Efficient building management with IP-based wireless sensor network

Existing Building/Energy Management Systems (BMS/EMS) fail to convey holistic performance to the building manager. A 20% reduction in energy consumption can be achieved by efficiently operated buildings compared with current practice. However, in the majority of buildings, occupant comfort and energy consumption analysis is primarily restricted by available sensor and meter data. Installation of a continuous monitoring process can significantly improve the building systems’ performance. We present WSN-BMDS, an IP-based wireless sensor network building monitoring and diagnostic system. The main focus of WSN-BMDS is to obtain much higher degree of information about the building operation then current BMSs are able to provide. Our system integrates a heterogeneous set of wireless sensor nodes with IEEE 802.11 backbone routers and the Global Sensor Network (GSN) web server. Sensing data is stored in a database at the back office via UDP protocol and can be access over the Internet using GSN. Through this demonstration, we show that WSN-BMDS provides accurate measurements of air-temperature, air-humidity, light, and energy consumption for particular rooms in our target building. Our interactive graphical user interface provides a user-friendly environment showing live network topology, monitor network statistics, and run-time management actions on the network. We also demonstrate actuation by changing the artificial light level in one of the rooms.

Student voice in Irish post-primary schools: a drama of voices

This research is an exploration of the expression of student voice in Irish post-primary schools and how its affordance could impact on students’ and teachers’ experiences in the classroom, and at whole-school level through a student council. Student voice refers to the inclusion of students in decisions that shape their experiences in classrooms and schools, and is fundamental to a rights-based perspective that facilitates students to have a voice and a say in their education. Student voice is essential to the development of democratic principles, active citizenship, and learning and pedagogy. This qualitative research, based in three post-primary case-study schools, concerns teachers in eighteen classrooms engaging in dialogic consultation with their students over one school year. Teachers considered the students’ commentary and then adjusted their practice. The operation of student councils was also examined through the voices of council members, liaison teachers and school principals. Theorised within socio-cultural (social constructivist), social constructionist and poststructural frames, the complexity of student voice emerges from its conceptualisation and enactment. Affording students a voice in their classroom presented positive findings in the context of relationships, pedagogical change and students’ engagement, participation and achievement. The power and authority of the teacher and discordant student voices, particularly relating to examinations, presented challenges affecting teachers’ practice and students’ expectations. The functional redundancy of the student council as a construct for student voice at whole-school level, and its partial redundancy as a construct to reflect prefigurative democracy and active citizenship also emerge from the research. Current policy initiatives in Irish education situate student voice in pedagogy and as dialogic consultation at classroom and whole-school level. This work endorses the necessity for and benefit of such a positioning with the author further arguing that it should not become the instrumental student voice of data source, accountability and performativity.