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32,491 results on '"construction materials"'

1. Valuable Modern Architecture Database for Conservation and Lifelong Learning

Author

Thanawuth Khunthong and Sumolnit Kerdnoonwong

Abstract

This research focuses on the survey and study of building architecture built in approximately 1932-1992, in Nakhon Nayok Province, Thailand with the three research objectives: (1) to study modern architecture buildings in Nakhon Nayok that reach the criteria of modern building value for conservation and lifelong learning, (2) to create a roster of modern buildings in Nakhon Nayok by studying the distinctive features of architecture and its historical, social, economic, educational, and other valuable significances; and (3) to create a valuable buildings database according to modern architecture criteria, to be uploaded to the micro-phishing system, and to publish modern architecture conservation database in digital and photographic files as the database of Nakhon Nayok. The main features of the buildings are consistent with the nature of modern architecture that shows the structure importance, and the use of technology of various materials which shows the advance construction technology in those days. The buildings are as simple as a box. They are useful, respond to the public, worth to society and culture, and contain of historical significance. From the survey and study in Nakhon Nayok, it was found that there were 43 buildings reaching the criteria of modern building value for conservation and were saved in the database in accordance with the micro-phishing model. The details of 43 modern buildings are presented in a digital file format and photo database of modern buildings in Nakhon Nayok to propagate the modern architecture conservation database as a lifelong learning resource for the benefit of interested people.

Published
2024

2. Vocational Teachers' Craft Knowledge and Working-Life Experiences in Building and Construction: A Narrative Study of Embodied and Tacit Learning

Author

Marit Lensjø

Abstract

Vocational teachers in building and construction in upper secondary school deal with complex situations of an organisational, vocational, and social kind. Recent research has shown that the teacher is the single most important factor for students' learning in school. Teacher-student relationships and the teacher's repertoire of teaching practices can be more important for the student's learning than class size, the classroom environment, and the student's socio-economic background. Beyond passing the journeyman's test, we know little about the craft knowledge and working life experiences vocational teachers in the building and construction trades have acquired over many years in the construction industry, and thus, what knowledge and experiences they bring into the vocational teacher role. Learning in working life often takes place as an integrated part of work, and it is difficult to observe how learning happens. Craft knowledge is often tacit and personal. In this narrative, phenomenologically inspired study, learning is investigated as a bodily, internal process that simultaneously depends on the interaction with the material and social environment. Through narrative interviews with eleven vocational teachers in plumbing and carpentry, this study explores the teachers' backgrounds as vocational students and apprentices, and their extensive experience as craftsmen on different construction sites. The analysis shows that the building site drives craft-related actions and situations that generate a strong craft identity, professional working life experiences, and personal growth. Craftsmen at the construction site work under constant pressure in a social, physically, and mentally demanding work environment and consecutively solve problems. As professional craftsmen in the complex working environment, the teachers also acquired social and organisational expertise, which they intuitively transferred to their role as vocational teachers.

Published
2024
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3. Design Development of Building Materials Lab for Teacher Education Institutes on Vocational and Academic Program

Author

Santoso, Agus, Sukardi, Thomas, Prayitno, Sutarto Hadi, Widodo, Slamet, and Daryono, Rihab Wit

Abstract

This study aims at creating an integrated design of a building material laboratory for Teacher Education Institutes (TEIs) in higher education of vocational and academic programs to support the effective and efficient learning processes. Development of a building materials laboratory design in the form of a 2-story floor plan with a capacity of 20 students. This research belongs to development research using the ADDIE model. The research design was prepared through a Focus Group Discussion (FGD) consisting of 10 respondents involving (1) the coordinator of the TEI building materials lab; (2) the construction industry; and (3) the architecture expert. The collecting data using a questionnaire with an assessment of 2 aspects, namely the completeness of communicating spatial drawings. Data analysis using descriptive statistics to assess the feasibility of the layout drawings of the building materials laboratory was assessed by 2 building planning experts. Data analysis using descriptive statistics to assess the feasibility of the layout drawings of the building materials laboratory was assessed by 2 building planning experts. The results of the feasibility assessment of building materials laboratory drawings obtained 80.4% in the very feasible category. The research results revealed that (1) the practice course contents of building materials in the TEIs of Vocational and Academic program were testing sand, gravel, cement, bricks, light bricks, paving blocks, wood, concrete reinforcing steel, light steel, and concrete technology; (2) the 2-story laboratory floor plan that was developed has a total area of 387 m[superscript 2], all of which are integrated into one area.

Published
2022

4. Improving Students' Mineral and Rock Identification Skills through Service-Learning

Author

Chaumba, Josphine and Chaumba, Jeff

Abstract

This paper reports on a service-learning component introduced in an upper-level undergraduate geology course. Students identified rock types used by a local countertop manufacturing company and made fliers describing their mode of formation. Students then completed a final rock identification exam. To assess the effect of participating in the service-learning on students' rockidentification abilities, an Independent Samples t-test was used to compare scores of students that completed the course to those from previous semesters who did not participate in service-learning. Students who participated in service-learning achieved higher final rock identification exam test scores (M = 91.71, SD = 1.59) in comparison to those who did not take part in any service-learning activity (M = 80.36, SD = 1.88), t (19) = 4.59, p < 0.05. Service-learning projects that involve local geology related industries, thus, can facilitate knowledge sharing between the University and the community.

Published
2022

5. How a Traditional Homemaker Predicts: An Ethnographic Study

Author

Suciawati, Vici, Jatisunda, Mohamad Gilar, and Kania, Nia

Abstract

Intuition is the first way humans get knowledge. A worker in making a traditional West Java house works using his experience to be able to determine how many building materials are needed to become a house. The roof of the house is one part that is quite complicated to determine the amount of wood needed. Workers using intuition based on experience that has been experienced greatly determine the accuracy of the measure. Through this research, the researcher hopes that the method of determining the amount of wood used to make the roof (suhunan) of houses in West Java has added scientific value because it is related to existing mathematical concepts. The subjects of this study were workers who made traditional houses in West Java Regency. This study uses a qualitative method with an ethnographic approach. This study aims to describe an in-depth study of how to determine the amount of wood used to make traditional houses and its relation to mathematical concepts. The results showed that the workers who made the traditional houses started outing for the first time by calculating the number of wood chips needed to make the KAP intact to make the roof from it, they were easier to determine the amount of wood needed.

Published
2021

6. Learning Course: Application of Gamification in Teaching Construction and Building Materials Subjects

Author

Reyes, Encarnación, Gálvez, Jaime C., and Enfedaque, Alejandro

Abstract

This paper presents the experience of a group of Construction and Building Materials lecturers following the introduction of a new contest-based gamification activity aimed at improving interest and learning outcomes in the course. Students' motivation is of key importance in utilizing educational activities for study and learning in the subject. Evaluation is essential and, therefore, the proposed action makes it possible to earn an extra point in the continuous evaluation that contributes to passing the subject. The outcomes obtained in the first academic year in which this learning contest was implemented allow us to conclude that the activity had positive effects on motivation and the learning process, as well as on the number of students passing the subject. The students' opinion about the activity was very positive.

Published
2021

7. Initiatives to Foster Engineering Student Motivation: A Case Study

Author

Reyes, Encarnación, Enfedaque, Alejandro, and Gálvez, Jaime C.

Abstract

There is little doubt that student motivation is essential in providing a beneficial learning experience. One way to produce such motivation is to stimulate it through suitable assessment methods. This paper shares the experience acquired by the authors, who are university lecturers in Civil Engineering at the Universidad Politécnica de Madrid, both through their assessment methods and feedback received via the modular object-oriented dynamic learning environment (Moodle) platform. During the last eight years the authors have progressively included increasingly dynamic methods in their teaching and assessment, with highly satisfactory results being obtained. The last three academic years have seen a test through co-assessment being added. In addition, during the last two an assessment exercise has been implemented through use of the aforementioned Moodle. Each test has a weight of 5% in the final mark for the module. After sitting the respective Moodle test, the students filled in a questionnaire that sought their views not only on the teaching methods but also on the degree of motivation they felt from such methods. As expected, the results showed that the students considered the internet-based Moodle platform to be useful. However, the most notable finding was that the majority indicated that alternative teaching and assessment methods (such as, among others, cooperative learning) were those that were most beneficial to their learning experience. Over 70% of the students thought that the use of the Moodle platform and other teaching and assessment techniques had motivated them with an average, high or significantly high intensity. In particular, the students highlighted the use of cooperative learning with 86% feeling that it helped them to learn.

Published
2017

8. Learning Based on the Project Entitled 'Design and Construction of a Wooden Bridge'

Author

Barris, Cristina, Torres, Lluís, and Simon, Enric

Abstract

This article presents the results of a case involving the application of project-based learning carried out with students in the Mechanical Engineering degree program at the University of Girona. The project, entitled "Design and construction of a wooden bridge", was conducted at the Polytechnic School in the third-year Structures course. This project required students to address, consider and solve different problems related to the resistance of materials, structural calculations, material optimization and structural design. The project also included the building of the bridge based on the calculations made, thus enabling the students to verify the suitability of the theoretical calculations as compared to real results. Furthermore, a competition was held to reward those teams who obtained the best ratio between the failure load and the weight of the bridge. The main conclusion observed from the implementation of only two editions of this project is the acquisition of the different proposed competences (both specific and cross-curricular) by the students. Finally, it was interesting to note that after completing the activity, the students were observed to be more motivated by the course content.

Published
2016

9. Methods of Evaluating the Efficiency of Energy Saving Projects with Taking Risks into Account

Author

Kvon, Gulnara M., Khamidullin, Farid F., Samysheva, Ekaterina Y., Vaks, Vera B., and Mararov, Nikita V.

Abstract

The relevance of the problem studied in the article is caused by the fact that now the process of reforming the housing and utilities sector in the Republic of Tatarstan continues. Its purpose is to increase the quality of service for public and to protect their legitimate rights and interests. That is why it is one of the aspects of social and economic policy. All mentioned above determines the necessity of implementing energy saving projects and evaluating their efficiency. The purpose of the article is quantitative evaluation of the efficiency of investment project in the field of energy saving with estimation of the risk of its implementation. The leading method to study this problem is the quantitative approach of evaluating the project risks, based on the analysis of sensitivity and project risks scenarios which are calculated by using discount method of its efficiency. Such methods provide the accuracy of the calculations. In the article we made evaluation of economic efficiency in housing and utility sector. We also detected the most critical factors for implementing the projects in the field of energy saving and made quantitative assessment of their influence. We also made the reasonable conclusions about the necessity of risk evaluation by using methods of sensitivity and scenario evaluation. Results of calculating the project efficiency in the field of energy saving and the results of analyzing sensitivity of the factors that influence the project can be useful when implementing similar project.

Published
2016

10. Construction Waste Reduction Awareness: Action Research

Author

Omeje, Hyginus Osita, Okereke, Godwin Keres, and Chukwu, Daniel Uchenna

Abstract

The study focused on construction waste reduction awareness as a step within Education for Sustainable Development (ESD) at the University of Nigeria, Nsukka. The method of collaborative action research was used with a questionnaire as an instrument. Data collected from 61 participants were analyzed using descriptive statistics (percentage, mean, and t-test) and multiple regressions. Results revealed that there were graduates of different degree levels and non-graduates working at the construction sites, where 4.9% and 27.9% had PhD and Master degrees, respectively. Improper material storage was agreed to be the main cause of construction waste, while the most effective reduction measure was applying source reduction through the calculated procurement. Multiple regressions revealed that awareness was significantly positively predicted by gender, qualification and status. However, both cause and reduction of construction waste were noted to be human related, thereby necessitating a campaign against construction waste at various sites, with the aim of raising motivated and inspired change agents.

Published
2020

11. Teaching Assembly for Disassembly; An Under-Graduate Module Experience

Author

Alexandri, Eleftheria

Abstract

This paper is about the experience of teaching Assembly for Disassembly to fourth year architect students within the module of sustainable design. When designing a sustainable building one should take into consideration the fact that the building is going to be demolished in some years; thus the materials should be assembled in such a way so that the building is not just demolished, but disassembled in a practical way, so that its items and materials can be reused or at least be recycled in other buildings or products or be decomposed. Yet, the structure should be safe during its lifetime. With this technology, the building's sustainability spans also to its "grave". In this paper the methodology for teaching students how to design for the disassembly of buildings is presented. Apart from the respective lectures, the fourth year students have been asked to design a small home for a homeless person, following, apart from bioclimatic design and the zero-CO[subscript 2] building design, an "assembly for disassembly" design. They have also been encouraged to use, apart from conventional building materials, materials that could be collected from municipal waste, provided they have a small environmental footprint. Frequent tutorials are made during this project. Different groups of students have followed different concepts in their design; some students have focused on the assembly for disassembly of a home from municipal waste, others from construction materials, while others, apart from assembly for disassembly, have also taken into consideration the movability of their design as well as its incorporation in the urban tissue. The results and the conclusions are presented in this paper. [For the full proceedings see ED557181.]

Published
2014

12. Group Selection and Learning for a Lab-Based Construction Management Course

Author

Solanki, Pranshoo and Kothari, Nidhi

Abstract

In construction industries' projects, working in groups is a normal practice. Group work in a classroom is defined as students working collaboratively in a group so that everyone can participate on a collective task. The results from literature review indicate that group work is more effective method of learning as compared to individual work. However, only limited studies reported influence of group selection method on the learning of groups. To fill the gap in this area, the main objective of this study was to find out which selection method is the best to use and helps students to perform better in the course. Therefore, a total of three group selection methods, namely, random-selection by instructor, performance-based-selection by instructor and individual-selection by student were utilized. The target subjects used in the proposed study were students enrolled in two different lab-based construction management courses. The learning of each group was evaluated by calculating an average of scores received by all fellow members in the corresponding lab projects. Additionally, at the end of the semester, students were asked to complete a questionnaire. Data from all the questionnaires was also used for evaluating influence of group selection method on learning of students.

Published
2014

13. Creating and Enriching Quality and Safe Outdoor Environments

Author

Olsen, Heather

Abstract

Can teachers of young children create stimulating and enriching outdoor environments that are also safe? This article highlights early childhood outdoor safety standards and presents a framework for creating quality and SAFE™ outdoor environments in early childhood programs that support children's interest and best practice. The outdoor environment is an extremely important place within early childhood programs. Early childhood professionals can use the information and resources to justify the significance of maximizing the outside environment. Creating these spaces is not a haphazard process, but rather should be based on a foundation that all children deserve a right to play in meaningful and purposeful environments. It is essential for early childhood educators to recognize that the outdoor space for children is important and there are endless possibilities for incorporating curriculum outside.

Published
2013

14. Bricklayer: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0110

Author

Alberta Advanced Education and Technology

Abstract

The graduate of the Bricklayer apprenticeship training is a journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) produce a better quality product than the minimum acceptable by industry standard; (4) use and maintain tools and equipment to the standards of competency and safety required in the trade; (5) understand and apply the principles of sound and safe construction; (6) know the characteristics and proper use of masonry materials; (7) interpret plans and specifications, do layout work and calculate material quantities; (8) lay, install and repair masonry units of all materials including all types of stone; (9) relate to the work of other tradesperson in the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Bricklayer Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.

Published
2010

15. Bauhaus, Crown Hall, FAU: A Comparative Investigation of the Curriculum Design in Schools of Architecture

Author

National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland) and Mulrooney, Sarah

Abstract

One of the central themes addressed by this paper is the design of the curriculum for architectural education using three schools of architecture: the Bauhaus in Dessau, Crown Hall in Chicago and the Faculty of Architecture and Urbanism (FAU) in Sao Paulo. It also reflects on the practices in other schools such as Frank Lloyd Wright's Taliesin east and west which are modelled on an apprentice form of training. The Bauhaus introduced a preliminary curriculum--"The Vorkurs"--which became the model for many foundation year design courses throughout the world. They also employed a system of Workshop Masters and Masters of Form which may have influenced the teaching of design technology in architectural education. Mies van der Rohe, who taught at the Bauhaus, later designed the building and curriculum at Crown Hall. He proposed a curriculum where students learn everything related to a particular building material with the materials getting progressively more complex. Vilanova Artigas had visited Crown Hall during its construction. He proposed a curriculum at FAU where all students in the school work together on different aspects of one large project. In this way students of all stages and ages would learn from each other. Each of the above curriculum designs places an emphasis on a particular ideology held by the architect/teacher. This study is part of a doctoral thesis which also examines the link between the curriculum and the school buildings. The work presented has been supported by NAIRTL funding in 2008-2009 which analysed the design of studio spaces for teaching and learning design based disciplines. Three new schools of architecture have been established in Ireland over the past five years and this research could help inform their curriculum and school design. (Contains 12 figures.) [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]

Published
2009

16. Wildfires and Schools

Author

National Clearinghouse for Educational Facilities

Abstract

This publication discusses conditions that feed wildfires, how a building catches fire, determining the school's risk, creating a survivable space for the school, the importance of maintenance, the fire-resistant school, meeting code requirements, and related flood and mudslide risks. Much of this publication has been adapted for schools from the Federal Emergency Management Agency's "Wildfires" homepage and Wildfire Mitigation Fact Sheet, "Rebuilding After a Fire". Wildfire Response is appended. (Contains 1 footnote and 17 online resources.)

Published
2009

17. Design and Application of a Beam Testing System for Experiential Learning in Mechanics of Materials

Author

Sullivan, R. Warsi and Rais-Rohani, M.

Abstract

Research shows that students can significantly improve their understanding and retention of topics presented in an engineering course when discussions of theoretical and mathematical approaches are combined with active-learning exercises involving hands-on physical experiments. In this paper, the design and application of a beam testing system (BTS) to promote experiential learning in mechanics of materials are discussed. Students in the experimental group were given the opportunity to verify their analytical predictions on two separate projects by conducting experiments using the BTS, whereas those in the comparison group only performed the analysis part. Based on statistical analysis of the performance of the two student groups on a common exam problem, the experiential learning is found to have a positive but limited impact. Moreover, the students' responses to an anonymous survey indicate that the students in the experimental group generally had a higher degree of satisfaction with the class projects than those in the comparison group.

Published
2009

18. Bio-Based Nanocomposites: An Alternative to Traditional Composites

Author

Tate, Jitendra S., Akinola, Adekunle T., and Kabakov, Dmitri

Abstract

Polymer matrix composites (PMC), often referred to as fiber reinforced plastics (FRP), consist of fiber reinforcement (E-glass, S2-glass, aramid, carbon, or natural fibers) and polymer matrix/resin (polyester, vinyl ester, polyurethane, phenolic, and epoxies). Eglass/ polyester and E-glass/vinyl ester composites are extensively used in the marine, sports, transportation, military, and construction industries. These industries primarily use low-cost open molding processes, such as manual/spray lay-up. Polyester and vinyl ester resin systems produce styrene emissions. Because of the stringent EPA regulations on styrene emissions, composite manufacturers are interested in using low-cost closed molding processes, such as vacuum-assisted resin transfer molding (VARTM) and styrene-free resin systems such as non-foam and full-density polyurethanes (PUR). Polyurethanes are polymers created by addition of polyisocyanates and polyols. The polyol component in polyurerhane can be produced from soybean oil. This study demonstrates that with the proper addition of nanoparticles, mechanical properties of soy-based polyurethane can be enhanced. These nanomodified soy-based polyurethane/glass composites manufactured by using the low-cost VARTM process provide alternatives to traditional glass/polyester and glass/vinyl ester composites. These composites will be more environmental friendly for two reasons: (a) Polyurethane does not produce styrene emission, thereby, resulting in a safer work place and (b) Polyol is made from a renewable resource (soybean oil). (Contains 3 tables and 8 figures.)

Published
2009

19. Door Locking Options in Schools

Author

National Clearinghouse for Educational Facilities

Abstract

Doors serve a variety of needs and purposes in schools: (1) Exterior doors provide building security and protection from the elements; and (2) Interior doors control the movement of people among school spaces, help control noise and air flow, and act as flame and smoke barriers during a fire. In a lockdown, they serve as safety barriers. From a security perspective, the most important function of a door is to control entry. Entry control involves the configuration, strength, durability, and composition of the door, its hinges and its frame, and the control and effectiveness of its latching and locking hardware. This paper explains the building and fire code requirements governing doors in schools, discusses existing door locking options, and describes the varied and sometimes conflicting safety- and security-related functions of school doors. It also includes the California Department of Education's recommendations for school entrances, doors, and access control. (Contains 8 endnotes.)

Published
2009

20. Fundraising Basics for Private School Facilities

Author

National Clearinghouse for Educational Facilities and Roach, Arthur H.

Abstract

This report examines the process behind setting up and implementing a "capital campaign": a program for raising money for new or renovated facilities at private K-12 schools. The report covers tax information regarding gifts to institutions then offers advice for setting up a comprehensive development program, including fundraising software and tips on implementing all the components of a development program. Campaign planning issues discussed are using fundraising consultants, drafting and assembling specific campaign documents, conducting a feasibility or planning study, and developing a campaign strategy. Final comments explore what to expect and be prepared for while conducting a capital campaign.

Published
2009

21. Renovate Right: Important Lead Hazard Information for Families, Child Care Providers and Schools

Author

US Environmental Protection Agency

Abstract

Lead can affect children's brains and developing nervous systems, causing reduced IQ, learning disabilities, and behavioral problems. Lead is also harmful to adults. Lead in dust is the most common way people are exposed to lead. People can also get lead in their bodies from lead in soil or paint chips. Lead dust is often invisible. Lead-based paint was used in more than 38 million homes until it was banned for residential use in 1978. Projects that disturb lead-based paint can create dust and endanger a family. This pamphlet provides basic facts about lead and information about lead safety when work is being done in one's home, building or the childcare facility or school his or her children attend.

Published
2008

22. Ironworker - Metal Building Systems Erector: Apprenticeship Course Outline. Apprenticeship and Industry Training. 40-1-06.2

Author

Alberta Advanced Education and Technology

Abstract

The graduate of the Ironworker - Metal Building System Erector apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4) comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6) demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) use hand tools and powered equipment in a proper and safe manner; (8) perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) co-ordinate iron work with other trades on the job site; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Ironworker - Metal Building System Erector Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.

Published
2006

23. The Three Gorges Dam of China: Technology to Bridge Two Centuries

Author

Wahby, Wafeek S.

Abstract

Some of the most sophisticated 20th-century technologies have been applied to build the largest hydroelectric dam in the world, the Three Gorges Dam Project (TGDP) of China. The author administered a study abroad course in China from May 27 to June 10, 2000, to study the massive project as it approached the halfway mark of its second and most critical stage, namely Phase II. This article sheds some light on this sizable project and summarizes information and observations gathered first-hand during this study abroad course on the construction of the Three Gorges Dam. In addition to a description of the main components of the project and the phases of its construction, a historical background and a timeline of the events that culminated in China's decision to build this dam are presented in this article. The article also points out the reasons why this sizable project is being built and discusses the results that are anticipated after its completion. Some of the challenges faced in the construction of the project are analyzed, together with how they were dealt with.

Published
2003

24. Lather-Interior Systems Mechanic Program. Apprenticeship Training.

Author

Alberta Learning, Edmonton. Apprenticeship and Industry Training.

Abstract

This document presents information about the apprenticeship training program of Alberta, Canada, in general and the lather-interior systems mechanic program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a lather-interior systems mechanic; and a lather-interior systems mechanic training profile. The second part of the document presents course outlines for the first, second, and third periods of technical training. Selected topics covered in the three periods are as follows: construction safety; construction project organization; construction safety regulations; hand and power tools; scaffolding; wall construction materials and erection; metal framing; furring systems on existing walls; application or installation of insulation in walls and ceilings; sheathing; building paper; stucco wire; stucco coatings; application, layout, and installation; ceilings; precast plaster and reinforced gypsum; drawing instruments and techniques; blueprints; and trade calculations. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. A list of textbooks and supplies is also included. (MN)

Published
2003

25. Ohio Construction Technologies Competency Profile.

Author

Ohio State Univ., Columbus. Center on Education and Training for Employment., Ohio Board of Regents, Columbus., Ohio State Dept. of Education, Columbus., Miller, Lavonna, and Bowermeister, Bob

Abstract

This document, which lists construction technologies competencies as identified by representatives from government agencies and labor organizations as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing both college tech prep programs and apprenticeship training/education programs that will prepare students from secondary through post-secondary associate degree programs for employment in these three occupational cluster areas: apprenticeship, design-build, and construction management. Each of the cluster areas contain essential competencies common to each of the occupations within the cluster and competencies specific to an occupation. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Sample topics include management; codes; materials; construction processes; estimating; skills development; civil surveying and communication. Appendices include a list of technical competency profile (TCP) panel members and a pathway template. (MO)

Published
2002

26. Concrete Finisher Program. Apprenticeship Training.

Author

Alberta Learning, Edmonton. Apprenticeship and Industry Training.

Abstract

This document presents information about the apprenticeship training program of Alberta, Canada, in general and the concrete finishing program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a concrete finisher; and a concrete finisher training profile. The second part of the document presents course outlines for the first and second periods of technical training. Selected topics covered in the two periods are as follows: measuring and layout tools; cutting and demolition tools; placing tools; tools for surface treatment of concrete; mixing and conveying equipment; floats and trowels; sidewalks; safety regulations and procedures; personal protective equipment; fires and controls; safety and maintenance for power tools and equipment; Portland cements; air entrainment; concrete aggregates; transporting concrete; concrete finishing; concrete joints; concrete curing methods; applied mathematics; measurement systems; blueprints; and workplace coaching skills and advisory methods. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN)

Published
2002

27. Concrete Masonry Designs: Educational Issue.

Author

National Concrete Masonry Association, Herndon, VA. and Hertzberg, Randi

Abstract

This special journal issue addresses concrete masonry in educational facilities construction. The issue's feature articles are: (1) "It Takes a Village To Construct a Massachusetts Middle School," describing a middle school constructed almost entirely of concrete masonry and modeled after a typical small New England village; (2) "Lessons Learned," explaining why concrete masonry can be the material of choice for educational facilities; and (3) "CM Profiles: A High Performance School in Panther Country," discussing a concrete masonry school in Texas exhibiting best practices in school design and construction. The issue's regular departments "Around the Block" and "Detail of the Month," discuss Utah prototype schools and energy-efficient school designs for new construction. (EV)

Published
2001

28. Carpentry. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2001 Revision.

Author

Ohio State Board of Education, Columbus. and Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

Abstract

This Ohio Integrated Technical and Academic Competency (ITAC) profile provides the professional or occupational competencies deemed essential for a graduate to perform proficiently in carpentry when he or she graduates from the specialization work force development program in industrial and engineering systems. The profile includes competency lists that are the result of research and review of existing competency profile lists and includes input from industry, labor, professional organizations, professional and industrial representation, and national standards for a specific industry or profession. The profile includes an overview of carpentry as a profession, including job duties and skills, and a list of competencies and subcompetencies. The following competency areas are listed: (1) carpentry orientation and safety; (2) basic carpentry procedures; (3) layout work; (4) footings, grade beams, foundation walls, and forms; (5) floor framing; (6) wall framing; (7) ceiling and roof framing; (8) roofing; (9) exterior finish; (10) installing fire and draftstopping in compliance with code; (11) insulation; (12) interior finish; (13) stairs; and (14) specialized carpentry applications. (KC)

Published
2001

29. Space & Materials: A Second Year Design Curriculum.

Author

Ziff, Matthew

Abstract

Design students provide a constant source of energy that moves into the mainstream of society. Their energy needs to be directed toward improving the characteristics of the built environment at every physical and economic scale of activity. Teaching design involves a broad range of decisions on how to present relevant design education content to students. This paper focuses on a design curriculum. The paper also discusses the structure of a design curriculum, considers second year design issues, ponders how to structure an investigation into the issues, examines the evolution of conceptions of space, and outlines a concept of materials. It concludes that if an educational program is going to have a chance of successfully stimulating students to create alternative environmental proposals, it must imbue them with a powerful sense of mission and a belief in the possibility of changing the pieces of the world that they encounter. (Contains a 12-item bibliography.) (BT)

Published
2001

30. Construction of Educational Facilities.

Author

Georgia Governor's Office, Atlanta.

Abstract

This issue paper discusses principles of good management of construction and some options Georgia may use in the future to manage school construction and control costs. The paper begins by providing some background on common forms of construction management and delivery. Then the paper discusses principles of good contracts. The background section concludes with some information on factors that influence the cost of construction once the design is complete and background on construction materials. The next section of the paper, "Current Conditions," looks at what school systems and the state are doing related to construction. The third section of the paper highlights specific findings about the construction process and the current state activities related to school construction. In the final section of the paper, various alternatives are presented related to construction materials and techniques, costs of construction, construction management and delivery, and contractual issues that could improve school construction in the state of Georgia. (EV)

Published
2000

31. Insulator (Heat and Frost). Occupational Analyses Series.

Author

McRory, Aline and Ally, Moham

Abstract

This analysis covers tasks performed by an insulator, an occupational title some provinces and territories of Canada have also identified as heat and frost insulator. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into the following categories: (1) blocks, the largest divisions in the analysis that reflect a distinct operation relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and that in combination fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 6 blocks, including 31 tasks, are occupational skills; industrial application; commercial application; asbestos abatement; spraying insulation materials; and fire stopping and smoke seals. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB)

Published
2000

32. Bricklayer. Occupational Analyses Series.

Author

Cap, Orest, Cap, Ihor, and Semenovych, Viktor

Abstract

This analysis covers tasks performed by a bricklayer, an occupational title some provinces and territories of Canada have also identified as bricklayer-mason, brick and stone mason, and mason. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into these categories: (1) blocks, the largest divisions in the analysis that reflect distinct operations relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and which, in combination, fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The six blocks, which include 24 tasks, are work-related activities; masonry wall and column system; chimneys, fireplaces, masonry heaters, and refractory materials; construction/layout of masonry arches; restoration; and ornamental masonry. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB)

Published
2000

33. School Renovation and the Importance of Maintenance. [Interview with Charles Boney, Jr.].

Author

Butterfield, Eric

Abstract

Charles Boney, Jr., Director of Boney Architects, offers his views on school districts that build schools that have to be replaced too soon, general problems concerning renovation of older buildings, and keeping maintenance costs down. He discusses the types of flooring materials school districts should consider using to lower maintenance costs and increase longevity; the types of operating costs that are negatively impacted by lower installation costs; the types of roofing systems he designs for schools, including roofing that has good acoustical qualities. Concluding discussions address excessive use of windows and the heating and air conditioning problems that they can cause and how he solves these, and renovation materials he considers to be long lasting and characteristically have low maintenance costs. (GR)

Published
1999

34. Renovating Early and Middle 20th Century Schools [Conference] (St. Louis, Missouri, June 24-26, 1999).

Author

American Inst. of Architects, Washington, DC.

Abstract

School architects, construction managers, and school administrators convened at a conference to examine the question of renovation or replacement of aging public schools, and to address issues from turn-of-the-century architectural features to sources of renovation financing. This paper contrasts the distinguishing characteristics of early-20th century and mid-20th century schools and addresses the unique design principles and materials typical of the facilities constructed during theses eras. Other topics include the evaluation and assessment of existing school buildings, the tools and techniques for condition assessment and management of K-12 renovation projects, construction management as a construction delivery method of school renovation, the role of the architect as construction manager, and construction scheduling. Final topics concern renovation programs that preserve valuable resources and alternative funding possibilities such as public/private development partnerships. Contains a list of conference speakers. (GR)

Published
1999

35. Reading, Writing and Risk: Air Pollution Inside California's Portable Classrooms.

Author

Environmental Working Group, Washington, DC., Ross, Zev A., and Walker, Bill

Abstract

This California report examines the air pollution risk levels in the State's portable school facilities, the State's response, and recommendations for protecting children's and teachers' health in these types of classrooms. The report reveals that over two million California students spend the school day in buildings that may be harmful to their health. It states that some portable classrooms can expose children to toxic chemicals at levels that pose an unacceptable risk of cancer or other serious illnesses, but that California has no indoor air health standards for most toxins found in these types of buildings and has has failed to exercise effective oversight of air quality. What types of pollution health risks that exist in portable classrooms are detailed, particularly risks from formaldehyde and carbon dioxide. Additionally reported are the unintended consequences of the State's push for the use of portables to address student population increases. (Contains 59 references.) (GR)

Published
1999

36. The Virtual Steel Sculpture--Limit State Analyses and Applications of Steel Connections

Author

Chou, Karen C., Moaveni, Sae, and Sapp, James D.

Abstract

The integrity of a structural system depends on the strength of materials, shape of the individual member and the elements used to hold the members together. In most undergraduate civil engineering curricula, a structural steel and/or reinforced concrete design course is required. Usually, the main focus of these courses is on member selection (size and shape) for a given material. Moreover, the time available for connection design is usually limited. To provide a 24/7 access to students who are interested in learning more about steel connection design, with the support from the National Science Foundation, a virtual steel sculpture was developed. The virtual steel sculpture not only provides a 360-degree view of different type of connections, but also provides information on their limit states, field examples, and finite element models showing stress distributions. In this paper, the discussion is focused solely on the content of the sample design calculation for each connection shown in the virtual steel sculpture. These sample calculations were created as additional examples that could supplement class lecture to enhance students' learning.

Published
2017

37. Fire and the Design of Educational Buildings. Building Bulletin 7. Sixth Edition.

Author

Department of Education and Science, London (England).

Abstract

This bulletin offers guidance on English school premises regulations applying to safety protection against fires in the following general areas: means of escape in case of fire; precautionary measures to prevent fire; fire warning systems and fire fighting; fire spreading speed; structures and materials resistant to fires; and damage control. It includes major revisions in the requirements for means of escape and the requirements aimed specifically at the designers of new construction. It also provides recommendations on planning and construction of escape routes dealing primarily with the number, width, location and construction of these routes. The use of fire resistant construction in its ability to restrict the spread of smoke and flame are explored as are suggestions on installing wiring equipment; everyday precautions occupants should observe if other precautions are not to be nullified; the ways fires can be prevented through careful design, management, and maintenance practice; and ideas for limiting fire damage. (GR)

Published
1997

38. Construction Technologies. Guide to Standards and Implementation. Career & Technology Studies.

Author

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

Abstract

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following; develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in construction; enhance employability skills, especially in construction industries; and apply and reinforce learning developed in other subject areas. The curriculum is organized in strands and modules. This guide encompassing the construction technologies strand contains 46 modules that define what a student is expected to know and be able to do (competencies). The guide is organized in the following parts: (1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies; (2) strand rationale and philosophy and strand organization for construction technologies; (3) planning for instruction for career and technology studies and for construction technology courses; (4) module curriculum and assessment standards for introductory level construction technologies competencies; (5) module curriculum and assessment standards for intermediate level construction technologies competencies; (6) module curriculum and assessment standards for advanced level construction technologies competencies; (7) assessment tools; (8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guides. Modules cover the following broad topics: tools and materials; building construction; project management; mold making and casting; site preparation; framing; roofs; exterior finishing; electrical, plumbing, and climate control systems; furniture making; cabinetmaking; concrete; masonry; wall and ceiling finishing; stairs; floorcovering; energy-efficient housing; renovations; and project and production management. (KC)

Published
1997

39. Concrete Worker Skill Standards.

Author

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

Abstract

This document contains skills standards for concrete construction workers that are designed for the following purposes: to inform prospective construction workers about the type of work and the skills required so that they can make informed career decisions; to inform educators about how academic, workplace, and life skills are applied in industry; and to provide construction contractors and their local union partners with a means to ensure that their workers are trained and have the skills necessary to keep them competitive in a global economy. The skills standards were developed by representatives of the laborers and the industry using two task identification techniques (Modified DACUM--Developing a Curriculum--and an extended search of published references) to generate a list of tasks, skills, knowledge, and aptitudes for each job. Tasks were validated in the following ways: structured interviews, critical incident discussions, and surveys used with front-line supervisors, trainers, and supervisors and interviews with more than 200 construction craft laborers. The document contains 11 concrete worker skill standards and 22 workplace skills, knowledge, and aptitudes standards in the areas of aptitudes and abilities, workplace basic skills, cross-functional skills, and occupation-specific knowledge. The concrete worker skill standards consist of a scenario that describes the construction process, conventional industry standards, key tasks, and workplace skills, knowledge, and aptitudes. Each of the workplace skills, knowledge, and aptitudes standards contains the following elements: a context, a mastery performance level, the content, references to which job functions the standard applies, and referenced to the key tasks and activities in which the standard is included. (KC)

Published
1996

40. Mississippi Curriculum Framework for Residential Carpentry Technology (Program CIP: 46.0201--Carpenter). Postsecondary Programs.

Author

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

Abstract

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for certificate of residential carpentry and residential carpentry technology programs. Presented in the introductory section are program descriptions and suggested course sequences for both programs. Section I lists baseline competencies for each program. Section II consists of course outlines for each course in the residential carpentry technology course sequence (foundations, framing I, advanced blueprint reading, framing II, roofing, exterior finishing, interior finishing and cabinet making, principles of multifamily and light commercial construction, advanced cabinet making, advanced interior finishing, special problem in residential carpentry technology, and work-based learning in residential carpentry technology; and the related vocational-technical course sequence (fundamentals of drafting, construction materials, and cost estimating). Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

Published
1996

41. Mississippi Curriculum Framework for Drafting and Design Technology (Program CIP: 48.0102--Architectural Drafting Technology) (Program CIP: 48.0101--General Drafting). Postsecondary Programs.

Author

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

Abstract

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the two course sequences of the state's postsecondary-level drafting and design technology program: architectural drafting technology and drafting and design technology. Presented first are a program description and both suggested course sequences. Section I lists baseline competencies taught in the program. Included in section II are outlines of each course in the residential carpentry technology course sequence: fundamentals of drafting, principles of computer-aided design (CAD), machine drafting I, intermediate CAD, descriptive geometry, architectural design I, elementary surveying, advanced CAD, structural drafting, mapping/topography, machine drafting II, quality assurance, computer numerical control drafting, geometric dimensioning and tolerancing, construction materials, fundamentals of machining processes, highway drafting, cost estimating, statics and strength of materials, electronic drafting, pipe drafting, architectural design II, steel ship building/design, special project, work-based learning in drafting and design technology, and blueprint reading I and II. Courses in the related academic sequence are as follows: English composition I, oral communications (principles of speech), and college algebra. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

Published
1996

42. Mississippi Curriculum Framework for Brick, Block, and Stonemasonry (Program CIP: 46.0101--Mason and Tile Setter). Postsecondary Programs.

Author

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

Abstract

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the brick, block, and stonemasonry program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the brick, block, and stonemasonry program, and section II consists of outlines for each of the following courses in the brick, block, and stonemasonry sequence: brick and block laying; masonry construction; masonry math, estimating, and blueprint reading; tools, equipment, and safety; advanced block laying; advanced bricklaying; chimney and fireplace construction; steps, arches, and brick floors; special problem in brick, block, and stonemasonry; and work-based learning in brick, block, and stonemasonry. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

Published
1996

43. Standing on My Own Two Feet: A Step-by-Step Guide to Designing & Constructing Simple, Individually Tailored Adaptive Mobility Devices for Preschool-Age Children Who Are Visually Impaired.

Author

Blind Childrens Center, Los Angeles, CA. and Blind Childrens Center, Los Angeles, CA.

Abstract

This booklet provides step-by-step instructions for designing and constructing simple, individually tailored adaptive mobility devices for preschool-age children who are visually impaired. These devices are intended to enable children to begin to master independent travel, which precedes long cane training. How to introduce the mobility device to children, why an adaptive mobility device is needed, how to determine the appropriate device, and typical sequencing and device transition are discussed. Four different types of devices are then introduced: the Moveabout (with three different design options), the Pusher, the L-Bar, and the Arc-Definer. Instructions about each device include a list of the materials and tools needed to construct the device, the cost of materials and tools, optional features, and construction directions. Information is also provided on how to individualize devices to fit the height and width of the child, and photographs and diagrams show the assembly process. Three case studies of children (ages 1-2) with visual impairments illustrate the use of the devices. (Contains 19 references.) (CR)

Published
1996

44. Track Construction Manual.

Author

United States Tennis Court & Track Builders Association., National Federation of State High School Associations, Kansas City, MO., Banke, Ron, Di Gennaro, Guy, Ediger, Rick, Garner, Lanny, Hersom, Steve, Miller, Jack, Nemeth, Ron, Petrucelli, Jim, Sierks, Donna, Smith, Don, Swank, Kevin, and West, Kevin

Abstract

This book establishes guidelines for the construction and maintenance of tracks by providing information for building new tracks or upgrading existing tracks. Subjects covered include running track planning and construction, physical layout, available surfaces, and maintenance. General track requirements and construction specifications are provided, as are more specific specifications on curbing and drains, fencing, track surface systems, calibration and marking, and conversion of existing 440 yard running tracks to 400 meter tracks. Track specifications for indoor facilities are also addressed. The final chapter discusses the advisability of seeking professional assistance in track construction. Appendices list the governing bodies of track organizations which can provide assistance with track construction specifications, and suggested conversion factors. Contains a glossary of terms. (GR)

Published
1996

45. Buyer's Guide for Track Construction.

Author

United States Tennis Court & Track Builders Association.

Abstract

This buyers guide provides information on needs assessment, buying options, and decision making tips when acquiring a new school athletic track. Among the topics covered are developing a budget, choosing a site selection, choosing a track surface, developing working specifications, and selecting a contractor. Also explored is the question of hiring a consultant to assist in planning, building, or renovating a track facility. A sample track layout is included. Lists of information sources, design professionals, and related publications conclude the guide. (GR)

Published
1996

46. Masonry. Occupational Competency Analysis Profile.

Author

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Abstract

This Occupational Competency Analysis Profile (OCAP) for masonry occupations contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter masonry occupations. The competencies are clustered into 12 units that cover the following topics: safety; masonry materials; materials preparation; laying brick and block; jointing; blueprint reading, record keeping, and estimating; job site preparation; masonry construction; reinforced concrete masonry; special masonry applications; chimney and fireplace construction; and basic welding and cutting. In addition, employability competencies are grouped into 12 units: career development; decision making and problem solving; work ethic; job-seeking skills; job retention and career advancement skills; technology in the workplace; lifelong learning; economic education; balancing work and family; citizenship in the workplace; leadership; and entrepreneurship. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in masonry. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for masonry occupations . (KC)

Published
1995

47. Innovation in Primary School Construction: Community Participation in Seti Zone, Nepal. Educational Building Report 20. A Case Study.

Author

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific., Tamang, H. D., and Dharam, K. C.

Abstract

Nepal is one of the poorest countries in the world. In 1981 the Education for Rural Development in Seti Zone Project--more commonly known as the "Seti Project"--was part of the Nepalese government's effort to develop a system of basic education in that far western region of Nepal. The early success of the project provided the impetus for the development of the Primary Education Project, which is supported by the Work Bank/International Development Association. This publication is part of the UNESCO Principal Regional Office for Asia and the Pacific (PROAP) series on innovations in primary school construction. The series focuses on how to get the most value for money invested in educational buildings. The experience of Nepal and its project Education for Rural Development in the Seti zone is an example of how people can contribute to their own development. The project is based on the premise that such self-development is mainly fueled by knowledge. Mobilizing community interest, maintaining community confidence, and creating technically satisfactory buildings is a major challenge for all participatory development programs. The report gives a chronological review of the work and describes the project's origins, the context for the building design, the management approach, the school-construction program planning, program implementation, and program achievements. A total of 27 illustrations, 2 maps, 3 figures, and 4 tables are included. (LMI)

Published
1995

48. Construction Methods and Materials. School Buildings Planning, Design, and Construction Series No. 5.

Author

Association of Independent Schools of New South Wales, Ltd., Sydney (Australia). and Odell, John H.

Abstract

A school construction guide offers key personnel in school development projects information on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides advice on the various types of construction that may be used, the materials available, and some elementary aspects of the services required in a school building. Specific topics discussed include Australian building regulations; environmental considerations such as construction for wind and snow or extreme temperatures; cost considerations for internal walls; construction material durability, fire risk, acoustic performance, and sound and heat insulation. The chapter's final sections examine building services and systems essential to schools, including electrical and plumbing systems, emergency lighting and warning systems, lifts and hoists, climate control, and data transfer and security systems. (GR)

Published
1995

49. Energy Conservation. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

Author

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

Abstract

This curriculum guide, the last in a set of six, contains teacher and student materials for a unit on energy conservation prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: energy conservation in landscape design, homestead improvement, nursery practices, and the design of agricultural facilities. (KC)

Published
1993

50. Electrical Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

Author

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

Abstract

This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: providing for the electrical needs of agricultural machines; repair of electrical circuits; designing electrical circuits for agricultural buildings; and estimating electrical power needs for agricultural facilities. (KC)

Published
1993

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