel A. Jones, and Anthony D. Okely. "Environmental Influences on Children’s Physical Activity in Early Childhood Education and Care." Journal of Physical Activity and Health 17, no. 4 (April 1, 2020): 423–28. http://dx.doi.org/10.1123/jpah.2019-0119.

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Background: To examine the relationship between attributes of early childhood education and care (ECEC) settings and children’s physical activity and sedentary behavior. Methods: Cross-sectional study involving 490 children aged 2–5 years from 11 ECECs. The ECEC routine, size of the outdoor environment, and time spent in the outdoor environment were calculated for each center. Children’s physical activity and sedentary time were measured using accelerometers. Multivariate linear regressions were used to examine associations of the attributes of ECEC centers with the outcome variables, adjusting for the effects of center clustering and gender. Results: Children in ECECs that offered free routines (where children can move freely between indoor and outdoor environments) had lower levels of sedentary time (28.27 min/h vs 33.15 min/h; P = .001) and spent more time in total physical activity (7.99 min/h vs 6.57 min/h; P = .008) and moderate- to vigorous-intensity physical activity (9.49 min/h vs 7.31 min/h; P = .008). Children in ECECs with an outdoor environment >400 m2 had less sedentary time (28.94 min/h vs 32.42 min/h; P = .012) than those with areas <400 m2. Conclusion: Modifiable practices such as offering a free routine and increasing time spent in outdoor environments could potentially offer an easy and sustainable way for ECEC centers to promote physical activity and reduce sedentary time among children.

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Simmons, Deborah A. "Are We Meeting the Goal of Responsible Environmental Behavior? An Examination of Nature and Environmental Education Center Goals." Journal of Environmental Education 22, no. 3 (March 1991): 16–21. http://dx.doi.org/10.1080/00958964.1991.10801963.

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Yunus Lutfiansyah, Dadang, Achmad Hufad, and Purnomo . "The Conceptual Model of Community Learning Center (PKBM) in Indonesia and Community Cultural Learning Center (Kominkan) in Japan." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 246. http://dx.doi.org/10.14419/ijet.v7i3.30.18250.

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This study explored the model of public education services conducted in two countries, namely Japan and Indonesia, particularly in understanding the objective condition of society between the two countries (background/history), then the conceptual model and implementation of public education model in industrial society in Indonesia and Japan. The concepts used in this research were lifelong learning, community-based education, and community learning centers. This research used descriptive study method with a qualitative approach. The data collection techniques used included interview techniques, observation, literature study, and documentation study. The results showed that; 1) the objective condition/Indonesian society during the establishment of PKBM in 1997 was in the economic crisis/monetary crisis. The infrastructure and education system were relatively existing and running. Institutionally, PKBM was separated from the existence of formal education (in this case, school); moreover, the orientation of the program services tended to be on the basic fulfillment. As for Japan, in post-World War II, the condition of infrastructure and social system was destroyed. At the beginning, school and kominkan were side by side by and the service orientation was holistically integrative and for the leisure time 2) the conceptual model of community education in the industrial society was based on the principle of community-based learning, Education for All as well as Education for Sustainable Development (ESD), and the cultural values and local wisdom. 3) The implementation of community education model in the industrial society developed by PKBM was through a) The Input Program (raw input, instrumental input, environmental input, process, output, other input, and impact), b) Learning Process and c) Output of learning. As in Kominkan in Japan, it adhered to the three main characteristics which were the information centers, the centers of participation and self-actualization which were open to all ages and circles as well as a place that guaranteed freedom and equal rights, free services, had an autonomy as a learning and cultural institution, had staff, was affordable (accessibility) with adequate facilities and high community participation.

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Saputra, Riski Janu, M. Syahrul Anwar, and Naufal Fikri. "Management Environmental Language of Usbu' Arabiy MTSN 6 Ponorogo at Pusdiklat Unida Gontor." Maharaat: Jurnal Pendidikan Bahasa Arab 5, no. 2 (July 8, 2023): 152–71. http://dx.doi.org/10.18196/mht.v5i2.18173.

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Bi'ah 'arabiyah is an Arabic-speaking environment, where one interacts with other people and uses the means of communication, namely Arabic. The phenomena found by researchers at MTs N 6 Ponorogo that teaching language in madrasas has several problems, including the lack of students who are able to speak Arabic and learning outside the classroom that is less interesting. This study aims to: describe the management of the Arabic language environment on the Usbu' Arabiy MTsN 06 Ponorogo agenda at the UNIDA Gontor Education and Training Center and describe the requirements and principles for establishing the Usbu' Arabiy Arabic language environment at MTSN 06 Ponorogo at the UNIDA Gontor Education and Training Center. The research methodology used in this research is a qualitative approach with literature studies or literature studies and case studies. The data collection process was carried out using the observation method and interviews with several teachers from the UNIDA Gontor Education and Training Center. Data analysis applied in this research is descriptive analysis. The results of the study stated that the activities at Usbu' Arabi were Giving Mufrodat, Formal Class Learning, Repetition and memorizing vocabulary, Language Skills, Rihlah Lughawiyah, Daily Study, Language Court, and Language Festival and supported by committees and teachers whose Arabic competence was appropriate in create an active and engaging language environment.

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Hong, Angie, and Dorothy H. Anderson. "Barriers to Participation for Latino People at Dodge Nature Center." Journal of Environmental Education 37, no. 4 (July 2006): 33–44. http://dx.doi.org/10.3200/joee.37.4.33-44.

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Burrus-Bammel, Lei Lane, and Gene Bammel. "Visiting Patterns and Effects of Density at a Visitors' Center." Journal of Environmental Education 18, no. 1 (October 1986): 7–10. http://dx.doi.org/10.1080/00958964.1986.9942723.

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Bacon, Thomas J., Daniel J. Baden, and Louis D. Coccodrilli. "The National Area Health Education Center Program and Primary Care Residency Training." Journal of Rural Health 16, no. 3 (June 2000): 288–94. http://dx.doi.org/10.1111/j.1748-0361.2000.tb00475.x.

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Hughes, Joseph (Chip), Dave Legrande, Julie Zimmerman, Michael Wilson, and Sharon Beard. "Green Chemistry and Workers." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 19, no. 2 (July 16, 2009): 239–53. http://dx.doi.org/10.2190/ns.19.2.dd.

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What follows is a summary of remarks presented by panelists participating in a workshop entitled, “What Green Chemistry Means to Workers.” The session examined the connection between green jobs—including those connected to the emerging field of green chemistry—and occupational, public, and environmental health. It was coordinated by Paul Renner, associate director of the Labor Institute, in collaboration with the Tony Mazzocchi Center for Safety, Health and Environmental Education, a project of the United Steelworkers and The Labor Institute. It was moderated by Joseph “Chip” Hughes, Director, Worker Education and Training Program, National Institute of Environmental Health Sciences. Panelists included Julie Zimmerman, PhD, Assistant Professor of Environmental Engineering, Forestry and Environmental Studies, Yale School of Engineering and Applied Science and Assistant Director for Research, Green Chemistry and Green Engineering Center, Yale University; David LeGrande, Occupational Safety and Health Director, Communications Workers of America; Mike Wilson, PhD, MPH, Environmental Health Scientist, Program in Green Chemistry and Chemicals Policy, Center for Occupational and Environmental Health, Berkeley School of Public Health, University of California; and Sharon D. Beard, Industrial Hygienist, NIEHS Worker Education and Training Program.

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Hong, Chan Young, and Kyung Soon Yoon. "The Effect of Satisfaction with Real-Time Non-face-to-face Education for Nursery Teachers in Childcare Support Center on Educational Effects through Teacher Effectiveness." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 593–605. http://dx.doi.org/10.22251/jlcci.2022.22.14.593.

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Objectives The purpose of this study is to examine the influence on education effect by satisfaction level of untact real-time education for childcare teacher-executed by the Support Center for Childcare- with mediacy of teacher’s efficacy and to provide basic data required in managing education program by the Support Center for Childcare Methods The objects of this study were 204 childcare teachers working at daycare centers in Gyeonggi-do. The survey for satisfaction level of real-time untact education, education effects, teacher’s efficacy was performed from 11 March to 24 March in 2022. Excluding some outlying data, 202 samples was analyzed for this study, and data analyzing tool was SPSS WIN 22.0 program for frequency analysis, reliability analysis, descriptive statistics, difference analysis, correlation analysis, and mediating effect analysis. Results First, satisfaction level of real-time untact education, education effect and teacher’s efficacy shows high position. Second, among several variables of childcare teacher, number of real-time untact education increases their efficacy for education. Third, between satisfaction of real-time untact education, education effect, and teacher’s efficacy, statical correlation was verified. Fourth, relation between real-time untact education satisfaction and education effect, teacher’s efficacy functions as a mediating parameter. So, plan or alternative for increasing teacher’s efficacy is required. Conclusions Through this study, we were able to confirm the high satisfaction and educational effects of real-time untact education at the Support Center Childcarere and the mediating effects of teacher efficacy. This can be used as a basic data for the efficient operation of childcare teachers' education at the Support Center Childcarere, and there is an empirical implication in the need to improve the teacher's sense of efficacy.

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Shofa, Mila Faila. "Kerangka Konsep Pengembangan Kurikulum Berbasis Multiple Intelligence pada Pendidikan Anak Usia Dini." Indonesian Journal of Islamic Early Childhood Education 2, no. 2 (December 25, 2017): 215–22. http://dx.doi.org/10.51529/ijiece.v2i2.65.

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The aims of this article are to (1) describes the concept of Multiple Intelligence-based curriculum development in Early Childhood Education, (2) describes the implications of curriculum-based learning at the Multiple Intelligence in Early Childhood Education. Data acquisition method of this article is through literature and empirical experience of the author. The results of this article explains that exposure to develop the Multiple Intelligence-based curriculum, teachers and school curriculum development team can put the idea of Multiple Intelligence manner. Multiple Intelligence curriculum can be reflected with some learning approaches, including approaches based learning center. Multiple Intelligence curriculum can be organized with the 2013 early childhood curriculum where the curriculum structure is the organization of core competencies, basic competencies, and learning the charge with each of multiple intelligences. Implications of Multiple Intelligence learning curriculum through three stages namely planning, implementation, and evaluation. Learning plan includes lesson plans based on Multiple Intelligence Weekly and Daily Lesson Plan-Based Multiple Intelligence. The learning center is implemented through activities in accordance with the linguistic intelligence center, musical center, visual-spatial center, kinestetic center, logical-mathematical center, center intrapersonal, interpersonal center, naturalist center, and existentialist center. Rating is based on the development of students' achievement indicators for each intelligence at every age.

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Moustairas, I., I. Vardopoulos, S. Kavouras, L. Salvati, and A. A. Zorpas. "Exploring factors that affect public acceptance of establishing an urban environmental education and recycling center." Sustainable Chemistry and Pharmacy 25 (April 2022): 100605. http://dx.doi.org/10.1016/j.scp.2022.100605.

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Smirnova, L. E., Y. K. Abaev, N. V. Michikova, and O. Y. Shadrina. "ENVIRONMENTAL EDUCATION OF YOUNGER SCHOOLCHILDREN BY MEANS OF ART PROJECT AT “WHITE BEAR” EDUCATIONAL CENTER." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 1 2020 (2020): 39. http://dx.doi.org/10.17513/spno.29554.

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