PERENCANAAN PENANGKAL PETIR DI GEDUNG SEKOLAH TINGGI TEKNOLOGI PEKANBARU

The installation of lightning rods is very necessary for office buildings, buildings, towers so that humans and equipment inside the building are protected from the danger of lightning strikes. This study plans a good lightning rod to be installed in the Pekanbaru Technology High School building by knowing the values ​​of lightning strike density, lightning strike distance, the level of building hazard estimates, determining the area that attracts lightning strikes, determining the number of lightning strikes per year, and determining the radius. protection against lightning strikes. The results of the research that has been carried out, in the Pekanbaru Technological School (STTP) building with a building length of 32.50 m, a building width of 22.50 m, and a building height of 18.00 m. obtained the value of lightning density N_g=35,3602 km²/year, area of ​​attraction for lightning strikes A_e=15,827.49 m², the number of lightning strikes N_d=0,559/year, has level III protection with E=082, area of ​​radius A_x=174.885.44 m², So to be safer from lightning strikes, the STTP building using an electrostatic lightning rod is enough to use 1 finial with a length of 2 m.

Planted Roofs Over Buildings

Humans in addition with other factors have increased the environmental pollution of the planet. Many highly populated cities like Athens have problems with air quality due to the poor quality of construction, high temperatures in summer, noise, no existence of city plans, etc. The scope of this study is the investigation of urban towns' benefits using planted roofs. All types of planted roofs have many environmental, constructional, social, and financial benefits. The research suggests a method from the design, the study until the construction, using decision making, informing the citizens, and taking into account their opinion. The original design of buildings must have adopted an integrated energy strategy such as the solution of planted roofs so as to maximize the benefits to the environment and human beings. The research is specialized using a case study about a planted roof of an existing school building in Athens. The advantages and disadvantages of the usage are shown focusing on environmental, social, and construction aspects.

PREDICTING THE SCHEDULE AND COST PERFORMANCE IN PUBLIC SCHOOL BUILDING PROJECTS IN TAIWAN

The Ministry of Education (MOE) of Taiwan invests about NTD 30 billion a year in Public School Building Projects (PSBPs). However, 95% of the PSBPs have been extended and have incurred increased costs. A PSBP performance evaluation and prediction system was established by using the Fuzzy Delphi Method (FDM), association rules and an Artificial Neural Network (ANN). Sixty-two Taiwanese PSBPs were used as the samples, while eleven high correlation factors that influence the project performance of PSBPs were defined, and the reasons leading to the poor project performance were discussed in this study. Moreover, the results of the test cases operated by ANN showed that the accuracy rate for schedule and cost variability predictions can reach 84%. The high accuracy rate indicated the reliability of priority control for high-risk projects in the future. The proposed approach can be provided to clients, design and construction firms, and project managers to understand the project performance in real time and to establish a dynamic tracking review and response measures for improving the overall project satisfaction.

Addressing Our Nation’s Toxic School Infrastructure in the Wake of COVID-19

The commentary argues that we need to address the wide variance in school building quality under and after COVID-19. Evidence suggests that historical underinvestment in school facility capital and maintenance has created unhealthy school buildings across the nation. Federal funding and research is necessary to ensure that schools are healthy places for educators, families, and youth even after the pandemic ends.

Prefabricated Engineered Timber Schools in the United Kingdom: Challenges and Opportunities

Due to changing demographics, the UK faces a significant shortage of school places. The UK government aims to build large numbers of new schools to meet this demand. However, legally binding carbon emissions mitigation commitments might limit the ability of the government to adequately meet this demand on-time, on-budget, and within sustainability targets. This paper assesses the opportunity for prefabricated engineered timber construction methods to help meet the demand for new primary and secondary school buildings in the UK within these constraints. Building on a study of past government-led school building programmes and the state-of-the-art developments in engineered timber construction, this paper outlines the benefits that an engineered timber school building programme could have on a sustainability and procurement level. A strategy is then proposed for the wider adoption of engineered timber for the construction of school buildings in the UK, including detailed guidelines for designers and policymakers. The study concludes with recommendations for the adaptation of this strategy in different countries, depending on context-specific requirements, therefore promoting a generalised adoption of sustainable and efficient construction processes.

Indoor Air Quality Prior to and Following School Building Renovation in a Mid-Atlantic School District

Children spend the majority of their time indoors, and a substantial portion of this time in the school environment. Air pollution has been shown to adversely impact lung development and has effects that extend beyond respiratory health. The goal of this study was to evaluate the indoor environment in public schools in the context of an ongoing urban renovation program to investigate the impact of school building renovation and replacement on indoor air quality. Indoor air quality (CO2, PM2.5, CO, and temperature) was assessed for two weeks during fall, winter, and spring seasons in 29 urban public schools between December 2015 and March 2020. Seven schools had pre- and post-renovation data available. Linear mixed models were used to examine changes in air quality outcomes by renovation status in the seven schools with pre- and post-renovation data. Prior to renovation, indoor CO measurements were within World Health Organization (WHO) guidelines, and indoor PM2.5 measurements rarely exceeded them. Within the seven schools with pre- and post-renovation data, over 30% of indoor CO2 measurements and over 50% of indoor temperatures exceeded recommended guidelines from the American Society of Heating, Refrigerating, and Air Conditioning Engineers. Following renovation, 10% of indoor CO2 measurements and 28% of indoor temperatures fell outside of the recommended ranges. Linear mixed models showed significant improvement in CO2, indoor PM2.5, and CO following school renovation. Even among schools that generally met recommendations on key guidelines, school renovation improved the indoor air quality. Our findings suggest that school renovation may benefit communities of children, particularly those in low-income areas with aging school infrastructure, through improvements in the indoor environment.

The Analysis of Samoan Schools Dropout Rates

<p>This thesis investigates the dropout problem in Samoan schools particularly at primary and secondary levels from 1995 to 2007. It aims at identifying and comparing the dropout rate by region (or geographical locations), school level (primary, primary/secondary and secondary) and school status (Government, Mission and Private). Moreover, it also investigates whether the student-teacher ratio, school size, the gender and ethnicity of the teacher, the qualification of the teacher, the school building and school facility variables are associated with the dropout of students. The investigation is carried out through analysis of census data gathered annually by the Samoa Ministry of Education, Sports and Culture (MESC) through census forms from all the primary and secondary schools in the country. Given our response variable is a dichotomous one, the logit regression models to model the effect of both the categorical and continuous explanatory variables on the dropout was adopted. Moreover, since the dropout rates across different year levels (eg, Year 2, Year 3, and Year 13) are correlated within each school we then use the Generalised Estimating Equations (GEE) approach. The results show that higher dropout rates are found in the rural areas (Rest of Upolu combined with Savaii region) as compared to urban area (Apia urban region). In addition, students are more likely to leave secondary schools earlier than primary or primary/secondary schools. Apparently, the majority of these dropouts are those who have attended Government schools. Surprisingly, students are less likely to get affected with the dropout in larger schools and those schools with higher student-teacher ratios. The gender of the school teacher has nothing to do with the dropout however; having more Samoan and highly qualified teachers in a school will significantly reduce the dropout rate. Nonetheless, a couple of school building variables are significantly associated with the dropout in the positive direction, while another couple inversely relate with the dropout. Schools with more trucks as means of transportation for students, and more radios for school programs and students’ activities are less likely to get affected with the dropouts.</p>

The Analysis of Samoan Schools Dropout Rates

<p>This thesis investigates the dropout problem in Samoan schools particularly at primary and secondary levels from 1995 to 2007. It aims at identifying and comparing the dropout rate by region (or geographical locations), school level (primary, primary/secondary and secondary) and school status (Government, Mission and Private). Moreover, it also investigates whether the student-teacher ratio, school size, the gender and ethnicity of the teacher, the qualification of the teacher, the school building and school facility variables are associated with the dropout of students. The investigation is carried out through analysis of census data gathered annually by the Samoa Ministry of Education, Sports and Culture (MESC) through census forms from all the primary and secondary schools in the country. Given our response variable is a dichotomous one, the logit regression models to model the effect of both the categorical and continuous explanatory variables on the dropout was adopted. Moreover, since the dropout rates across different year levels (eg, Year 2, Year 3, and Year 13) are correlated within each school we then use the Generalised Estimating Equations (GEE) approach. The results show that higher dropout rates are found in the rural areas (Rest of Upolu combined with Savaii region) as compared to urban area (Apia urban region). In addition, students are more likely to leave secondary schools earlier than primary or primary/secondary schools. Apparently, the majority of these dropouts are those who have attended Government schools. Surprisingly, students are less likely to get affected with the dropout in larger schools and those schools with higher student-teacher ratios. The gender of the school teacher has nothing to do with the dropout however; having more Samoan and highly qualified teachers in a school will significantly reduce the dropout rate. Nonetheless, a couple of school building variables are significantly associated with the dropout in the positive direction, while another couple inversely relate with the dropout. Schools with more trucks as means of transportation for students, and more radios for school programs and students’ activities are less likely to get affected with the dropouts.</p>

Learning Communities in the City: Social Constructivism, Spaces and Connections in the New Urban Primary School

<p>The main intention of the research is to develop a model for an inner city primary school building which is responsive to the urban context and reflects the educational theory of Social Constructivism. The underlying demand for an inner city primary school was identified as a result of a recent demographic shift which involves more families living in the centres of New Zealand’s cities. Schools are an important part of a city’s infrastructure, where quality schools can help to develop quality cities. There should be a close fit between current educational theory and contemporary school design. Social Constructivism views learning as the construction of knowledge through social interaction with peers, adults and the environment. The design case study proposes a vertical school that is capable of supporting strong links with the community through developing a ‘public living room’ alongside retail outlets. While the vertical nature of the school limits some contact it is possible to develop a ‘learning street’ and other meeting places within the school. The plan also provides flexible classroom spaces and workrooms to meet curriculum objectives. A variety of indoor and outdoor spaces can be provided but it is proposed that the children also access the city’s public open spaces and amenities. The city can be viewed as an extended classroom, as suggested in Strickland’s ‘City of Learning’ model. The site for the proposed school was selected to ensure easy access to amenities and resources. Overall the research suggests an inner-city primary school building is possible and even desirable for those living and working in the city.</p>

Learning Communities in the City: Social Constructivism, Spaces and Connections in the New Urban Primary School

<p>The main intention of the research is to develop a model for an inner city primary school building which is responsive to the urban context and reflects the educational theory of Social Constructivism. The underlying demand for an inner city primary school was identified as a result of a recent demographic shift which involves more families living in the centres of New Zealand’s cities. Schools are an important part of a city’s infrastructure, where quality schools can help to develop quality cities. There should be a close fit between current educational theory and contemporary school design. Social Constructivism views learning as the construction of knowledge through social interaction with peers, adults and the environment. The design case study proposes a vertical school that is capable of supporting strong links with the community through developing a ‘public living room’ alongside retail outlets. While the vertical nature of the school limits some contact it is possible to develop a ‘learning street’ and other meeting places within the school. The plan also provides flexible classroom spaces and workrooms to meet curriculum objectives. A variety of indoor and outdoor spaces can be provided but it is proposed that the children also access the city’s public open spaces and amenities. The city can be viewed as an extended classroom, as suggested in Strickland’s ‘City of Learning’ model. The site for the proposed school was selected to ensure easy access to amenities and resources. Overall the research suggests an inner-city primary school building is possible and even desirable for those living and working in the city.</p>