3. Some Background
Why Environmental Health Matters in Schools
• Children spend 30‐50 hours per week in and around school
facilities, on the bus, after school programs/events, etc.
f ili i h b f h l /
• The majority of that time is spent indoors
• The average age of school facilities in the U S is 42 years
The average age of school facilities in the U.S. is 42 years.
9. Community Impacts on School
Surrounding Air Quality
USA Today Special Report: The Smokestack Effect ‐ Toxicity and
America s Schools
America’s Schools
• http://content.usatoday.com/news/nation/environment/smok
estack/index
• Used EPA model to track path of industrial pollution and
mapped the locations of almost 128,000 schools to determine
the locations of toxic chemicals outside.
the locations of toxic chemicals outside
10. Community Impacts on School
Hurley Elementary, Hurley, NM Train Tracks
Impacts
• Railroad Tracks – noise and fumes
Railroad Tracks noise and fumes
• Poverty
• Area Air Quality
• National Rank of 67th percentile (85,947 of 127,809 schools have worse air.)
• Sulfuric acid most responsible for toxicity outside this school.
• Chino Mines Co., Hurley, New Mexico
• Phelps Dodge Tyrone Inc., Tyrone, New Mexico
11. Community Impacts on School
Baca/Dlo'ay azhi Community School, Prewitt, NM
Bar
Baca
Impacts
• Proximity to bar
• Area Air Quality
• National Rank of 59th percentile (75,175 of 127,809 schools have worse air.
• Manganese and manganese compounds (50%) and cobalt and cobalt
compounds (46%) most responsible for the toxicity outside this school
• Tri‐State Generation & Transmission ‐ Escalante St, Prewitt, New Mexico
12. Community Impacts on School
Woodlawn Elementary, Lawrence, KS Train Tracks
ICL Plant
ICL Plant
Impacts
• Train Tracks – not the
same issue as at Hurley
same issue as at Hurley
for sound/fumes, but a
walkability issue.
• Area Air Quality
• National Rank of 47th percentile (59,823 of 127,809 schools have worse air)
h
• Manganese compounds (38%), Sulfuric acid (35%) and Lead/lead compounds (16%)
• Lawrence Energy Center, Lawrence, Kansas
• Schlumberger Technology Corp Lawrence Product Center, Lawrence, Kansas
Schlumberger Technology Corp Lawrence Product Center, Lawrence, Kansas
• Griffin Wheel Co Kansas City Plant, Kansas City, Kansas
• Nearman Creek Power Station, Kansas City, Kansas
18. School / Community
Compare / Contrast
New York Langston Hughes
• Current Enrollment: 174 students
Current Enrollment: 174 students • Current Enrollment: 475 students
Current Enrollment: 475 students
• 77.05% low SES • 12.10% low SES
• 1.64% ELL • 5.40% ELL
• 12.57% Disabilities • 6.05% Disabilities
• 0.23 miles from downtown • 1.15 miles to nearest retail/grocery
• Embedded in an established neighborhood • Edge of newer neighborhood
• Approx. Weighted Avg. Facility Age: 50 yrs • Approx. Weighted Avg. Facility Age: 13 yrs
National Rank of 49th percentile (62,218 of
• N ti l R k f 49 til (62 218 f National Rank OF 73rd percentile (93,621 of
• N ti l R k OF 73 til (93 621 f
127,809 schools have worse air); polluters: 127,809 schools have worse air)
• Lawrence Energy Center, Lawrence, • Lawrence Energy Center, Lawrence,
Kansas Kansas
• Schlumberger Technology Corp • Schlumberger Technology Corp
Lawrence Product Center, Lawrence, Lawrence Product Center, Lawrence,
Kansas Kansas
• Griffin Wheel Co Kansas City Plant,
Kansas City, Kansas
• Nearman Creek Power Station, Kansas
City, Kansas
19. Facility / Site Impacts
General Impacts
• A study of Chicago and Washington, DC schools found that better school
facilities can add 3 to 4 percentage points to a school s standardized test scores,
facilities can add 3 to 4 percentage points to a school’s standardized test scores,
even after controlling for demographic factors.
Schneider, Mark. “Public School Facilities and Teaching: Washington, DC and
Chicago,” November 2002. A Report Prepared for the Neighborhood Capital
Budget Group (NCBG). Available at: http://www.ncbg.org/press/press111302.htm.
B d tG (NCBG) A il bl t htt // b / / 111302 ht
• Based on actual improvements in design in green schools and based on a very
substantial data set on productivity and test performance of healthier, more
p y p ,
comfortable study and learning environments, a 3‐5% improvement in learning
ability and test scores in green schools appears reasonable and conservative.
Kats, G. 2006 Greening America’s Schools: Costs and Benefits. Capital E. www.cap‐
e.com.
e com
21. Interior Environment
Acoustics
American National Standards Institute (ANSI) S12.60‐2002, Acoustical Performance Criteria,
Design Requirements and Guidelines for Schools standard
• The American Speech‐Language‐Hearing Association (ASHA) endorses the endorses the
ANSI standard and recommends the following criteria for classroom acoustics:
• Unoccupied classroom levels must not exceed 35 dBA
• The signal‐to‐noise ratio (the difference between the teacher's voice and the
The signal to noise ratio (the difference between the teacher s voice and the
background noise) should be at least +15 dB at the child's ears.
• Unoccupied classroom reverberation must not surpass 0.6 seconds in smaller
classrooms or 0.7 seconds in larger rooms.
You can access the standard at the following (2) websites:
• http://www.asha.org/public/hearing/American‐National‐Standard‐on‐Classroom‐Acoustics/
• http://acousticalsociety.org/about_acoustics/acoustics_of_classrooms
Impacts
• Intelligibility, understanding and learning
• Focus and concentration
• S
Stress
• Voice strain
• Privacy
22. Interior Environment
Acoustics
V. Sue Cleveland High School, Rio Rancho, NM
g
2010 CEFPI James D. MacConnell Award Finalist
BUILDING DATA
418,000 s.f.
2,350 Students
$
$120 M Construction
$11.5M FF&E + Tech
7 Academies
23. Interior Environment
Acoustics V. Sue Cleveland High School, Rio Rancho, NM
ANSI/ASA S12.60‐
/
2010 Sound
Measurements
Analysis: ANSI/ASA S12.60‐2010 PERMITS GREATEST WEIGHTED SOUND LEVEL OF 35 DB FOR CORE LEARNING SPACES LESS
THAN 10,000 GSF AND 40 DB FOR CORE LEARNING SPACES GREATER THAN 10,000 GSF . THE LARGE CORE LEARNING AREAS
ARE SUBSTANTIALLY OVER THE PERMITTED TOLERANCES, AND THE HVAC IS SPECIFICALLY SCHEDULED “OFF” WHEN THESE
CLASSROOMS ARE OCCUPIED.
24. Interior Environment
Acoustics
High ceiling spaces without lay‐in ceilings
• Described as noisy, with decreased audibility
• Supported by instantaneous sound level measurements
• Some of these spaces set to “unoccupied” in BAS
system during class periods to minimize distracting
noise
i
• But data loggers demonstrated that this could result in
a less thermally comfortable space
• These spaces may require:
These spaces may require:
• Addition of sound absorbing surfaces
• T&B
• Duct acoustic liners or other HVAC sound control
Duct acoustic liners or other HVAC sound control
methods
V. Sue Cleveland High School, Rio Rancho, NM
25. Interior Environment
Acoustics
Q19: Average Intelligibility Rating
7.00
6.00
5.36 5.36 5.36
5.17 5.17 5.17
5.00 4.75
4.00 3.86
Mean
3.00
2.00
1.00
Cordley Hillcrest Kennedy New York Pinckney Sunset Hill Group 1 Langston
Hughes
Lawrence, KS School District
26. Interior Environment
Acoustics & Spatial Restrictions
Survey Quotes:
• Kennedy (Early Childhood Special Ed): “There are four of us sharing ‘office’ space which
we make phone calls and also connected to a therapy space ‐‐ it can be very
overwhelming at times and difficult to concentrate on all of the paperwork that we are
required to do.
required to do.”
• New York (Resource Room): “I share a resource room and at times we have four
different groups being taught in this space. It gets distracting for all students and staff at
times like this.”
Lawrence, KS School District
27. Interior Environment
Acoustics & Spatial Restrictions
2 2
2
2 2
2
1
2
2
3 2 Approximate location of small
#
group activities plus the # of
students engaged in those
t d t d i th
activities.
Sunset Hill 5th Grade Classroom
Sunset Hill 5 Grade Classroom
• This 5th grade classroom has 28 desks; at the time of the observations there were 25 students present. This
classroom provides an example of the crowding that occurs in the district’s elementary schools, particularly
the upper grades.
• The desks end up taking up the vast majority of the floor area and t makes it difficult to find enough space to
work in small groups (and still maintain some level of separation between the small groups).
• Exacerbates noise and thermal comfort issues, negatively impacting focus/concentration.
Lawrence, KS School District
28. Interior Environment
Indoor Air Quality (IAQ)
• Schools with high IAQ total scores and a high Healthy Greenness School Index
(GSI) were more likely to have high student attendance rates (36% and 22%
respectively).
• Schools with well maintained air filters were also 42% more likely to have good
4th grade academic performance.
Lin, S., C. Kielb, A. Orsini & N. Muscatiello The Evaluation of Green School Building
Attributes and Their Effect on the Health and Performance of Students and
Teachers in New York State. Final Project Report ‐ Proposal Number: #147 funded
by the US Green Building Council.
http://www.usgbc.org/ShowFile.aspx?DocumentID 8627.
http://www.usgbc.org/ShowFile.aspx?DocumentID=8627.
• An analysis of two school districts in Illinois found that student attendance rose
by 5% after incorporating cost effective indoor air quality improvements.
Illinois Healthy Schools Campaign, “Apparently Size Doesn’t Matter: Two Illinois School
Illi i H lth S h l C i “A tl Si D ’t M tt T Illi i S h l
Districts Show Successful IAQ Management.” School Health Watch, Summer 2003.
http://healthyschoolscampaign.org/news/newsletter/2003‐summer_HSC‐
newsletter.pdf. Also see: US Environmental Protection Agency. “IAQ Tools for Schools,”
December 2000 (Second Edition). Available at: http://www.epa.gov/iaq/schools/.
30. Interior Environment
Indoor Air Quality
Q 17: Average Air Quality Rating
7.00
7 00
6.00
5.25
5.00 4.67
4.43 4.43
3.97
4.00 3.75 3.72 3.76
Mean
3.00
2.00
1.00
Cordley Hillcrest Kennedy New York Pinckney Sunset Hill Group 1 Langston
Hughes
Lawrence, KS School District
31. Interior Environment
Indoor Air Quality
ASHRAE Design Standard for Schools
g
• CO2 maximum of 1,000 ppm, and not exceeding the outdoor concentration by
more than about 650 ppm when the exterior outdoor CO2 concentration is 380
ppm.
• Based on studies linking CO2 levels above these limits to drowsiness, lethargy, poor
concentration, respiratory ailments, headaches, and other negative health impacts.
• These negative impacts are not necessarily a direct result of the CO2 levels found
indoors (typically less than 5000 ppm), but the higher pollution rates in general that
occur as a result of not having enough outside air, or adequate ventilation.
• ASHRAE ventilation requirements are intended to provide enough fresh air to dilute
interior pollutants, and the CO2 levels end up being a good way to measure if you
interior pollutants and the CO2 levels end up being a good way to measure if you
have adequate ventilation inside your buildings.
Lawrence, KS School District
34. Interior Environments
Temperature / RH / Thermal Comfort
Limitations
• ASHRAE Standard 55 2004 and the ISO 7730 Standard for Moderate
ASHRAE Standard 55‐2004 and the ISO 7730 Standard for Moderate
Thermal Environments are based on experimental studies of adults,
not children.
• New ‘adaptive’ models of thermal comfort have not been incorporated
New adaptive models of thermal comfort have not been incorporated
into school HVAC systems standards. Student metabolic rates vary as
they move between rooms or activities.
• HVAC system design focuses almost exclusively on the thermal and
HVAC system design focuses almost exclusively on the thermal and
humidity specifications as directed by building codes. Internal mixing,
air velocities, and vertical temperature gradients are rarely addressed.
Committee to Review and Assess the Health and
Committee to Review and Assess the Health and
Productivity Benefits of Green Schools (National
Research Council, 2006:65‐66)
35. Interior Environments
Temperature / RH / Thermal Comfort
Personal Control
Increased tenant environmental control have been found to
I dt t i t l t lh b f dt
provide average measured workforce productivity gains of:
• 7.1% with lighting control
7.1% with lighting control
• 1.8% with ventilation control
• 1.2% with thermal control
Kats, G., L. Alevantis, A. Berman, E. Mills, and J. Perlman, 2003.
The Costs and Financial Benefits of Green Building: A Report to
California’s Sustainable Building Task Force.
36. Interior Environments
Temperature / RH / Thermal Comfort
V. Sue Cleveland High School Survey Responses
• Teachers, Staff and Administrators: Spaces are only thermally
Teachers, Staff and Administrators: Spaces are only thermally
acceptable (ASHRAE definition) during the fall (ranges from 66% ‐ 75%
for other three seasons)
• Students: Not thermally acceptable during any season (ranges from
Students: Not thermally acceptable during any season (ranges from
32% ‐ 51% for all four seasons).
37. Interior Environments
Temperature / RH / Thermal Comfort
V. Sue Cleveland Benefits of Personal Control
• Surveys focus groups and interviews: Expressed strong
Surveys, focus groups and interviews: Expressed strong
appreciation of and desire for local temperature control .
• Productivity increases with increasing personal control over
temperature and ventilation.
temperat re and entilation
• Having control mitigates some of the negative perceptions
associated with non‐optimal HVAC system performance
• “being able to monitor my own classroom temperature
… is GREAT!!!”
40. Interior Environments
Temperature / RH / Thermal Comfort
Clothing Variability Signage
Computers
T‐Shirt Logos
Messages using images,
graphics, text, student Flat
generated videos displaying /
/ Screens
promoting desired behavior
Spread using existing school
Spread using existing school
means or others – be
creative and relevant to your Smart Phones
audience
41. Interior Environments
Temperature / RH / Thermal Comfort
Q 13: Average Thermal Comfort Rating
7.00
6.00
5.00 4.80
4.57
3.93 3.95 4.07
3.92
4.00 3.75
Mean
M
3.17
3.00
2.00
1.00
Cordley Hillcrest Kennedy New York Pinckney Sunset Hill Group 1 Langston
Hughes
42. Interior Environments
Temperature / RH / Thermal Comfort
New York Classroom Sunset Hill Classroom Pinckney Classroom
New York Classroom New York Classroom
Closure of Blinds: Frequently observed that blinds were closed in the down position, allowing heat
gain to still occur in the occupied zone as well as creating a source of horizontal band glare (direct and
reflected). Closing blinds in the up position minimizes this as well as throws additional light up and
into the space (if blinds not completely closed). District should consider an education initiative to
change how people close their blinds.
43. Interior Environments
Temperature / RH / Thermal Comfort
Clothing Layering
• Layering of clothing is a district‐wide approach.
• Students from low SES families own less clothing limiting their ability to layer New York has clothing
Students from low SES families own less clothing, limiting their ability to layer. New York has clothing
available for these students to use.
• Source of inequity between those schools with high percentages of low SES families and those without:
• Kennedy Survey Comment: “When students have to wear jackets/sweaters etc., many students only
have one coat. That is it. They can t or don t bring layers. It is hard to teach in a cold classroom with
have one coat That is it They can't or don't bring layers It is hard to teach in a cold classroom with
students in coats.”
• Langston Hughes Survey Comment: Related comment that they have to call parents to bring additional
layers – something that many parents at the east schools can’t do.
Cordley Clothing Observed: 9/14/2012 Pinckney Clothing Observed: 8/27/2012
44. Interior Environments
Lighting / Views
Compared to little or no daylighting,
classrooms with appropriate
daylighting may increase the rate of
student learning by:
student learning by:
• 20% in math
• 26% in reading
Heschong Mahone Group. 1999. Daylighting in Schools:
An Investigation into the Relationship Between Daylight
and Human Performance. Report submitted to Pacific Gas
and Electric. http://www.h‐m‐g.com.
45. Interior Environments
Lighting / Views
Communication, Education & Buy‐In
Edward Gonzales Elementary School
Edward Gonzales Elementary
Classroom
School, Albuquerque, NM
47. Interior Environments
Lighting / Views
V. Sue Cleveland High School, Rio Rancho, NM
• Lack of Adequate Daylighting Control
Lack of Adequate Daylighting
• South Facing Windows and Some East/West
Windows: Shades with relatively high openness
value.
value
• Remaining Windows: No shades, curtains or blinds
• No Other Means of Daylight Control
48. Interior Environments
Lighting / Views
V. Sue Cleveland High School, Rio Rancho, NM
Percentage
Survey Question of Teacher
Responses
Reflected images of the windows/skylights appear on my work
surface, PC monitor, and/or on the smart board/white board/chalk
f d/ h b d/ h b d/ h lk
board. 49%
Windows/skylights create glare in my field of vision as I work. 37%
Direct sunlight falls on my work surface, PC monitor, and/or on the
smart board/white board/chalk board, washing it out and making
b d/ hi b d/ h lk b d hi i d ki
it difficult to see what I’m working on. 47%
Percentage
Top three reasons for closing blinds/shades (or covering windows
o
of
with paper for those without blinds/shades)
ih f h ih bli d / h d )
Responses
Direct sunlight falling on my work surface, PC monitor, and/or on
the smart board/white board/chalk board 42%
y , , /
Reflection of the windows on my work surface, PC monitor, and/or
on the smart board/white board/chalk board 24%
Distracting Views
22%
49. Interior Environments
Lighting / Views
V. Sue Cleveland High School, Rio Rancho, NM
• E i
Estimated quantitative impacts from lack of adequate
d i i i f l k f d
daylighting control
Estimated Teacher/Staff Annual Productivity
Delta Due to Lack of Adequate Daylighting
Control ‐$169,457
‐$169 457
Estimated Impact of Glare on Student Math
Scores ‐1.50%
Estimated Impact of Glare on Student Reading
Scores ‐‐0.91%
51. Interior Environments
Food Environment
Some Important Factors Associated w/ Lunch (and Breakfast to a Lesser Extent)
• School provided meals (and weekend assistance programs) often provide a
School provided meals (and weekend assistance programs) often provide a
significant portion of low SES student nutritional needs.
• Breakfast and lunch are important for keeping kids fueled (mentally and
physically) for the school day.
physically) for the school day.
• Provide time to eat calmly instead of inhaling food. Avoid diverting additional
blood from the brain and potentially making students drowsier after lunch
(though many variables are at play here – see Kanarek 1997 and Smith & Maben
1992).
• The social/cultural importance of, or “ritual” associated with, meals (part of our
social “glue”) vs. the limited time, highly structured/scheduled nature of most
school lunches.
h ll h
Kanarek, R. (1997) Psychological Effects of Snacks and Altered Meal Frequency. British Journal of
Nutrition 77, Suppl. 1:S105‐S120.
Smith, A. and A. Maben (1992) Effects of Sleep Deprivation, Lunch, and Personality on
Performance, Mood, and Cardiovascular Function. Physiology & Behavior 54:967‐972.
52. Interior Environments
Food Environment ‐ Gymacafetorium Issues
Sunset Hill Gym as Cafeteria
• Smallest “cafeteria” out of the (6) Group 1 schools; completely filled with tables and serving line during
( ) p ; p y g g
lunch; tables must be stored in closet space outside the gym.
• Cramped quarters in general typically result in greater sound levels, though the staging of students is such
that (1) row of tables during each wave is mostly empty; this combined with the music generally keeps
the sound levels as low, if not lower than the other (6) Group 1 schools.
• Some of the adults wear earplugs during lunch, and I was offered some to wear. Though Sunset Hill wasn’t
the loudest of the (6) schools, at least on the days I visited. Kennedy was probably the loudest. This raises
the question – if the adults think they need earplugs, then are the students at risk to hearing damage or
additional psychological stress from the noise?
53. Interior Environments
Food Environment ‐ Gymacafetorium Issues
Kennedy Cafeteria as Cafeteria
•H i
Having a separate cafeteria from the gym relieves
f i f h li
general stress relative to scheduling compared to
schools with gymacafeterias and gymacafetoriums.
• (15) round tables + (2) rectangular tables – round
tables are used first and was told that they are more
tables are used first and was told that they are more
popular with the students.
Round Tables Vs. Rectangular Tables
• R
Round Table Pros: Easier to interact with all of those at the table and you feel you’re
d T bl P E i t i t t ith ll f th t th t bl d f l ’
eating with a smaller group.
• Round Table Cons: Takes up more space, therefore more difficult to use in the smaller
cafeterias and gymacafetoriums; because they potentially encourage interaction more
than rectangular tables, may add to the noise level and make it more difficult for
students to focus on eating their lunch; this is exacerbated by short time available to
eat.
54. Interior Environments
Food Environment ‐ Gymacafetorium Issues
Total Lunch Period / No. of Sections Total Lunch Period / No. of Students
8.00 0.40
7.00 Cordley Cordley
0.35
6.00 Hillcrest Hillcrest
0.30
5.00 Kennedy 0.25 Kennedy
4.00 New York 0.20 New York
3.00 Pinckney 0.15 Pinckney
2.00 Sunset Hill 0.10 Sunset Hill
1.00 Broken Arrow 0.05 Broken Arrow
0.00 0.00
Deerfield Deerfield
Quail Run Quail Run
Schwegler Schwegler
Total Lunch Period / School Sq. Ft.
3.50E‐03
Cordley
3.00E‐03
Hillcrest
2.50E 03
2 50E‐03
Kennedy
2.00E‐03 New York
1.50E‐03 Pinckney
Sunset Hill
1.00E‐03
Broken Arrow
5.00E‐04
5 00E 04
Deerfield
0.00E+00 Quail Run
Schwegler
Sunflower
55. Interior Environments
Food Environment ‐ Gymacafetorium Issues
Some of the gyms can get loud during lunch, though most schools take measures to deal with
that with varying success levels. Use of music seemed to have the greatest impact, particularly
that with varying success levels Use of music seemed to have the greatest impact particularly
the way it was done at Sunset Hill.
• Pinckney: Hand bell to ring to get everyone to quiet down (as well as mark points along
lunch timeline).
• Hill
Hillcrest: ?
t ?
• Kennedy: Turned one bank of lights off/on and raised hands to signal students to quiet
down, though volume quickly ratcheted back up; principal eventually did a quick ring of
the alarm to quiet students.
• Sunset Hill: Played music (light jazz), but not constantly. Played at least once during each
“wave” of students to help provide them a few minutes of “down time” to focus on eating
(no talking); seemed pretty effective at keeping the students quiet during that time –
probably the most effective method among the (6) schools observed. However even here
a large amount of food is wasted.
• New York: ?
• Cordley: Played music (piano “elevator” music) constantly.; seemed less effective than
Sunset Hill, but more effective than other schools.
Sunset Hill, but more effective than other schools.
57. Exterior Environment
Playgrounds – Hurley Elementary, Hurley, NM
Playground Considerations
• Proper landscaping
• Minimum #/types of equipment
• Larger open areas for running, playing
Larger open areas for running, playing
ball/sports and generally blowing off steam
• Shaded areas
• Exterior drinking fountains
• Separate younger/older playgrounds
Separate younger/older playgrounds
According to the secretary, students are in daily
with bumps, bruises, cuts, stickers, etc.
58. Exterior Environment
Playgrounds – Edward Gonzales Elementary, Albuquerque, NM
Playground Considerations
• Proper landscaping
• Minimum #/types of equipment
• LLarger open areas for running, playing
f i l i
ball/sports and generally blowing off steam
• Shaded areas
• Exterior drinking fountains
• SSeparate younger/older playgrounds
/ ld l d
More than 200 injuries significant enough to report to the Nurse’s office are logged
every month, and School Nurses estimate 90% of injuries are playground‐related.
59. Exterior Environment
Playgrounds – Hillcrest Elementary, Lawrence, KS
Playground Considerations
• Proper landscaping
• Minimum #/types of equipment
• Larger open areas for running playing
Larger open areas for running, playing
ball/sports and generally blowing off steam
• Shaded areas
• Exterior drinking fountains
• Separate younger/older playgrounds
Separate younger/older playgrounds
Maintenance costs associated with elaborate playgrounds
60. References
American National Standards Institute (ANSI) S12.60‐2002, Acoustical Performance Criteria,
Design Requirements and Guidelines for Schools standard
http://www.asha.org/public/hearing/American‐National‐Standard‐on‐Classroom‐Acoustics/
http://acousticalsociety.org/about_acoustics/acoustics_of_classrooms
http://acousticalsociety org/about acoustics/acoustics of classrooms
Committee to Review and Assess the Health and Productivity Benefits of Green Schools
(National Research Council, 2006:65‐66).
Heschong Mahone Group. 1999. Daylighting in Schools: An Investigation into the Relationship
Between Daylight and Human Performance. Report submitted to Pacific Gas and Electric.
http://www.h‐m‐g.com.
Illinois Healthy Schools Campaign, “Apparently Size Doesn’t Matter: Two Illinois School Districts
Show Successful IAQ Management. School Health Watch Summer 2003
Show Successful IAQ Management ” School Health Watch, Summer 2003.
http://healthyschoolscampaign.org/news/newsletter/2003‐summer_HSC‐newsletter.pdf.
Also see: US Environmental Protection Agency. “IAQ Tools for Schools,” December 2000
(Second Edition). Available at: http://www.epa.gov/iaq/schools/.
Kanarek, R. (1997) Psychological Effects of Snacks and Altered Meal Frequency. British Journal
K k R (1997) P h l i l Eff t f S k d Alt d M l F B iti h J l
of Nutrition 77, Suppl. 1:S105‐S120.
Kats, G. 2006 Greening America’s Schools: Costs and Benefits. Capital E. www.cap‐e.com.
Kats, G., L. Alevantis, A. Berman, E. Mills, and J. Perlman, 2003. The Costs and Financial
Kats, G., L. Alevantis, A. Berman, E. Mills, and J. Perlman, 2003. The Costs and Financial
Benefits of Green Building: A Report to California’s Sustainable Building Task Force.
61. References
Lin, S., C. Kielb, A. Orsini & N. Muscatiello The Evaluation of Green School Building Attributes
and Their Effect on the Health and Performance of Students and Teachers in New York State.
Final Project Report ‐ Proposal Number: #147 funded by the US Green Building Council.
http://www.usgbc.org/ShowFile.aspx?DocumentID=8627.
http://www usgbc org/ShowFile aspx?DocumentID=8627
Schneider, Mark. “Public School Facilities and Teaching: Washington, DC and Chicago,”
November 2002. A Report Prepared for the Neighborhood Capital Budget Group (NCBG).
Available at: http://www.ncbg.org/press/press111302.htm.
Smith, A. and A. Maben (1992) Effects of Sleep Deprivation, Lunch, and Personality on
Performance, Mood, and Cardiovascular Function. Physiology & Behavior 54:967‐972
Treasure, J. Why architects need to use their ears. TED Talk
http://www.ted.com/talks/julian_treasure_why_architects_need_to_use_their_ears.html
http://www ted com/talks/julian treasure why architects need to use their ears html
USA Today Special Report: The Smokestack Effect ‐ Toxicity and America’s Schools
http://content.usatoday.com/news/nation/environment/smokestack/index
Why Environmental Health Matters in Schools ‐ EPA Webinar: 10/17/2012 ‐
https://esbuildings.webex.com/mw0307l/mywebex/default.do?siteurl=esbuildings.
Wilson, D. S. (2011) The Neighborhood Project: Using Evolution to Improve My City, One Block
at a Time. Hachette Book Group, New York, NY.
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