Measuring Indoor Environmental Quality (IEQ) in a National School Property Portfolio

<p>This thesis introduces a methodological approach for assessing Indoor Environmental Quality (IEQ) at an unprecedented scale in a large property portfolio to identify good and poor IEQ in buildings to inform design, asset management, maintenance, and evidence-based policy decisions. There is clear evidence that with deteriorating IEQ conditions, there is a decrease in human performance and their acceptability of the indoor environment. This thesis initially sought to find precedents for the influence of combined IEQ (lighting, temperature, relative humidity, acoustics, and indoor air quality) measurements on learning performance in schools and found none. No standards for measuring or characterizing this all inclusive IEQ in classrooms was found. In previous IEQ studies, there is no coherent guidance on representative placement of sensors (data loggers) and height to place a multi-variable sensor within a space. </p> <p>The primary purpose of this thesis was to ascertain whether a one-point sensor measurement could be representative of the environmental condition across a space and where might be the best location to measure IEQ in many classrooms. Using the New Zealand Ministry of Education portfolio as a case study, physical measurements and observations were carried out in three typical case study classrooms, in three selected schools in Wellington. An array of sensors that simultaneously measures all five IEQ variables in a single device were deployed on the vertical walls and on the horizontal measuring plane in the case study classrooms during non-school days and school days in summer, autumn, and spring. One external sensor was positioned outside the classroom in a shaded walkway to monitor external environmental data and external weather data was also retrieved from the closet weather station. </p> <p>The main conclusion is that for all five environmental variables, the relationship between the central horizontal plane and vertical wall sensors was consistent for approximately 80% of the time. This indicated that a vertical wall sensor can reliably predict IEQ levels at the centre of a classroom. This study concludes that a one-point sensor located on an unglazed vertical wall, where the sun is unlikely to shine and away from any sources of heat can strongly predict IEQ at the most frequently occupied parts of a space (the centre). </p> <p>A one-point measurement provides an indication of what is happening in a room, but not necessarily all the variations (differences) across the room. The use of a one-point sensor gives a general indication of IEQ trends and patterns. It can suggest that IEQ highs are way too high or the lows way too low, or the range of extremes are too broad. It cannot pinpoint problem causes, or specific local issues, but is useful to triage good and poor IEQ in classrooms for early discrimination from hundreds or more classrooms of how to direct the maintenance or refurbishment programmes for large groups of school buildings. An additional level of information could be picked up better by using multiple sensors, building modelling or in combination with other qualitative methods such as survey of occupants. These findings can be used by researchers, architects, building scientist and policymakers to diagnose building performance in a national school property portfolio. The same process could be used in any large property portfolio to prioritize remediation works. </p>

Measuring Indoor Environmental Quality (IEQ) in a National School Property Portfolio

<p>This thesis introduces a methodological approach for assessing Indoor Environmental Quality (IEQ) at an unprecedented scale in a large property portfolio to identify good and poor IEQ in buildings to inform design, asset management, maintenance, and evidence-based policy decisions. There is clear evidence that with deteriorating IEQ conditions, there is a decrease in human performance and their acceptability of the indoor environment. This thesis initially sought to find precedents for the influence of combined IEQ (lighting, temperature, relative humidity, acoustics, and indoor air quality) measurements on learning performance in schools and found none. No standards for measuring or characterizing this all inclusive IEQ in classrooms was found. In previous IEQ studies, there is no coherent guidance on representative placement of sensors (data loggers) and height to place a multi-variable sensor within a space. </p> <p>The primary purpose of this thesis was to ascertain whether a one-point sensor measurement could be representative of the environmental condition across a space and where might be the best location to measure IEQ in many classrooms. Using the New Zealand Ministry of Education portfolio as a case study, physical measurements and observations were carried out in three typical case study classrooms, in three selected schools in Wellington. An array of sensors that simultaneously measures all five IEQ variables in a single device were deployed on the vertical walls and on the horizontal measuring plane in the case study classrooms during non-school days and school days in summer, autumn, and spring. One external sensor was positioned outside the classroom in a shaded walkway to monitor external environmental data and external weather data was also retrieved from the closet weather station. </p> <p>The main conclusion is that for all five environmental variables, the relationship between the central horizontal plane and vertical wall sensors was consistent for approximately 80% of the time. This indicated that a vertical wall sensor can reliably predict IEQ levels at the centre of a classroom. This study concludes that a one-point sensor located on an unglazed vertical wall, where the sun is unlikely to shine and away from any sources of heat can strongly predict IEQ at the most frequently occupied parts of a space (the centre). </p> <p>A one-point measurement provides an indication of what is happening in a room, but not necessarily all the variations (differences) across the room. The use of a one-point sensor gives a general indication of IEQ trends and patterns. It can suggest that IEQ highs are way too high or the lows way too low, or the range of extremes are too broad. It cannot pinpoint problem causes, or specific local issues, but is useful to triage good and poor IEQ in classrooms for early discrimination from hundreds or more classrooms of how to direct the maintenance or refurbishment programmes for large groups of school buildings. An additional level of information could be picked up better by using multiple sensors, building modelling or in combination with other qualitative methods such as survey of occupants. These findings can be used by researchers, architects, building scientist and policymakers to diagnose building performance in a national school property portfolio. The same process could be used in any large property portfolio to prioritize remediation works. </p>

Izračun ogljičnega odtisa pri pridelavi mleka

Agriculture contributes about 10% of greenhouse gas emissions. The transition to a low-carbon society, while increasing food production, poses a major challenge. The article deals with the carbon footprint in organic milk production on the school property in Biotechnical Centre Naklo. Data are collected from central records of cattle, material and financial accounting, annual plans and reports, and from process monitoring according to ISO standards (ISO 9001, 14001). 22 ha of agricultural land with 33 cows and young livestock (46 LSU), grazed throughout the year, are earmarked for the needs of organic milk production. All the processes that affect CO2eq emissions are recorded in order to be able to calculate the carbon footprint (PAS 2050 and ISO 14067) in accordance with the LCA cycle procedures. Voluminous (7,195t) and strong fodder (4,347 t) has maximum impact on CO2eq. (4,347 t). The fodder is followed by electricity (32 t) and gas oil (16 t). The total carbon footprint for milk production and storage at 4 ° C is 60.95 t CO2eq, which is 2.73 CO2eq/l milk.

Accessing Minnesota School Administrators’ Knowledge and Perceptions Related to Sharing School Play Spaces after the Passage of Minnesota Shared Use Legislation

Lower levels of physical activity among children in the United States can be attributed in part to the lack of access to safe, low-cost recreational facilities. Shared use, or a partnership allowing the community to use school recreational facilities outside of normal hours, has received increased attention. Objective: The objective of this study was to determine the extent of knowledge among school decision makers about a law passed clarifying liability for school shared use in Minnesota and to understand perceptions held by school decision makers regarding shared use of recreational facilities. Design, Setting, and Participants: A survey of Minnesota school superintendents and other decision makers (N = 182) was conducted to understand the issues relevant to sharing school recreational facilities with the public. Results: The majority (90%) of respondents indicated concern about liability for injury on school property outside of normal hours, and that insurance and contracts provided the most protection from liability. Most respondents indicated they were not familiar with the Minnesota shared use legislation and its provisions (61.36%, n = 108). Conclusions: Findings suggest the importance of education and training to further school superintendents’ knowledge of Minnesota shared use legislation, legal and policy issues relevant to shared use, and issues related to the implementation of shared use within their Districts.

Nature of Student Unrest in Secondary Schools in Kericho County Kenya

Student conflicts in secondary schools are one of the most common challenges faced in the 21st century in the modern world. Kenya has faced several incidents of student conflicts in Secondary schools mainly attributed to the cases of indiscipline and conflicts among students in the schools. In Kericho County, several incidences of student conflicts have been witnessed in the different schools, which have caused widespread material losses and other social impacts. The Specific objective was to examine the nature of Student Unrest in secondary schools in Kericho County. The study was underpinned by participative leadership theory and the functionalism theory. The study utilized the evaluation research design. The study was conducted in Kericho County. The study targetedthe following categories of respondents; students, teachers, school principals or head teachers, School boards of management, County director of education and Sub-county directors of education in Kericho county. Only 14% of the respondents agreed that there have been incidences of unrest in their schools within the last 3 years. However, this number is high considering the harm that the unrest causes. Manifestation of student unrest is usually through burning of dorms, fighting among students, boycotting classes, theft of school property, refusing punishment, bullying and striking against school administration. The causes of students include changes in government policies, poor administrative skills, congestion, inadequate and poor food quality, social media and political agitations.

Prevalence and Prevention Strategies of Violence in Special Schools: A Quantitative Survey

This study was carried out to identify the opinions of students with hearing impairment and their teachers about prevalence of violence in special schools. This research was quantitative in nature and descriptive research method was used to conduct the study. The population of the study comprised students with hearing impairment (SWHI) and their teachers working in public sector schools. Researchers selected 60 students with hearing impairment studying at elementary level (males= 23, females= 37). A sample of 100 teachers were also taken from schools working in Lahore. On the basis of literature review, two structured questionnaires with close ended options were developed. The estimated reliability of teachers’ questionnaire was Cronbach alpha 0.82 and of students’ questionnaire (Cronbach alpha 0.85). Researchers personally visited schools to collect data from students whereas data from teachers were collected through telephone and email. Frequency percentages, mean and standard deviation were used for data analysis. The results of the study indicated that most of students with hearing impairment used to experience non- verbal violence and feel scary before and after school time. Teachers reported that students used to threaten one another, damage school property or personal items. They used abusive language. Schools had taken many initiatives to create healthy and safe environment i.e, appointing security guards to control access to school buildings, increasing monitoring by applying rules and regulations and involving students in conflict resolving activities. However, training teachers, counselling, student tutoring and mentoring are required for healthy school environment.

Religion in the Schools

Starting in the 1960s, the U.S. Supreme Court understood the Establishment Clause to strictly limit government’s ability to promote religion in the schools: The state could not lead prayers, it could not fund private religious education, and it could not teach religion as true in the public school curriculum. During the same period, the Court construed free exercise rights (in schools and elsewhere) in a fairly modest fashion by balancing religious rights against government interests. Beginning in 1990, the Court weakened the Free Exercise Clause still further. Today, however, the Court is moving to reshape the general law of the Religion Clauses, and the trend points (clearly) toward a greatly weakened Establishment Clause and (less clearly) toward a Free Exercise Clause that is at least somewhat more robust. The Court has also made clear that the Free Speech Clause grants religious speakers equal rights to speak on school property. These speech protections are powerful guarantors of religious liberty, even if no revolution in free exercise law materializes. This chapter surveys the constitutional law involving religion in the K–12 public schools, summarizing that law as it currently stands and offering tentative predictions about where it is headed. The chapter begins with the Establishment Clause limits on government religious expression in the public schools, then continues by discussing the free exercise rights of students and teachers, religion in the public school curriculum, and the rights of religious groups to speak on school property.