Ksenia Agapova
GREEN SCHOOLS -
DESIGN STRATEGIES
DESIGN STRATEGIES
Green building is firmly embedded in our lives. However, if we refer to the sphere of social facilities - for example, schools and kindergartens - the implementation of ideas and principles of green building is at an embryonic level.
At the same time for these facilities should be in the foreground aspects of green building, which create quality and motivating environment for learning, as well as minimizing health risks.
At the same time for these facilities should be in the foreground aspects of green building, which create quality and motivating environment for learning, as well as minimizing health risks.
Maintaining a relationship with nature and the environment
Even though learning in our climate takes place mostly inside the building, it is important to keep students connected to the outdoors. This creates a sense of belonging to the environment and reduces stress. Relatively recently, humans have been constantly interacting with living things and the natural environment.
Biophilia, or the idea that people have an attachment to the natural world, is an evolving field that addresses the psychological need to be around life and life-like processes. Contemplation of landscapes and images of natural objects can enhance the cognitive process, reinforce positive feelings and reduce negative ones. In contrast, indoor environments that are cold, sterile, and devoid of life can decrease our emotionality, mood, and feelings of happiness.
In the spatial design of schools, it is important not only to provide a connection to nature, such as with windows, but also to motivate students to explore the environment. In many schools in the United States, for example, each classroom has its own access to an adjacent area - and students not only spend more time outdoors, but also feel connected to nature by observing the changing seasons. A well-designed landscape encourages observation and awareness, and motivates students to observe nature, flora and fauna, and meteorological phenomena.
Even though learning in our climate takes place mostly inside the building, it is important to keep students connected to the outdoors. This creates a sense of belonging to the environment and reduces stress. Relatively recently, humans have been constantly interacting with living things and the natural environment.
Biophilia, or the idea that people have an attachment to the natural world, is an evolving field that addresses the psychological need to be around life and life-like processes. Contemplation of landscapes and images of natural objects can enhance the cognitive process, reinforce positive feelings and reduce negative ones. In contrast, indoor environments that are cold, sterile, and devoid of life can decrease our emotionality, mood, and feelings of happiness.
In the spatial design of schools, it is important not only to provide a connection to nature, such as with windows, but also to motivate students to explore the environment. In many schools in the United States, for example, each classroom has its own access to an adjacent area - and students not only spend more time outdoors, but also feel connected to nature by observing the changing seasons. A well-designed landscape encourages observation and awareness, and motivates students to observe nature, flora and fauna, and meteorological phenomena.
Spaces and spatial impressions on the scale of personal human experience have long been explored in the design of spaces. Interior design of social facilities is at the intersection of architecture and industrial design in terms of shaping functional space. The environment is enhanced through design, enhancing aesthetics, functionality, and performance. Based on studies of gaze patterns (especially peripheral visual movement reflexes), patterns of focal eye lens relaxation, heart rate, blood pressure and sympathetic nervous system activity, and observed and quantitative behavioral measures of attention, a model of nonrhythmic sensory stimuli was developed.
Studies of human reactions to stochastic motion of objects in nature and short-term exposure to natural sounds and smells have shown that all of these contribute to physiological recovery.
For example, when a person sits and looks at a computer screen or performs any task with a short visual focus, the lens of the eye is rounded due to contraction of the eye muscles. If these muscles remain contracted for an extended period of time, that is, more than 20 minutes, fatigue can occur, manifested as eye strain, headaches and physical discomfort. Occasional but brief visual or auditory distractions that force the person to look up (for > 20 s) and into the distance (> 6 m) allow for a brief break, during which the muscles relax and the lens recovers its shape (Lewis, 2012; Vessel, 2012). In a space with good nonrhythmic sensory stimuli there is a feeling of being momentarily exposed to something special, fresh, interesting, stimulating, and energizing. This is a brief but welcome distraction.
Studies of human reactions to stochastic motion of objects in nature and short-term exposure to natural sounds and smells have shown that all of these contribute to physiological recovery.
For example, when a person sits and looks at a computer screen or performs any task with a short visual focus, the lens of the eye is rounded due to contraction of the eye muscles. If these muscles remain contracted for an extended period of time, that is, more than 20 minutes, fatigue can occur, manifested as eye strain, headaches and physical discomfort. Occasional but brief visual or auditory distractions that force the person to look up (for > 20 s) and into the distance (> 6 m) allow for a brief break, during which the muscles relax and the lens recovers its shape (Lewis, 2012; Vessel, 2012). In a space with good nonrhythmic sensory stimuli there is a feeling of being momentarily exposed to something special, fresh, interesting, stimulating, and energizing. This is a brief but welcome distraction.
The importance of proper design
A study of academic achievement test scores in small rural high schools in Virginia, USA, found a positive relationship between building condition and student achievement. School buildings with better design and aesthetics performed better overall. Students in schools with better design had 5 percent higher cumulative test scores. In a series of U.S. studies examining the relationship between student performance, behavior, and environment, it was found that Comprehensive Test of Basic Skills (CTBS) scores among 16-17 year old students in well-designed North Dakota high schools were 1-11% higher than in poorly designed schools. A study from the University of Georgia's School Design and Planning Laboratory found that elementary schools with more than 100 square feet of building space per student tended to have significantly higher science, social studies, and overall scores on the Iowa Test of Basic Skills (ITBS) than schools with less than 100 square feet per student. A separate study by the same university found evidence of improved behavior in schools with more than 100 square feet per child. The effect of the extra square footage on behavioral patterns was most pronounced in children with special learning needs.
A study of academic achievement test scores in small rural high schools in Virginia, USA, found a positive relationship between building condition and student achievement. School buildings with better design and aesthetics performed better overall. Students in schools with better design had 5 percent higher cumulative test scores. In a series of U.S. studies examining the relationship between student performance, behavior, and environment, it was found that Comprehensive Test of Basic Skills (CTBS) scores among 16-17 year old students in well-designed North Dakota high schools were 1-11% higher than in poorly designed schools. A study from the University of Georgia's School Design and Planning Laboratory found that elementary schools with more than 100 square feet of building space per student tended to have significantly higher science, social studies, and overall scores on the Iowa Test of Basic Skills (ITBS) than schools with less than 100 square feet per student. A separate study by the same university found evidence of improved behavior in schools with more than 100 square feet per child. The effect of the extra square footage on behavioral patterns was most pronounced in children with special learning needs.
The goal of the Nonrhythmic Sensory incentives design principle is to encourage the use of natural sensory stimuli that unobtrusively attract attention, allowing one to replenish one's ability to concentrate on tasks, to help relieve mental fatigue and physiological stress. This can be achieved by designing brief exposure to stochastic or unpredictable movement, especially for peripheral vision, or periodic perception of smells or sounds.
When immersed in nature, we are constantly confronted with nonrhythmic stimuli: chirping birds, rustling leaves, the faint scent of trees and flowers in the air. The artificially created environment is the realm of predictability. Even some regular gardens, and certainly indoor plants, do not have the qualities necessary to generate nonrhythmic sensory stimuli. The human brain perceives motion at the periphery of vision much faster than it does directly on course. The brain also processes the motion of living things differently than mechanical objects (Beauchamp et al., 2003), with natural motion usually eliciting a positive response and mechanical motion a neutral or even negative response. As a result, the repetitive rhythmic movement of a pendulum holds a person's attention only for a short time, the constant ticking of a clock begins to be ignored over time, and the constant smell can lose its mystique with prolonged exposure; however, the stochastic movement of a butterfly will capture a person's attention every time and consistently have a positive effect on their physiology.
Design considerations for accessible and effective nonrhythmic stimuli for school buildings might include placing desks with unobstructed views of nature to provide nonrhythmic sensory stimuli from birds or other moving external objects. In addition, plants that attract birds and insects should be planted near school buildings. Schools should also educate teachers and administrators about these physiological factors and their effects on student performance and health.
School buildings should be designed with improved glazing to increase daylighting and strengthen the connection to natural systems. It helps to be aware of natural processes, especially the seasonal and temporal changes characteristic of a healthy ecosystem. A space with a good connection to natural systems generates a connection to the greater whole, making one aware of the seasonality and cycles of life. This experience often brings with it relaxation, nostalgia, depth of perception or enlightenment, and it is usually welcome.
When immersed in nature, we are constantly confronted with nonrhythmic stimuli: chirping birds, rustling leaves, the faint scent of trees and flowers in the air. The artificially created environment is the realm of predictability. Even some regular gardens, and certainly indoor plants, do not have the qualities necessary to generate nonrhythmic sensory stimuli. The human brain perceives motion at the periphery of vision much faster than it does directly on course. The brain also processes the motion of living things differently than mechanical objects (Beauchamp et al., 2003), with natural motion usually eliciting a positive response and mechanical motion a neutral or even negative response. As a result, the repetitive rhythmic movement of a pendulum holds a person's attention only for a short time, the constant ticking of a clock begins to be ignored over time, and the constant smell can lose its mystique with prolonged exposure; however, the stochastic movement of a butterfly will capture a person's attention every time and consistently have a positive effect on their physiology.
Design considerations for accessible and effective nonrhythmic stimuli for school buildings might include placing desks with unobstructed views of nature to provide nonrhythmic sensory stimuli from birds or other moving external objects. In addition, plants that attract birds and insects should be planted near school buildings. Schools should also educate teachers and administrators about these physiological factors and their effects on student performance and health.
School buildings should be designed with improved glazing to increase daylighting and strengthen the connection to natural systems. It helps to be aware of natural processes, especially the seasonal and temporal changes characteristic of a healthy ecosystem. A space with a good connection to natural systems generates a connection to the greater whole, making one aware of the seasonality and cycles of life. This experience often brings with it relaxation, nostalgia, depth of perception or enlightenment, and it is usually welcome.
Lighting
In recent years, learning objectives have increasingly focused on visual tasks, so providing the right lighting in schools has become an essential factor in determining the quality of the experience.
The basic understanding in school finishes is to pay attention to minimizing glare - providing sun protection, avoiding bright, contrasting, glaring light. Ideally, one should maximize the use of natural light, which is optimal for the human eye. Studies by the Heschong Mahone Group showed that students who studied with good natural light performed 20-26% better on tests than those who did not have enough natural light.
Maximum natural light can also be achieved by increasing the window openings and correctly choosing the orientation of the building on the ground with the help of modern computer modeling. Thus, it is desirable to orient the maximum glazing along the east-west axis to provide maximum exposure to the north and south side.
In recent years, learning objectives have increasingly focused on visual tasks, so providing the right lighting in schools has become an essential factor in determining the quality of the experience.
The basic understanding in school finishes is to pay attention to minimizing glare - providing sun protection, avoiding bright, contrasting, glaring light. Ideally, one should maximize the use of natural light, which is optimal for the human eye. Studies by the Heschong Mahone Group showed that students who studied with good natural light performed 20-26% better on tests than those who did not have enough natural light.
Maximum natural light can also be achieved by increasing the window openings and correctly choosing the orientation of the building on the ground with the help of modern computer modeling. Thus, it is desirable to orient the maximum glazing along the east-west axis to provide maximum exposure to the north and south side.
When designing glazing, you should also consider window recesses or canopies for comfort and energy efficiency (it's good when the glass part of the window can be shaded). The result is soft, diffused light and a great view from the windows. Importantly, such design techniques do not make construction more expensive.
The presence of daylight in the circulation areas is also an important factor, encouraging mobility and helping to save energy, which is why strip glazing is often found in professionally designed schools.
Artificial lighting should complement natural light in a harmonious way. This is achieved by choosing lighting fixtures with good optics (with obligatory diffuser), preferably LED or fluorescent with EBs to minimize flicker. It is also important to conduct simulation - lighting calculations before implementing a lighting project. Lighting control should be separate for different rows of desks, especially those along windows. Having different lighting scenarios will make the atmosphere comfortable and energy consumption more efficient.
The presence of daylight in the circulation areas is also an important factor, encouraging mobility and helping to save energy, which is why strip glazing is often found in professionally designed schools.
Artificial lighting should complement natural light in a harmonious way. This is achieved by choosing lighting fixtures with good optics (with obligatory diffuser), preferably LED or fluorescent with EBs to minimize flicker. It is also important to conduct simulation - lighting calculations before implementing a lighting project. Lighting control should be separate for different rows of desks, especially those along windows. Having different lighting scenarios will make the atmosphere comfortable and energy consumption more efficient.
THE IMPORTANCE OF NATURAL LIGHT
In an analysis of other variables, students with the most natural daylight in their classrooms were found to perform 20 percent better on math tests and 26 percent better on reading tests over the year than students with the least natural light. A recent study by neuroscientists found that workers in offices with windows received 173% more white light during work hours and slept an average of 46 minutes more overnight. Workers in offices without windows scored lower than their counterparts on measures of quality of life related to physical problems and vitality, as well as lower scores on measures of overall sleep quality, sleep efficiency, sleep disturbances and daytime dysfunction.
In an analysis of other variables, students with the most natural daylight in their classrooms were found to perform 20 percent better on math tests and 26 percent better on reading tests over the year than students with the least natural light. A recent study by neuroscientists found that workers in offices with windows received 173% more white light during work hours and slept an average of 46 minutes more overnight. Workers in offices without windows scored lower than their counterparts on measures of quality of life related to physical problems and vitality, as well as lower scores on measures of overall sleep quality, sleep efficiency, sleep disturbances and daytime dysfunction.
Материалы
A design principle that can be called "Material Relationship with Nature" is the use of natural materials and elements with minimal processing that reflect the local ecological or geological environment, creating a special sense of belonging to a particular place. A space with a good relationship of materials to nature feels rich, warm, authentic and pleasant to the touch.
One study showed that the amount of wood on the interior walls of a room affects physiological responses (Tsunetsugu, Miyazaki & Sato, 2007). It was observed that a room with a moderate amount of wood (45% coverage) produced a subjective sense of comfort, and there was a significant decrease in diastolic blood pressure and increased heart rate; with a large amount of wood (90% coverage) there was a decrease in brain activity - this can either be very useful for a lounge or doctor's office, or counterproductive for a room where high cognitive activity is expected, such as a classroom.
The goal of the Material Connection to Nature design principle for school buildings is to explore the characteristics and quantity of natural materials that are optimal for eliciting positive cognitive or physiological responses. Some materials may contain multiple layers of information that reinforce the connection (e.g., material information, familiar textures, or fractals occurring in the pattern of stone or wood).
Natural materials may be decorative or functional, and they are usually treated or significantly altered (e.g., a wooden plank, a granite countertop) from their original "natural" state, and although they may be part of nature, they are only analogous to objects in their "natural" state.
The biophilic design value system and environmental design standards involve the use of sustainable, environmentally friendly materials such as cork, FSC certified wood, rubber and bamboo, as well as natural patterns, colors, textures and finishes. The biophilic design concept also relies on durable materials that avoid unnecessary environmental impact. This always ensures a clean, organic and holistic aesthetic; it also helps to build collaborations with craftsmen and companies that adhere to the same value system: respect for nature and the promotion of human health through the man-made environment. Translated with www.DeepL.com/Translator (free version)
A design principle that can be called "Material Relationship with Nature" is the use of natural materials and elements with minimal processing that reflect the local ecological or geological environment, creating a special sense of belonging to a particular place. A space with a good relationship of materials to nature feels rich, warm, authentic and pleasant to the touch.
One study showed that the amount of wood on the interior walls of a room affects physiological responses (Tsunetsugu, Miyazaki & Sato, 2007). It was observed that a room with a moderate amount of wood (45% coverage) produced a subjective sense of comfort, and there was a significant decrease in diastolic blood pressure and increased heart rate; with a large amount of wood (90% coverage) there was a decrease in brain activity - this can either be very useful for a lounge or doctor's office, or counterproductive for a room where high cognitive activity is expected, such as a classroom.
The goal of the Material Connection to Nature design principle for school buildings is to explore the characteristics and quantity of natural materials that are optimal for eliciting positive cognitive or physiological responses. Some materials may contain multiple layers of information that reinforce the connection (e.g., material information, familiar textures, or fractals occurring in the pattern of stone or wood).
Natural materials may be decorative or functional, and they are usually treated or significantly altered (e.g., a wooden plank, a granite countertop) from their original "natural" state, and although they may be part of nature, they are only analogous to objects in their "natural" state.
The biophilic design value system and environmental design standards involve the use of sustainable, environmentally friendly materials such as cork, FSC certified wood, rubber and bamboo, as well as natural patterns, colors, textures and finishes. The biophilic design concept also relies on durable materials that avoid unnecessary environmental impact. This always ensures a clean, organic and holistic aesthetic; it also helps to build collaborations with craftsmen and companies that adhere to the same value system: respect for nature and the promotion of human health through the man-made environment. Translated with www.DeepL.com/Translator (free version)
Creating a comfortable microclimate
Of course, mechanical ventilation systems allow for maximum comfort and safety for students. They can not only maintain the necessary air exchange, but also supply air to the classrooms that is cleaner than the outside air. This is especially important for urban schools. In addition, increased air exchange can help reduce the spread of pathogens and allergens that negatively impact children's health.
However, mechanical ventilation systems are costly not only during the construction phase of the building, but also during operation, and not every school can afford to install them. They require competent and responsible handling: improper operation can lead to health risks and increased energy consumption. In addition, mechanical systems can create unwanted cognitive noise.
Passive artificial ventilation design can be used to create a quality air environment that will require minimal cost and be as safe to operate as possible. Its methods involve the use of natural draught, sufficiently large open spaces, the presence of opposing ventilation devices that create traction (e.g., windows with vents and doors with overflow ventilation grilles), and optimization of interior space.
And, of course, it is necessary to educate building users about the need for periodic ventilation and to train them in the proper operation of engineering equipment.
An important component of increasing the awareness of students and teachers about the condition of the air environment is the CO2 sensors placed in the classroom. They are inexpensive and can signal as soon as the CO2 level exceeds a set value, thereby signaling the need to ventilate.
Of course, mechanical ventilation systems allow for maximum comfort and safety for students. They can not only maintain the necessary air exchange, but also supply air to the classrooms that is cleaner than the outside air. This is especially important for urban schools. In addition, increased air exchange can help reduce the spread of pathogens and allergens that negatively impact children's health.
However, mechanical ventilation systems are costly not only during the construction phase of the building, but also during operation, and not every school can afford to install them. They require competent and responsible handling: improper operation can lead to health risks and increased energy consumption. In addition, mechanical systems can create unwanted cognitive noise.
Passive artificial ventilation design can be used to create a quality air environment that will require minimal cost and be as safe to operate as possible. Its methods involve the use of natural draught, sufficiently large open spaces, the presence of opposing ventilation devices that create traction (e.g., windows with vents and doors with overflow ventilation grilles), and optimization of interior space.
And, of course, it is necessary to educate building users about the need for periodic ventilation and to train them in the proper operation of engineering equipment.
An important component of increasing the awareness of students and teachers about the condition of the air environment is the CO2 sensors placed in the classroom. They are inexpensive and can signal as soon as the CO2 level exceeds a set value, thereby signaling the need to ventilate.
When designing the microclimate of the rooms it is important to consider the humidity of the air. In the winter period it is humidification that will reduce the incidence of viral infections and improve the epidemiological situation in the classroom (rather than disinfecting the air with UV lamps, as is commonly believed today). But the humidification must be safe - if not properly selected and maintained, the humidification system can become a source of legionellosis bacteria contamination.
For schools with small budgets and no central ventilation system are quite suitable for seasonal use humidifiers that work on the principle of vaporization. Indoor plants should not be forgotten, as they can normalize the microclimate in terms of humidity and reduce the concentration of pollutants.
Considering the possibilities of creating a quality air environment in the school, it is impossible not to mention such an important component as reduction of indoor pollution, which is achieved by choosing better, safer materials. The main components of the school's indoor environment - wall paint, ceilings, MDF furniture, linoleum or other flooring - should always be tested for the presence of volatile organic compounds (VOCs). The fact is that VOCs in high concentrations can be allergens, cause discomfort in the respiratory system, as well as produce a cumulative carcinogenic effect. All this has a particularly strong effect on students.
Thus, a study by the American magazine Environmental Building News in 2005 showed a 75% increase in cases of asthma in schools whose air environment had excessive concentrations of VOCs. Unfortunately, as a rule, equipment and furniture in schools are made of materials with high VOC emissions (MDF, particleboard, PVC). It is reasonable to give preference to safer alternatives - wood, quality varieties of PVC, treated concrete, cork, etc.
For schools with small budgets and no central ventilation system are quite suitable for seasonal use humidifiers that work on the principle of vaporization. Indoor plants should not be forgotten, as they can normalize the microclimate in terms of humidity and reduce the concentration of pollutants.
Considering the possibilities of creating a quality air environment in the school, it is impossible not to mention such an important component as reduction of indoor pollution, which is achieved by choosing better, safer materials. The main components of the school's indoor environment - wall paint, ceilings, MDF furniture, linoleum or other flooring - should always be tested for the presence of volatile organic compounds (VOCs). The fact is that VOCs in high concentrations can be allergens, cause discomfort in the respiratory system, as well as produce a cumulative carcinogenic effect. All this has a particularly strong effect on students.
Thus, a study by the American magazine Environmental Building News in 2005 showed a 75% increase in cases of asthma in schools whose air environment had excessive concentrations of VOCs. Unfortunately, as a rule, equipment and furniture in schools are made of materials with high VOC emissions (MDF, particleboard, PVC). It is reasonable to give preference to safer alternatives - wood, quality varieties of PVC, treated concrete, cork, etc.
Thermal comfort Термал
The adaptive design model allows temperatures to drop in winter and rise in summer, resulting in lower energy consumption and longer periods when natural ventilation can be used for cooling in buildings with mixed ventilation modes. But for the benefits of adaptive comfort to be realized, users must have direct control over the environment. This is easily achieved in a small individual room where everyone has the right to open a window, but is problematic in open-plan spaces or classrooms with many desks. In air-conditioned spaces, airflow can be controlled to some extent by controlled displacement ventilation or by personalized ventilation with air distribution through air inlets built into student desks.
The thermal comfort of the building envelope can be maximized by optimizing the thermal protection of the building envelope. Enclosures with maximum thermal inertness (due to increased heat transfer resistance and structural heat capacity) are a measure not only of energy efficiency but also of comfort. Maximum discomfort is usually caused by radiation cold and heat - overheating or excessive cooling of surfaces. This is what needs to be taken into account in the spatial design - children who sit along the windows should not experience thermal discomfort. That is why it is desirable to place the translucent part of the window not in the floor, but from the level of the desk.
When choosing heating systems, possible convection and local sources of discomfort must be taken into account. Ideally, you should use fan convectors (floor convectors), which spread heat more efficiently by convection method.
The adaptive design model allows temperatures to drop in winter and rise in summer, resulting in lower energy consumption and longer periods when natural ventilation can be used for cooling in buildings with mixed ventilation modes. But for the benefits of adaptive comfort to be realized, users must have direct control over the environment. This is easily achieved in a small individual room where everyone has the right to open a window, but is problematic in open-plan spaces or classrooms with many desks. In air-conditioned spaces, airflow can be controlled to some extent by controlled displacement ventilation or by personalized ventilation with air distribution through air inlets built into student desks.
The thermal comfort of the building envelope can be maximized by optimizing the thermal protection of the building envelope. Enclosures with maximum thermal inertness (due to increased heat transfer resistance and structural heat capacity) are a measure not only of energy efficiency but also of comfort. Maximum discomfort is usually caused by radiation cold and heat - overheating or excessive cooling of surfaces. This is what needs to be taken into account in the spatial design - children who sit along the windows should not experience thermal discomfort. That is why it is desirable to place the translucent part of the window not in the floor, but from the level of the desk.
When choosing heating systems, possible convection and local sources of discomfort must be taken into account. Ideally, you should use fan convectors (floor convectors), which spread heat more efficiently by convection method.
Water consumption and waste
School toilets, of course, should be hygienic and safe. And nothing prevents making them more economical by using water-saving sanitary ware, which is nowadays inexpensive. Water leakage control systems will also ensure trouble-free operation of the school. To increase environmental awareness, simple rainwater harvesting systems can be set up to collect rainwater for watering the area - placing water drums near the roof gutters.
Separate waste collection is an essential component of educating generations to be able to consume wisely. For this purpose, it is not enough just to place a few garbage cans for waste sorting. It is necessary to actively educate and explain how the collected recyclable materials are recycled and how students can contribute to them. It is also important to motivate and gamify the collection process. Children's energy and curiosity can be channeled into important socially useful constructive activities.
Gamification (gamification) is the application of approaches characteristic of computer games to non-game processes in order to attract users and consumers, increase their involvement in solving applied problems, using products and services. Gamification is one of the main trends in the development of modern distance e-learning.
School toilets, of course, should be hygienic and safe. And nothing prevents making them more economical by using water-saving sanitary ware, which is nowadays inexpensive. Water leakage control systems will also ensure trouble-free operation of the school. To increase environmental awareness, simple rainwater harvesting systems can be set up to collect rainwater for watering the area - placing water drums near the roof gutters.
Separate waste collection is an essential component of educating generations to be able to consume wisely. For this purpose, it is not enough just to place a few garbage cans for waste sorting. It is necessary to actively educate and explain how the collected recyclable materials are recycled and how students can contribute to them. It is also important to motivate and gamify the collection process. Children's energy and curiosity can be channeled into important socially useful constructive activities.
Gamification (gamification) is the application of approaches characteristic of computer games to non-game processes in order to attract users and consumers, increase their involvement in solving applied problems, using products and services. Gamification is one of the main trends in the development of modern distance e-learning.
Cognitive functioning is mental ability and memory as well as the ability to think, learn, and draw logical or creative conclusions. For example, directed attention is required for many tasks such as routine paperwork, reading, and performing calculations or analysis, as well as for functioning in highly stimulating environments such as crossing a busy street. It requires a high expenditure of energy, which over time can lead to mental fatigue and depletion of cognitive resources.
Psychological responses include adaptability, alertness, attention, concentration, and emotions and mood. It is also a response to nature, which affects recovery and stress management. For example, empirical studies have shown that natural environments provide better emotional recovery by reducing stress, anxiety, anger, fatigue, confusion, and general mood disturbance compared to urban environments with limited nature characteristics (source: Terrapin Bright, "The Economics of Biophilia"). When designing facilities for cognitive activity, it is important to pay attention to aspects that reduce stress, increase concentration, and minimize discomfort.
Psychological responses include adaptability, alertness, attention, concentration, and emotions and mood. It is also a response to nature, which affects recovery and stress management. For example, empirical studies have shown that natural environments provide better emotional recovery by reducing stress, anxiety, anger, fatigue, confusion, and general mood disturbance compared to urban environments with limited nature characteristics (source: Terrapin Bright, "The Economics of Biophilia"). When designing facilities for cognitive activity, it is important to pay attention to aspects that reduce stress, increase concentration, and minimize discomfort.
Economics
Based on the above recommendations, it can be concluded that an increase in cost is expected when designing a green school:
- Design and additional consulting. These costs can have a tremendous return on investment. It seems natural to organize design work to solve a problem on paper, rather than in real life, at a constructed facility. The money invested in modeling, lighting calculations and other studies will already pay off at the construction stage, allowing you to reduce the cost of error. And the quality of the constructed facility will allow to recoup this money throughout the entire life cycle by increasing the students' academic performance and school rating.
- Installing additional equipment - bicycle parking, transoms and ventilation grilles, CO2 sensors, economical plumbing. It won't pay for itself directly, but it will create a more comfortable environment, making schools more attractive to students. And, as you know, in the market for educational services high popularity can be monetized in different ways - from attracting sponsors to additional subsidies and participation in commercial projects.
BREEAM and LEED green building standards can be applied to school buildings in order to implement integrated green building approaches more effectively.
Based on the above recommendations, it can be concluded that an increase in cost is expected when designing a green school:
- Design and additional consulting. These costs can have a tremendous return on investment. It seems natural to organize design work to solve a problem on paper, rather than in real life, at a constructed facility. The money invested in modeling, lighting calculations and other studies will already pay off at the construction stage, allowing you to reduce the cost of error. And the quality of the constructed facility will allow to recoup this money throughout the entire life cycle by increasing the students' academic performance and school rating.
- Installing additional equipment - bicycle parking, transoms and ventilation grilles, CO2 sensors, economical plumbing. It won't pay for itself directly, but it will create a more comfortable environment, making schools more attractive to students. And, as you know, in the market for educational services high popularity can be monetized in different ways - from attracting sponsors to additional subsidies and participation in commercial projects.
BREEAM and LEED green building standards can be applied to school buildings in order to implement integrated green building approaches more effectively.
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