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Foster, Dent, Bryant, Tencza, Adams, & Dutton, 2015

The U.S. Environmental Protection Agency (U.S. EPA) estimates approximately 21,000 lung cancer deaths are attributable to radon exposure (U.S. EPA, 2003). This number is approximately seven times greater than the number of lung cancer deaths due to secondhand smoke exposure and about twice as many deaths caused by drunk drivers (Centers for Disease Control and Prevention, 2015; Foundation for Advancing Alcohol Responsibility, 2013; National Cancer Institute, 2012). Despite these startling statistics, very few programs are in place to monitor or evaluate indoor radon levels in homes and public buildings in the U.S.

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United States Department of Health and Human Services, 2012

This toxicological profile is prepared in accordance with guidelines* developed by the Agency for Toxic Substances and Disease Registry (ATSDR) and the Environmental Protection Agency (EPA). The original guidelines were published in the Federal Register on April 17, 1987. Each profile will be revised and republished as necessary.

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United States Environmental Protection Agency

The U.S. Environmental Protection Agency (EPA) and other major national and international scientific organizations have concluded that radon is a human carcinogen and a serious environmental health problem. Early concern about indoor radon focused primarily on the hazard posed in the home. More recently, the EPA has conducted extensive research on the presence and measurement of radon in schools. Initial reports from some of those studies prompted the Administrator in 1989 to recommend that schools nationwide be tested for the presence of radon. Based on more recent findings, EPA continues to advise U.S. schools to test for radon and to reduce levels to below 4 pCi/L.

This report has been prepared to provide school administrators and facilities managers with instructions on how to test for the presence of radon. The findings from EPA's comprehensive studies of radon measurements in schools have been incorporated into these recommendations. This report supersedes Radon Measurements in Schools - An Interim Report (EPA 520/1-89-010). However, it does not invalidate tests conducted or tests in the process of being conducted under the interim report.

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Federal Emergency Management Administration (FEMA) (2015).

The criteria presented in this publication address how to design and construct a safe room that provides near-absolute protection for groups of individuals sent to a building or structure expecting it to be capable of providing them life-safety protection from wind, windborne debris, and flooding. This guidance interprets the new International Code Council® (ICC®) ICC/NSSA Standard for the Design and Construction of Storm Shelters [(ICC-500, produced in consensus with the National Storm Shelter Association (NSSA)] design criteria and provides technical design guidance and emergency management considerations to individuals who are looking for “best-practices” that are above minimums in the codes and standards.

http://www.fema.gov/safe-room-resources/fema-p-361-design-and-construction-guidance-community-safe-rooms

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Federal Emergency Management Administration (FEMA), (2015).

Every year, tornadoes, hurricanes, and other extreme windstorms cause numerous fatalities and injuries, and cost millions of dollars worth of property damage throughout the United States. Most businesses and public buildings, even new ones constructed according to current building codes, do not provide adequate protection for occupants seeking refuge from these events. A Community Safe Room can provide “near-absolute protection” for many community members, when it is constructed in accordance with FEMA criteria. A growing number of these Safe Rooms have already saved lives in actual events.

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Jeong, Ji, Koo, Hong, & Park, 2014

The environmental impacts of a building are determined in the project planning phase, affecting the whole life cycle of the building. Thus, they should be assessed in the project planning phase so as to reduce the whole environment impacts of the building. This study aims to develop a model for predicting the environmental impacts of a building in the project planning phase, focused on educational facilities. This study was conducted in three steps: (i) collection of several information on educational facilities and cluster formation using the decision tree; (ii) development of the prediction model using the advanced case-based reasoning; and (iii) evaluation of the environmental impacts of educational facilities with six categories. The proposed model was verified compared to the actual data. The error rate for the resource depletion potential was determined to be at 14.14%; global warming potential, 6.80%; ozone-layer depletion potential, 27.29%; acidification potential, 12.94%; eutrophication potential, 18.73%; and photochemical oxidation potential, 43.23%. Due to the limitations of the available information in the project planning phase, it was shown that some impact categories might be estimated with relatively lower accuracy. The proposed model allows an architect or a facility manager to easily and accurately estimate the environmental impacts of the educational facilities. It could also be useful for establishing a national environmental policy such as a carbon emissions reduction target. In addition, it could be extended to any other building type or country in the global environment.

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