United States Environmental Protection Agency (2010). (EPA 402-F-10-001)
The Environmental Protection Agency outlined an introduction of simple steps to test for radon and reduce risks to occupants if high radon levels are found through the Framework for Effect School IAQ Management.
Taival, D. (2009). 75 (4)
Energy efficiency makes fiscal and environmental sense, and so does energy savings performance contracting. Because an energy savings performance contract can create a self-funding package of products and services that reduce energy and operating costs, over time, school districts' sometimes-large initial investment in emerging technologies saves money in as few as three or four years. Energy savings performance contracting creates sustainable schools that improve student and teacher health, increase attendance, and decrease energy and operating costs. In this article, the author discusses how performance contracting works and describes some technologies that meet the increasing demands for environmental certification.
Federal Emergency Management Administration (FEMA) (2009).
This booklet presents case studies of three schools that were struck by tornadoes. The resulting damage to these schools was examined by teams of structural engineers, building scientists, engineering and architectural faculties, building administrators, and representatives of the architectural firms that designed the buildings. From these and other examinations, guidance has been developed for selecting the safest areas in existing buildings – areas that may offer protection if a tornado strikes – referred to in this booklet as the best available refuge areas. The guidance presented in this booklet is intended primarily to help building administrators, architects, and engineers select the best available refuge areas in existing schools. Building administrators, architects, and engineers are encouraged to apply this guidance so that the number of injuries and deaths will be minimized if a tornado strikes an occupied school.
http://www.fema.gov/media-library-data/20130726-1456-20490-4099/fema_p_431.pdf
Abramson, P. (2009).
School construction remains high, but not as high as it has been over the last eight years. Projections for the future (projects expected to be completed and/or started in 2009) show a significant decline. Capital budgets may be in place, but the economic hard times that are affecting all of us and forcing cuts in many local school programs are also having an effect on construction planning. How much, and to some extent where and why, is the focus of this report.
http://webspm.com/~/media/E592C6B346404064A89F20C41798F99C.pdf
Rickes, P. C. (2009). 37 (2)
Millennials are those individuals born between 1982 and 2002, give or take a couple of years (Howe and Strauss 2000, 2007). They represent a generation that began to spill onto college and university campuses at the turn of the millennium and have already had a subtle—and sometimes not so subtle—impact on campus space. Millennials now influence space planning, design, and construction and will continue to transform higher education as they return to campus as faculty and staff.
http://www.rickesassociates.com/downloads/SCUP_MakeWayforMillennials.pdf
Dufresne, R. (2009). 75 (2)
In the wake of a major disaster, damage assessment can be particularly challenging for organizations with dozens or even hundreds of affected properties. Those with well-documented information about predisaster facility conditions can more readily pinpoint those facilities that are at the greatest risk of damage and to determine how to prioritize the assessment process. In the past, a comprehensive and well-organized plan room was considered a best-in-class approach to supporting the operations team in its disaster response. However, if such a plan room is damaged in the disaster, the organization's ability to respond effectively can be significantly impaired and the loss of data can be crippling. Today, best practices dictate that critical information be stored electronically in multiple locations to minimize the effect of a single event. For school systems, having accurate information along with an established centralized system can increase response time and truly affect the days, weeks, and even months following a disaster. From minimizing the interruption of classroom time to construction dollars saved, having a handle on the asset portfolio is the first major step in being prepared to respond.
Barrett, P., & Zhang, Y. (2009). (SCRI Research Report 2)
Considerable evidence shows that there is an explicit relationship between the physical characteristics of school buildings, and the spaces within them, and educational outcomes. To achieve optimal design solutions is a complex and challenging goal. This report seeks to frame the multitude of opportunities within just a few major design principles.
Center for Health, Environment & Justice (2009).
CHEJ created the Safe School Siting Toolkit to provide communities with the tools to protect their children's health by organizing for the passage of safe school siting policies.
http://chej.org/wp-content/uploads/Safe-School-Siting-Tool-Kit.pdf
After countless decisions about what goes into a classroom — how much to spend, whether to get desks or chairs and tables, how large the furnishings should be, how easily they can be moved, how durable the pieces are, how much storage space will be needed — the question of color might seem like an afterthought.
U.S. Department of Energy (2009).
This document provides quick wins and long-term facility management strategies that pay for themselves and result in energy savings.
http://energy.gov/sites/prod/files/2013/11/f5/ess_quick-wins_fs.pdf
