Multiple criteria sustainability modelling: case study on school buildings

This paper describes development of a computer-based tool for sustainability modelling using multiple criteria, and preliminary conclusions from doctoral research being undertaken into the relationship between key sustainability indicators. The model used in both cases produces a sustainability index with an accept/reject threshold of one that has the potential to completely replace traditional net present value methods. Minimum performance benchmarks are prescribed and must be observed - often by trading off performance across the full criteria set. Sustainability is shown to be capable of objective (numeric)· analysis for new projects, existing facilities, or indeed any product or asset. A combination of investor-centred and community-centred motivations can also be explored in the model. Known as SINDEX, the tool has industry-wide application, both locally and abroad, and represents a paradigm shift in project evaluation techniques. Furthermore, its multi-discipline considerations underscore the importance of a team approach to sustainability modelling and the need for people to work more closely together when dealing with complex problems. The results of twenty case studies of actual high schools constructed and operated in New South Wales (Australia) are also presented and the relationships between the key sustainability indicators are explored and interpreted.

User participation in the performance assessment of school buildings : a study of six primary schools in the Bellarine Peninsula region

Young children spend a significant portion of their lives at primary school. This research traces the development of school facilities in Victoria and examines the performance of six primary schools from the users' perspective. Performance assessments were carried out using participatory evaluation methods that included Touring Interviews with small groups of students aged from six to twelve years. The study found that participatory evaluation methods with both student and staff users generate significant information to improve school facilities. User comments were analysed with respect to 14 aspects of building quality and serviceability including character, thermal environment, privacy and flexibility. The study concludes that school buildings do not meet a number of key user requirements. Children expressed dissatisfaction with furniture and equipment in their classrooms and the playground, and to a lesser extent with student toilets, security of their school bags and personal privacy. Staff were dissatisfied with the provision of withdrawal areas and specialist spaces. Department of School Education facilities guidelines do not address the concerns of school users or meet user needs.

Using small reverse cycle air conditioners in relocatable classrooms - a case study

A 9-month study of four relocatable school buildings, each retro-fitted with small reverse cycle air conditioners (ACs), was conducted to investigate their effectiveness in heating and cooling the classrooms. A comparison with data from previous studies found the energy used by the ACs for heating these temporary classrooms was only 19–20% of the energy used by individual gas heaters installed in permanent classrooms. When equipment efficiencies were considered, the AC units supplied 20–27% less energy to heat the classrooms. The possible reasons for this reduction in supplied energy are explored in this paper. CO2 emissions for the AC units in heating mode, however, were calculated to be 16% greater than for individual gas heaters. The AC units were also used for cooling and on an average the total annual energy consumption for heating and cooling was found to be 11.6 kWh m−2. Responses to a small survey of staff and students about the use and operation of the conditioners are presented. Their responses were more favourable than the predictions of comfort levels in the classrooms using the Predicted Mean Vote–Predicted Percentage of Dissatisfaction (PMV–PPD) model, which indicated “uncomfortable” conditions on average summer days at 3:00 p.m. and average winter days at 10:00 a.m. Background noise levels in the classrooms with the air conditioners in use were above the recommended maximum design level of 45 dB(A); levels of up to 65 dB(A) were measured.

Towards the renewable relocatable classroom

Relocatable or temporary classrooms are now a common sight in our school grounds. Despite their name, they tend to become permanent structures, due to the limited funding for traditional "bricks and mortar" school buildings. Unfortunately, the designs used for relocatables do not reflect current best practice in energy efficient design. Consequently, they can be either energy hungry and/or thermally uncomfortable, depending on the level of conditioning equipment installed. Opportunities exist to apply solar design principles to the standard relocatable classroom. This paper explores the possibilities of reducing energy consumption to such a le\A31 that the remaining energy could then be supplied to the relocatable classroom from renewable energy technologies

Review of measurements in schools to improve IEQ

An Australian research facility, MABEL (the Mobile Architecture and Built Environment Laboratory) measured several school classrooms for their indoor environmental performance (IEQ) performance. This paper is a reporting of a case study, highlighting the processed measurement of a classroom and its findings. A review of the literature, also reveals particular sectors of IEQ in schools that are worthy of measurement. A primary intention here is to determine the type of IEQ measurements and their evaluation methods together with their corresponding instrumentation. A secondary intention is to highlight particular IEQ discrepancies in existing school classroom design resulting from these case study measurements, suggesting construction and operational conditioning improvements.In particular this research reveals international research on the subject of IEQ in school buildings and confirms the usefulness, urgency and necessity of IEQ measurements, world wide, in this area. As most of the existing literature on the subject seems to fall short of acknowledging all sectors of IEQ, this paper would like to address the importance of multiple IEQ parameters, experienced through on-site measurement case studies. It is suggested that the existing literature intends to target a specific IEQ sector or parameter, predetermining its effect on student absenteeism or reduced performance. In contrast to this, this paper would like to acknowledge the interactive effects of an IEQ index (standard) in general. One of the reasons for this are that such an index still appears to remain in the developmental stages.Various sectors of IEQ measurements, as measured with the MABEL facility, are demonstrated in this paper. They illustrate a cross-section of typical classroom evidence-based problems backed by measurement. A literature review confirms that similar problems in school buildings are evident in other parts of Australia as well as throughout the world, in identical and different climates. A holistic IEQ measurement acknowledges that there may be several outstanding, as well as poor IEQ parameters within the same classroom. Solutions to these poor IEQ results may be remedied, yet, it is the measurement that highlights the periods, degree and extent to which these problems occur. It is suggested here that a holistic approach to IEQ is required and that the development of its measurement standards and reporting are desperately needed.

Actor network theory goes to school

Actor Network Theory (ANT) is explored as a useful tool in researching the intersection of English teaching and Information Communication Technologies (ICTs), to understand the complex interaction of influences, both human and non-human, that combine to achieve a particular outcome, in this case the uptake of ICTs by English teachers in an Australian school. What this means is that alongside interviewing the teachers, administrators and technical support people, recognition is given to the influence of inanimate objects such as computers, bluestone walls and curriculum documents. This constructs a more complex picture of the change process accounting both for the invisible ideology of teacher beliefs as well as the technical capacity and incapacity of machines, buildings and policies. At the heart of ANT lies the metaphor of the heterogeneous network which is made up of diverse, not simply human, materials. Often these networks become consolidated as single point actors e.g. the English curriculum, the computer laboratory, the library, which are then seen as fixed entities rather than an amalgamation of parts prone to change. ANT allows for the constituent parts to be investigated, and following Bruno Latour's Aramis, (1996) this can be done creatively by literally giving voice to inanimate objects such as computers.

Energy analysis of the construction of office buildings /by Graham J. Treloar

Buildings have a significant impact on the environment due to the energy required for the manufacture of construction materials. The method of assessing the energy embodied in a product is known as energy analysis. Detailed office building embodied energy case studies are very rare. However, there is evidence to suggest that the energy requirements for the construction phase of commercial buildings, including the energy embodied in materials, is a significant component of the life cycle energy requirements. This thesis sets out to examine the current state of energy analysis, determine the national average energy intensities < i.e. embodied energy rates < for building materials and assess the significance of using national average energy intensities for the energy analysis of a case study office building. Likely ranges of variation in the building material embodied energy rates from the national averages are estimated and the resulting distribution for total embodied energy in the case study building simulated. Strategies for improving the energy analysis methods and data are suggested. Detailed energy analysis is shown to be a useful indicative method of quantifying the energy required for the construction of buildings.

Embodied energy modelling of individual buildings in Melbourne : the inherent energy-cost relationship

This thesis demonstrates a strong relationship between life cycle energy and life cycle cost based on an analysis of thirty recent Melbourne buildings. Embodied energy (initial cost) can be reliably modelled by construction cost (initial cost) and thus be readily available as early design advice, enabling more sustainable development.

Height and cost of buildings in Shanghai and Hong Kong

Initial findings indicated that the curved relationships of height-cost of residential buildings in Shanghai and Hong Kong exhibit different profiles. The differences suggest that, Hong Kong contractors have more expertise in multi-story and high-rise construction than contractors in Shanghai. The dissimilarities also imply that different sets of criteria should be applied in the judgement of height affects on cost in different locations.

Building movements: directed improvisation performances : conversing with buildings; assisted falling

For these performances, the new Design Hub building will play the role of architectural surrounds used as spatial research devices, architectural agent and collaborator – by giving the building our attention we aim to bring it and its affordances explicitly into the collective body. In exploring the set of interlinked spaces in the Hub (with an emphasis, we propose, on the stairs) as “elaborately structured pretexts for action” , we anticipate that the beginnings of an approach may emerge and allow us to understand that when a person “flexes her muscles, a person [also] flexes her surroundings”. Arakawa and Gins offer ways to assist us in approaching architecture as a tentative constructing toward a holding in place – in which all modes of sensing and scales of action are exercised – through their notions of ‘architectural surround’ and ‘architectural body’ garnered from chapters ‘Notes for an Architectural Body’ and ‘Architectural Surround’ (Gins and Arakawa, 2002).