Indoor Air Quality

Indoor Air Quality

Quality of Air

The quality of air provided inside of school buildings and classrooms. The inside air quality can be affected by provided lighting, thermal comfort, acoustic, interior design, and aesthetics design.

From the supporting literature (linked),

1. Indoor air quality influences student learning and outcomes.

2. Poorly ventilated buildings can result in poor air quality and build-up of noxious odors and fumes. These result in student listlessness and absence from school, and their poor academic achievement.

3. HVAC systems are recognized as one of the sources of the background noise.

4. Northern and southern classroom orientations improve energy saving in buildings.

5. The problematic building envelope, the improper control of heating and lighting systems, the absence of proper legislative measures and, the lack of interest concerning the efficiency are the main factors in the reported efficiency.

6. Displacement ventilation (DV) can maintain a thermally comfortable environment that has a low air velocity, a small temperature difference between the head and ankle level, and a low percentage of dissatisfied people.

7. School environment and exposure to building dampness and bioaerosols influence air quality and health challenges in school buildings.

8. Ventilation in classrooms improves health standards.

9. Promoting mechanical ventilation with heat recovery (MVHR) and air filtration

10. Avoiding overcrowded accommodation.

11. Promoting the use of reusable and environmental friendly building materials in construction and encouraging the use of energy efficient equipment, systems and designs.


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3. Barrett, P., Zhang, Y., Moffat, J., &h3 Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678-689.

4. Becker, R., Goldberger, I., &h3 Paciuk, M. (2007). Improving energy performance of school buildings while ensuring indoor air quality ventilation. Building and Environment, 42(9), 3261-3276.

5. Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., &h3 Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes.

6. Brown, S. K. (1997). Indoor air quality, Australia: state of the environment technical paper series (Atmosphere). Department of the Environment, Sport and Territories, Canberra.

7. Cheng, Y., Niu, J., &h3 Gao, N. (2012). Stratified air distribution systems in a large lecture theatre: A numerical method to optimize thermal comfort and maximize energy saving. Energy and Buildings, 55, 515-525.

8. Daisey, J. M., Angell, W. J., &h3 Apte, M. G. (2003). Indoor air quality, ventilation and health symptoms in schools: an analysis of existing information. Indoor air, 13(1), 53-64.

9. Duyar, I. (2010). Relationship between school facility conditions and the delivery of instruction: Evidence from a national survey of school principals. Journal of Facilities Management, 8(1), 8-25.

10. Earthman, G. I. (2002). School facility conditions and student academic achievement. UCLA’s Institute for Democracy, Education, &h3 Access.

11. Earthman, G. I. (2004). Prioritization of 31 criteria for school building adequacy. Baltimore, MD: American Civil Liberties Union Foundation of Maryland.

12. Fischetti, J.C; Fischetti, D.L (2015). “The Green School of America: Emerging Research on Student Learning”. Marketing the Green School: Form, Function, and the Future, Information Science Reference, Hersey, PA, 15-24.

13. Ford, A. (2007). Designing the sustainable school. Images Publishing.

14. Katyal, N. K. (2002). Architecture as crime control. The Yale Law Journal, 111(5), 1039-1139.

15. Karimipanah, T., Awbi, H. B., Sandberg, M., &h3 Blomqvist, C. (2007). Investigation of air quality, comfort parameters and effectiveness for two floor-level air supply systems in classrooms. Building and Environment, 42(2), 647-655.

16. Lin, Z., Chow, T. T., Fong, K. F., Wang, Q., &h3 Li, Y. (2005). Comparison of performances of displacement and mixing ventilations. Part I: thermal comfort. International journal of refrigeration, 28(2), 276-287.

17. Lin, Z., Chow, T. T., Fong, K. F., Tsang, C. F., &h3 Wang, Q. (2005). Comparison of performances of displacement and mixing ventilations. Part II: indoor air quality. International Journal of Refrigeration, 28(2), 288-305.

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19. Mumovic, D., Palmer, J., Davies, M., Orme, M., Ridley, I., Oreszczyn, T., … &h3 Pearson, C. (2009). Winter indoor air quality, thermal comfort and acoustic performance of newly built secondary schools in England. Building and Environment, 44(7), 1466-1477.

20. Norbäck, D. (2009). An update on sick building syndrome. Current opinion in allergy and clinical immunology, 9(1), 55-59.

21. Pereira, L. D., Raimondo, D., Corgnati, S. P., &h3 da Silva, M. G. (2014). Assessment of indoor air quality and thermal comfort in Portuguese secondary classrooms: methodology and results. Building and environment, 81, 69-80.

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23. Takaoka, M., &h3 Norbäck, D. (2011). The influence of school environment on the SBS symptoms and the development of asthma and allergy. In Sick Building Syndrome (pp. 135-152). Springer Berlin Heidelberg.

24. Theodosiou, T. G., &h3 Ordoumpozanis, K. T. (2008). Energy, comfort and indoor air quality in nursery and elementary school buildings in the cold climatic zone of Greece. ELSEVIER, 40(12), 2207-2214

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