The existing Reinforced Concrete (RC) School buildings are often characterized by low-rise, very long beams, and relatively large-valued uniformly distributed loads. Beams present a large amount of ...longitudinal reinforcement so that they exert huge shear stresses, on the joint panels into which they frame, during a seismic event. For this reason, the main cause of seismic inadequacy of these buildings is often the premature shear failure of the joints. These latter can result either (a) completely devoid of reinforcing stirrups, or (b) not suitably reinforced, or (c) under-dimensioned. In some cases, due to either the results of the feasibility study or to instructions given by the Contracting Authority, the seismic rehabilitation of such buildings must be obtained by local interventions. To rehabilitate an existing RC building with under-dimensioned joints, by means of local interventions, the availability of pourable and self-compacting High-Performance Fiber Reinforced Cementitious Composites (HP-FRCC) renders the RC jacketing the ideal solution. In cases in which an aggressive environment is concomitant with the susceptibility to earthquakes, an Engineered Cementitious Composite designed ad hoc could be an even better option. The RC jacketing of the joint allows to enlarge it, thus making it work in un-cracked regime. However, when the joint panel is enlarged, the appropriate hierarchy of resistances must be restored throughout the length of the column, to guarantee the activation of the desired global dissipative mechanism. In this article a calculation strategy to follow in these cases, in compliance with the Building Regulations, is proposed and described by referring to a case-study. Finally, a discussion is provided on some aspects, which are still susceptible to improvement, to refine the intervention technique.
Building information modeling (BIM) has been used by the architectural and engineering disciplines to streamline the building design, construction, and management process, but there has been much ...more limited experience in extending the application to landscape design and implementation. This study integrated BIM software (Autodesk InfraWorks 2024.1) with a dynamic, process-oriented, conceptual hydrologic/hydraulic model (PCSWMM 2023, version 7.6.3665) to enhance the analytical tools for sustainable landscape design. We illustrate the model integration through a case study that links an existing nature-based solution (NbS) development, the PTT Metro Forest Park, Bangkok, Thailand, with theoretical new-build NbS for an adjacent property. A BIM school building was virtually situated on an empty lot beside the Metro Forest Park and seven NbS scenarios were run with design storms having 2-year, 5-year, and 100-year return intervals. The combination of a rain garden, permeable pavement, a retention pond, and a green roof was effective in sustainably managing runoff from the theoretical new-build site discharging to the Metro Forest. NbS design characteristics such as rain garden substrate depth and green roof area were optimized using the hydrologic/hydraulic model. Model results showed that even with the 100-year rainfall event, the existing Metro Forest pond storage capacity was sufficient so that flooding on the property would not occur. The consideration of connectivity between NbS features is facilitated by the modeling approach, which is important for NbS planning and assessment at a regional scale.
In this article, comprehensive insights into the field of building maintenance, emphasizing the importance of keywords, collaborative efforts among authors, and the evolving research landscape, are ...provided. The use stage, as the longest phase in a building’s life cycle, involves economic, technical, and social activities. Numerous authors have contributed to the broader topic of building maintenance, covering aspects such as maintenance prioritization, improvement actions, decision-making guidelines, factors affecting success, cost estimation models, and BIM usage in maintenance. The study conducts a thorough literature review using Scopus as a search engine, employing the full-counting method for authorship, and uses VOSviewer 1.6.20 software for bibliometric analysis to identify gaps and outline future research directions. The results reveal distinct data sets focusing on building maintenance from general to specific, with each set reflecting unique aspects and considerations. Bibliometric maps illustrate author collaboration and keyword connections within each set, highlighting evolving research trends and areas of focus. Overall, the analysis highlights the importance of prioritizing maintenance, integrating technology, and fostering collaboration to enhance building maintenance in educational institutions. The study concludes with recommendations for future research, emphasizing the ongoing need for exploration and development in building maintenance, especially on maintenance strategies and Life Cycle Costs of university buildings.
Buildings inevitably deteriorate with time. Schools buildings are no exception and require refurbishment at times. Despite the UK Government announcing the £1 billion funding for rebuilding 50 ...schools over 10 years starting 2010–2021, it is common practice for builders and designers to, upon completion of a building project, move on to the next development without considering how the completed building performs. This research undertakes a post occupancy evaluation (POE) of three schools in the West Midlands, UK with specific focus on building services, viz., heating, lighting, and air conditioning and ventilation. The research adopted a mixed philosophical approach of interpretivism and post-positivism to conduct inductive reasoning. A questionnaire that collected both quantitative and qualitative primary data was distributed to the end-users of the schools. Data was analysed using the Cronbach’s alpha, one sample t-test and Kruskal–Wallis test to identify any differences between the questionnaire responses. Findings revealed that building users demanded greater control of the internal environment thus contradicting the current trend for automated ‘intelligent systems’ approaches. This research represents the first work to consider the contractor’s perspective towards developing a better understanding of client satisfaction with the school buildings. Moreover, the POE result represents a notable pragmatic advancement to knowledge that will influence the contractor’s knowledge and understanding of client satisfaction, and where to improve upon these.
This paper addresses the effects of long-term climate change on retrofit actions on a school building located in a Mediterranean climate. Dynamic energy simulations were performed using Termolog EpiX ...11, first with conventional climate data and then with future year climate data exported from the CCWorldWeatherGen computational software. To date, many incentive actions are promoted for school renovations, but are these measures effective in preventing the discomfort that will be found due to overheating generated by climate change? Today, one of the main objectives in retrofit measures is the achievement of ZEB (Zero Energy Building) performance. Achieving this target requires first and foremost a high-performance envelope. This study evaluates the impact of retrofit strategies mostly applied to the school building envelope, over the years, considering three different time horizons, until 2080. Thermal performance indices and indoor operative temperature under free-floating were evaluated. The results highlight that, with a changing climate, it is no longer possible to assume a constant static condition to evaluate retrofit actions, but it is necessary to develop a predictive mathematical model that considers the design variability for future years. There is an urgent necessity to ensure both the safety and comfort of buildings while also anticipating future variations in climate.
Abstract
Background
The Sustainable Development Goals (SDGs) call for universal coverage and access to drinking water, sanitation and hygiene (WASH) for all by 2030. Access to WASH in schools is one ...of the priority areas, considering Joint Monitoring Program is lacking the data from many developing countries, particularly, rural areas including Kazakhstan. The aim of the paper is to assess the access to WASH at schools in rural regions of central Kazakhstan.
Methods
The study was conducted in three rural schools using focus group discussion with school heads, the observation of drinking water and sanitation units, and a questionnaire survey among 166 pupils. All tools cover the set of questions about the availability and the privacy of WASH facilities, accessibility, acceptability to pupils, functionality.
Results
Results of the study show that the main water source of Algabas and Kerney schools is a centralized piped water supply provided into the school building and 85,91% of pupils from these schools report the uninterrupted availability of water from this source. However, Sartau has its well, and only 51,72% of pupils from this school indicate that water from the main source is continuously available. All toilets are flushing toilets inside of schools and not connected to the centralized sewage system. The maximum number of the toilet is 6 in the Kerney school; however, this amount of toilets is not enough for the number of pupils by the national norms. Majority of pupils (89,15%) report that the school toilets are always available. Nevertheless, 34,87% of pupils indicate no toilet paper as a reason for not using the school toilet. Handwashing facilities are located near the toilets and in classrooms. Only 53,02% have soap available and 42,77% have access to hand drying facilities after handwashing.
Conclusions
The current study shows rural schools of Central Kazakhstan are not provided with sufficient materials for pupils to manage personal hygiene appropriately.
Key messages
The study is essential for mapping the situation of WASH in schools. This study provides the baseline data for JMP; consequently, it is crucial to plan the UN SDGs in Kazakhstan.
ABSTRACT
Background
A mismatch between organizational priorities and system‐level policies can negatively impact implementation and sustainment of classroom‐based physical activity (PA) ...interventions. The purpose of this study was twofold: (1) present methods to systematically identify organization‐ and system‐level implementation barriers, and (2) align organizational priorities and system policies by designing multi‐level implementation strategies. This alignment will support implementation scale‐up of a tailored PA intervention in one low‐resource intermediate school district (ISD; 16 districts, 32 schools) in central Michigan.
Methods
Multi‐level assessments of organizational readiness were conducted using the Hexagon Discussion and Analysis Tool to assess intervention‐context fit, the Wellness School Assessment Tool 3.0 to evaluate district PA policy strength and comprehensiveness, and semi‐structured interviews were conducted to assess administrative support and priorities related to PA programming.
Results
Our assessments revealed three implementation barriers: limited structural capacity to sustain teacher training, limited resources across districts and school buildings to support teachers, and misalignment of ISD and district PA policies and priorities.
Conclusions
Greater attention to organizational capacity and existing infrastructure should be considered a priori to support effective implementation and sustainment of PA interventions in low‐resource schools.
In Western countries, school systems have employed modern school building designs as symbols for progressive and innovative educational change. Yet, how does this design symbolism change teaching and ...learning? To address this, we examine the challenges and complexities of innovative school design by drawing on case studies of preschool and primary-level schools from non-Western cultural contexts. A conceptual framework that links social, organisational, cultural, and material elements is used to analyse two new schools in the Kingdom of Saudi Arabia and Uruguay that used modern school designs as a basis for changes to local pedagogical approaches. Our findings suggest that school building design is not able, by itself, to drive educational changes; and that there are inherent challenges involved in its alignment with localities in terms of staff cultures, student dynamics, and school organisation. Special focus is given to the design of the new school facilities, and the voice of educators in this process. The conclusion points out the need for an adaptive alignment between non-Western educational conventions and introduced education and design concepts.
The design of campuses, like other aspects of contemporary environmental design, must be reassessed in light of the challenge of sustainability. This paper considers the “modern” campus design ...typology (including business campuses, commercial districts, hospitals, and schools) as a design paradigm for pedestrian public space, with implications for human flourishing and well-being. Its findings point to a serious problem: while the foundational design theories of a century ago have been widely critiqued as an obsolete way of thinking about cities, human nature, biological nature, and even the nature of mathematical and physical structures, we find that, in the case of campuses, the pervasive influence of these obsolete theories can still be seen in practice. Specifically, a new “techno-modernist” aesthetic offers visually exciting new “neoplastic” forms but is built on essentially the same discredited concepts of urban space. We propose a more directly human-oriented design methodology to promote the well-being of occupants, and improve outcomes for creative development, education, and health. This analysis resurrects tested traditional design tools and validates them through scientific findings from mathematics and neuroscience. It also adopts the older “design pattern” methodology of Christopher Alexander by linking it to biophilia and neuro-design.
Context:
This research contributes to a growing body of scholarship on affirming and accommodating transgender and gender-diverse students in elementary school spaces by exploring how institutional ...resistance to gender-inclusive practices manifested in a single rural school district.
Purpose/Objective/Research Question/Focus of Study:
The study was shaped by the following questions: (1) How is “successful” support of a transgender child defined by the educators who worked with a child as her gender identity and expression changed? (2) What were the educators’ strategies for facilitating the student’s in-school transition? (3) What (if any) actions were taken to recognize or affirm gender diversity? This article focuses on one educator advocate’s experiences navigating a district administrator’s expressions of discomfort with transgender inclusion, which he deployed in situations in which he believed proposals for gender-inclusive policies and practices were “running wild” and too far from the institutional status quo.
Participants:
Interview participants were school personnel, including administrators, teachers, and counselors, who worked in the school while the child was in kindergarten through third grade, and the student’s mother.
Research Design:
Eleven interviews were conducted. Limited observation included a school assembly focused on learning to accept differences and observation of gendered images throughout the school building. A semi-structured interview protocol was used that included questions about (1) first learning of the presence of a transgender child; (2) the process for learning about transgender identity; (3) implementing procedures for including and accommodating the transgender student; (4) integrating gender differences into the curriculum; (5) discussing gender differences with students; and (6) perceptions of the school district’s success in working with the transgender student and her family. Interview questions were designed to encourage descriptive accounts in which participants describe what happened, their interpretation of the events, and their understanding of their own positions within the events.
Conclusions:
This study addresses how discomfort serves as a socially acceptable narrative for school personnel to prioritize the (actual or perceived) feelings of cisgender adults and children over the needs of transgender students.
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