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Raising consciousness about the environment and learning ways to care for our planet are important for all citizens of the world. Young children are particularly receptive to learning new concepts; thus the preschool years are an ideal time to teach lessons about the environment. It is often the case that the information learned when children are young stays with them as they move into older childhood, adolescence and adulthood. This is particularly true when those lessons are reinforced, and when children have an opportunity to be actively engaged in their learning. This project focused on teaching preschool children about metamorphosis, plant growth, recycling and littering. Eighteen children at a preschool in Pennsylvania participated in a series of lessons and activities. Before beginning the lessons, children were given a short pretest to gauge their knowledge about the topics. A post-test was given after the lessons were completed. For all concepts taught, the children's knowledge increased.

Objective:The aim of the study is to determine the current work locations of allied health professionals and nurses who undertook a student placement in the Northern Territory of Australia from 2016-2019. Design: An observational cohort study was conducted in October 2020, with students emailed a link to an on-line survey, plus two reminders. Setting: Primary health care in the Northern Territory of Australia.Participants: All allied health and nursing students who undertook a student learning placement in the Northern Territory from 2016-2019 (n = 1936). Main outcome measures: Practicing nurses and allied health professionals were asked about their work history and locations (coded using the Modified Monash Model of remoteness and population size). Results: The response rate was 14.2% (275/1936 students). Most respondents reported that their placement positively influenced them to consider working: in a rural or remote location (76%), in the Northern Territory (81%), and with marginalised or under-served populations (74%). Of the respondents, 224 had graduated and 203 were currently working in their health profession. A total of 31.4% of respondents reported that they had worked in a remote or rural location after graduation. Conclusions: The student placement had a positive effect on the likelihood of students working in a rural or remote location. A focus on recruiting students with a remote upbringing/background and offering longer placements would likely be successful in helping build the health professional workforce in remote locations.

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