Education Activities to Realize Green Campus
Bibliographic record
Abstract
The application of green concepts on campus starts from the formulation of the vision and mission, ratification of policies and development processes. The main problems in the effort to realize a green campus include a lack of involvement and individual awareness of sustainability issues and campus users are unaware of the sustainability that occurs on campus. Individual awareness and involvement of staff and students are needed to create a green campus. The purpose of this study was to analyze what educational activities should be carried out to increase awareness of realizing a green campus. There are several educational activities regarding green concepts aimed to campus users. Education activities such as courses on sustainable environment, research, seminars, student organizations in environmental activities, green campus promotions/campaign and paperless became independent variables in this study. This study uses quantitative methods with Factor analysis. The research was conducted at the Universitas Sumatera Utara. Data was collected by distributing questionnaire forms with respondents as many as 400 students. The results showed that education, practical and seminar activities about the importance of green concepts, green campus campaigns, and green applications on campus such as paperless needed to be done in raising awareness to realize a green campus.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".