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building</title> <meta name="description" content="Search results for: school building"> <meta name="keywords" content="school building"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="school building"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7095</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: school building</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7095</span> Field Study for Evaluating Winter Thermal Performance of Auckland School Buildings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bin%20Su">Bin Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Auckland has a temperate climate with comfortable warm, dry summers and mild, wet winters. An Auckland school normally does not need air conditioning for cooling during the summer and only needs heating during the winter. The Auckland school building thermal design should more focus on winter thermal performance and indoor thermal comfort for energy efficiency. This field study of testing indoor and outdoor air temperatures, relative humidity and indoor surface temperatures of three classrooms with different envelopes were carried out in the Avondale College during the winter months in 2013. According to the field study data, this study is to compare and evaluate winter thermal performance and indoor thermal conditions of school buildings with different envelopes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20envelope" title="building envelope">building envelope</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20mass%20effect" title=" building mass effect"> building mass effect</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20thermal%20comfort" title=" building thermal comfort"> building thermal comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20thermal%20performance" title=" building thermal performance"> building thermal performance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20building" title=" school building "> school building </a> </p> <a href="https://publications.waset.org/abstracts/18103/field-study-for-evaluating-winter-thermal-performance-of-auckland-school-buildings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7094</span> Impacts of Building Design Factors on Auckland School Energy Consumptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bin%20Su">Bin Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the impact of school building design factors on winter extra energy consumption which mainly includes space heating, water heating and other appliances related to winter indoor thermal conditions. A number of Auckland schools were randomly selected for the study which introduces a method of using real monthly energy consumption data for a year to calculate winter extra energy data of school buildings. The study seeks to identify the relationships between winter extra energy data related to school building design data related to the main architectural features, building envelope and elements of the sample schools. The relationships can be used to estimate the approximate saving in winter extra energy consumption which would result from a changed design datum for future school development, and identify any major energy-efficient design problems. The relationships are also valuable for developing passive design guides for school energy efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20energy%20efficiency" title="building energy efficiency">building energy efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20thermal%20design" title=" building thermal design"> building thermal design</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20thermal%20performance" title=" building thermal performance"> building thermal performance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20building%20design" title=" school building design"> school building design</a> </p> <a href="https://publications.waset.org/abstracts/2083/impacts-of-building-design-factors-on-auckland-school-energy-consumptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7093</span> Science School Was Burned: A Case Study of Crisis Management in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Proud%20Arunrangsiwed">Proud Arunrangsiwed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study analyzes the crisis management and image repair strategies during the crisis of Mahidol Wittayanusorn School (MWIT) library burning. The library of this school was burned by a 16-year-old-male student on June 6th, 2010. This student blamed the school that the lesson was difficult, and other students were selfish. Although no one was in the building during the fire, it had caused damage to the building, books and electronic supplies around 130 million bahts (4.4 million USD). This event aroused many discourses arguing about the education system and morality. The strategies which were used during crisis were denial, shift the blame, bolstering, minimization, and uncertainty reduction. The results of using these strategies appeared after the crisis. That was the numbers of new students, who registered for the examination to get into this school in the later years, have remained the same. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school" title="school">school</a>, <a href="https://publications.waset.org/abstracts/search?q=crisis%20management" title=" crisis management"> crisis management</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20repair%20strategies" title=" image repair strategies"> image repair strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty" title=" uncertainty"> uncertainty</a>, <a href="https://publications.waset.org/abstracts/search?q=burn" title=" burn"> burn</a> </p> <a href="https://publications.waset.org/abstracts/11034/science-school-was-burned-a-case-study-of-crisis-management-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11034.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7092</span> Security Issues and Primary School Participation in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mwanza">Rose Mwanza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates security factors influencing primary school pupils’ school participation in Kenya. Schools, communities and the Government all have roles to play in enhancing primary school pupil’s school participation. The effective security system of a country provides the necessary avenues to facilitate improved health services protection of children and allows free movement of the country’s citizens which leads to a conducive atmosphere for school participation. Kenya is a signatory to international commitments and conventions related to security such as the National Policy on Peace Building and Conflict Management, United Nations Development Assistance Framework and Key Security Unity, which enable primary school pupils to participate in education. The paper also looks at the strategies the Government of Kenya has put in place to ensure effective pupil school participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title="ethnicity">ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20school" title=" participation in school"> participation in school</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a> </p> <a href="https://publications.waset.org/abstracts/175481/security-issues-and-primary-school-participation-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7091</span> Evidence from the Ashanti Region in Ghana: A Correlation Between Principal Instructional Leadership and School Performance in Senior High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Blessing%20Dwumah%20Manu">Blessing Dwumah Manu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20Wallin"> Dawn Wallin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore school principal instructional leadership capabilities (Robinson, 2010) that support school performance in senior high schools in Ghana’s Northern Region. It explores the ways in which leaders (a) use deep leadership content knowledge to (b) solve complex school-based problems while (c) building relational trust with staff, parents, and students as they engage in the following instructional leadership dimensions: establishing goals and expectations; resourcing strategically; ensuring quality teaching; leading teacher learning and development and ensuring an orderly and safe environment (Patuawa et al, 2013). The proposed research utilizes a constructivist approach to explore the experiences of 18 school representatives (including principals, deputy principals, department heads, teachers, parents, and students) through an interview method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title="instructional leadership">instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20content%20knowledge" title=" leadership content knowledge"> leadership content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=solving%20complex%20problems" title=" solving complex problems"> solving complex problems</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20relational%20trust%20and%20school%20performance" title=" building relational trust and school performance"> building relational trust and school performance</a> </p> <a href="https://publications.waset.org/abstracts/167970/evidence-from-the-ashanti-region-in-ghana-a-correlation-between-principal-instructional-leadership-and-school-performance-in-senior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7090</span> Teaching 'Sustainable Architecture' to Pre-School Children by School Building for a Clean Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cimen%20Ozburak">Cimen Ozburak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pollution and the consumption of natural resources are significant global concerns. These problems have to be resolved in order to create a cleaner environment for the world. It is believed that sustainable building designs may reduce environmental problems throughout the world. It is known that if children receive environmental education in early childhood, they will be more likely to construct sustainable living systems and environment when they are older. School buildings can be used as educational material for teaching the natural and artificial environment in environmental education. In this study, the effect of school buildings on environmental education is examined by using the literature review method along with various examples. The selected examples in the study were analyzed according to 4 main criteria of LEED green building certification systems. These are the use of sustainable utilization of land, efficient utilization of water, efficient utilization of energy and efficient utilization of materials. According to the literature review, children who are educated in buildings designed according to these criteria, they will be environmentally sensitive individuals when they are older. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clean%20future" title="clean future">clean future</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sustainable%20pre-schools" title=" educational sustainable pre-schools"> educational sustainable pre-schools</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title=" environmental education"> environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20systems" title=" sustainable systems"> sustainable systems</a> </p> <a href="https://publications.waset.org/abstracts/69944/teaching-sustainable-architecture-to-pre-school-children-by-school-building-for-a-clean-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7089</span> Prefectorial Participation in Inclusive School Governance: A Shrewd Strategy for Building an Inclusive Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Jerome%20Yeboah">Thomas Jerome Yeboah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive school leadership is not a standalone project. It is spread across a broad array of individual leaders in the school. Successful inclusive education thrives on collaborative, shared, and participatory leadership. School prefects are generally not included in leadership discourses in respect of the implementation of inclusive education and the benefits inherent in it, yet they live at the closest proximity to the learners and wield much influence over them. The purpose of this study was to investigate how the participation of school prefects in inclusive school governance could be used as a strategy to prepare them to champion the course of individuals who live with disability and special needs in order to build a more inclusive society. The exploratory study employed a purposive sampling technique to select ten (10) school prefects from five (5) inclusive schools in Ghana. Semi-structured interview was used to glean information from the selected participants to answer the research questions raised in the study. Results from the study were thematically analysed. The study concluded that the school prefects could be agents of societal transformation who would be capable of creating an environment where those with disability and special needs would be accepted by society as ‘normal.’ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20society" title="inclusive society">inclusive society</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20school%20leadership" title=" inclusive school leadership"> inclusive school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=societal%20transformation" title=" societal transformation"> societal transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20prefects" title=" school prefects"> school prefects</a> </p> <a href="https://publications.waset.org/abstracts/142233/prefectorial-participation-in-inclusive-school-governance-a-shrewd-strategy-for-building-an-inclusive-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7088</span> An Exploration of Architecture Design Methods in Urban Fringe Belt Based on Typo-Morphological Research- A Case of Expansion Project of the Second Middle School in Xuancheng, China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dong%20Yinan">Dong Yinan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhou%20Zijie"> Zhou Zijie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Urban fringe belt is an important part of urban morphology research. Different from the relatively fixed central district of city, the position of fringe belt is changing. In the process of urban expansion, the original fringe belt is likely to be merged by the new-built city, even become new city public center. During the change, we are facing the dialectic between restoring the organicity of old urban form and creating new urban image. There are lots of relevant research in urban scale, but when we focus on building scale, rare design method can be proposed, thus some new individual building cannot match the overall urban planning intent. The expansion project of the second middle school in Xuancheng is facing this situation. The existing campus is located in the south fringe belt of Xuancheng, Anhui province, China, adjacent to farmland and ponds. While based on the Xucheng urban planning, the farmland and ponds will be transformed into a big lake, around which new public center will be built; the expansion of the school becomes an important part of the boundary of the new public center. Therefore, the expansion project faces challenges from both urban and building scale. In urban scale, we analyze and summarize the fringe belt characters through the reading of existing and future urban organism, in order to determine the form of the expansion project. Meanwhile, in building scale, we study on different types of school buildings and select appropriate type which can satisfy to both urban form and school function. This research attempts to investigate design methods based on an under construction project in Xuancheng, a historic city in southeast China. It also aims to bridge the gap from urban design to individual building design through the typo-morphological research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20methods" title="design methods">design methods</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20fringe%20belt" title=" urban fringe belt"> urban fringe belt</a>, <a href="https://publications.waset.org/abstracts/search?q=typo-morphological%20research" title=" typo-morphological research"> typo-morphological research</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school" title=" middle school"> middle school</a> </p> <a href="https://publications.waset.org/abstracts/29048/an-exploration-of-architecture-design-methods-in-urban-fringe-belt-based-on-typo-morphological-research-a-case-of-expansion-project-of-the-second-middle-school-in-xuancheng-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7087</span> Advanced Seismic Retrofit of a School Building by a DFP Base Isolation Solution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefano%20Sorace">Stefano Sorace</a>, <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Terenzi"> Gloria Terenzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of a base isolation seismic retrofit solution for a reinforced concrete school building is presented in this paper. The building was assumed as a benchmark structure for a Research Project financed by the Italian Department of Civil Protection, and is representative of several similar public edifices designed with earlier Technical Standards editions, in Italy as well as in other earthquake-prone European countries. The structural characteristics of the building, and a synthesis of the investigation campaigns developed on it, are initially presented. The mechanical parameters, dimensions, locations and installation details of the base isolation system, incorporating double friction pendulum sliding bearings as protective devices, are then illustrated, along with the performance assessment analyses carried out in original and rehabilitated conditions according to a full non-linear dynamic approach. The results of the analyses show a remarkable enhancement of the seismic response capacities of the structure in base-isolated configuration. This allows reaching the high performance levels postulated in the rehabilitation design with notably lower costs and architectural intrusion as compared to traditional retrofit interventions designed for the same objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=seismic%20retrofit" title="seismic retrofit">seismic retrofit</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20assessment" title=" seismic assessment"> seismic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=r%2Fc%20structures" title=" r/c structures"> r/c structures</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20buildings" title=" school buildings"> school buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=base%20isolation" title=" base isolation"> base isolation</a> </p> <a href="https://publications.waset.org/abstracts/9559/advanced-seismic-retrofit-of-a-school-building-by-a-dfp-base-isolation-solution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9559.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7086</span> Building in-Addition-School-Family Partnership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lulu%20Sun">Lulu Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Addition is an after-school mathematics program in which students and their parents build mathematical confidence and competence by solving problems they curious about. It is a program consists of mix-grade from 4th to 6th grade of 10 to 20 students, including math problem solving and other activities. This partnership will focus on the relationship between the In-Addition and the parents’ engagement; in this kind of partnership, it has the In-Addition program teaching and the family engagement. This partnership is purpose to building cooperation between the program and parents, strengthening the links between the program and families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=program-family" title="program-family">program-family</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20engagement" title=" family engagement"> family engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20bias" title=" positive bias"> positive bias</a>, <a href="https://publications.waset.org/abstracts/search?q=partnership" title=" partnership"> partnership</a> </p> <a href="https://publications.waset.org/abstracts/135338/building-in-addition-school-family-partnership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7085</span> Roof Integrated Photo Voltaic with Air Collection on Glasgow School of Art Campus Building: A Feasibility Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosalie%20Menon">Rosalie Menon</a>, <a href="https://publications.waset.org/abstracts/search?q=Angela%20Reid"> Angela Reid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Building integrated photovoltaic systems with air collectors (hybrid PV-T) have proved successful however there are few examples of their application in the UK. The opportunity to pull heat from behind the PV system to contribute to a building’s heating system is an efficient use of waste energy and its potential to improve the performance of the PV array is well documented. As part of Glasgow School of Art’s estate expansion, the purchase and redevelopment of an existing 1950’s college building was used as a testing vehicle for the hybrid PV-T system as an integrated element of the upper floor and roof. The primary objective of the feasibility study was to determine if hybrid PV-T was technically and financially suitable for the refurbished building. The key consideration was whether the heat recovered from the PV panels (to increase the electrical efficiency) can be usefully deployed as a heat source within the building. Dynamic thermal modelling (IES) and RetScreen Software were used to carry out the feasibility study not only to simulate overshadowing and optimise the PV-T locations but also to predict the atrium temperature profile; predict the air load for the proposed new 4 No. roof mounted air handling units and to predict the dynamic electrical efficiency of the PV element. The feasibility study demonstrates that there is an energy reduction and carbon saving to be achieved with each hybrid PV-T option however the systems are subject to lengthy payback periods and highlights the need for enhanced government subsidy schemes to reward innovation with this technology in the UK. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20integrated" title="building integrated">building integrated</a>, <a href="https://publications.waset.org/abstracts/search?q=photovoltatic%20thermal" title=" photovoltatic thermal"> photovoltatic thermal</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-heat%20air" title=" pre-heat air"> pre-heat air</a>, <a href="https://publications.waset.org/abstracts/search?q=ventilation" title=" ventilation"> ventilation</a> </p> <a href="https://publications.waset.org/abstracts/90259/roof-integrated-photo-voltaic-with-air-collection-on-glasgow-school-of-art-campus-building-a-feasibility-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7084</span> Intercultural Competency for Teachers at the Public Multicultural Alternative School for Immigrants and Multicultural Family Student’s School Maladjustment in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiseob%20Chung">Kiseob Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonmin%20Kang"> Hyeonmin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore what is intercultural competency needed for teacher through their experience at the public multicultural alternative school. The public alternative multicultural school is an accredited school for immigrants or students from multicultural families who have experienced school maladjustment at public school. This school has self-regulation in curriculum and function of bridge to public school by helping their adaptation. In particular, this study answers the following questions: What are the most difficulties for teacher at the multicultural alternative school in comparison to public school? What competencies are required for teacher at the multicultural alternative school? Which competencies in cognitive, emotional and practical area should be more required in order for teacher to communicate with student effectively (successfully) in class and other activities in school? What is the background of that we called these competencies especially as ‘intercultural’? This study focuses to clarify teacher’s competency to help immigrants of students from multicultural background to adjust to school life with the term of intercultural competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competency%20for%20teacher" title="intercultural competency for teacher">intercultural competency for teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20alternative%20school" title=" multicultural alternative school"> multicultural alternative school</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20students" title=" multicultural students"> multicultural students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maladjustment" title=" school maladjustment"> school maladjustment</a> </p> <a href="https://publications.waset.org/abstracts/34200/intercultural-competency-for-teachers-at-the-public-multicultural-alternative-school-for-immigrants-and-multicultural-family-students-school-maladjustment-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7083</span> School Counseling in Sri Lanka: Analysis of the past Recommending a Way Forward</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Buddhiprabha%20D.%20D.%20Pathirana">Buddhiprabha D. D. Pathirana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a rapid increase in the number of school counselors in the recent past; procuring the service of school counselors is a luxury that many Sri Lankan schools cannot afford. In addition, school counseling in Sri Lanka also faces new challenges in implementation due to the fact that a generally agreed consensus on training, ethical standards, role identity, counseling model, and structures for school counselors has not been reached. Therefore, this paper has several objectives. First, it reviews a brief history of school counseling in Sri Lanka and describes its current status. Second, it describes current trends/ problems specific to Sri Lankan school counseling milieu which have limited the progress of school counseling as a practice. Third, it discusses societal and cultural issues that are important to consider when implementing school counseling as a practices in Sri Lanka and provides recommendations to improve it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20counseling" title="school counseling">school counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=current%20situation" title=" current situation"> current situation</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendations" title=" recommendations"> recommendations</a> </p> <a href="https://publications.waset.org/abstracts/40075/school-counseling-in-sri-lanka-analysis-of-the-past-recommending-a-way-forward" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">537</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7082</span> Integrated Genetic-A* Graph Search Algorithm Decision Model for Evaluating Cost and Quality of School Renovation Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu-Ching%20Cheng">Yu-Ching Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Kai%20Juan"> Yi-Kai Juan</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Castro"> Daniel Castro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Energy consumption of buildings has been an increasing concern for researchers and practitioners in the last decade. Sustainable building renovation can reduce energy consumption and carbon dioxide emissions; meanwhile, it also can extend existing buildings useful life and facilitate environmental sustainability while providing social and economic benefits to the society. School buildings are different from other designed spaces as they are more crowded and host the largest portion of daily activities and occupants. Strategies that focus on reducing energy use but also improve the students’ learning environment becomes a significant subject in sustainable school buildings development. A decision model is developed in this study to solve complicated and large-scale combinational, discrete and determinate problems such as school renovation projects. The task of this model is to automatically search for the most cost-effective (lower cost and higher quality) renovation strategies. In this study, the search process of optimal school building renovation solutions is by nature a large-scale zero-one programming determinate problem. A* is suitable for solving deterministic problems due to its stable and effective search process, and genetic algorithms (GA) provides opportunities to acquire global optimal solutions in a short time via its indeterminate search process based on probability. These two algorithms are combined in this study to consider trade-offs between renovation cost and improved quality, this decision model is able to evaluate current school environmental conditions and suggest an optimal scheme of sustainable school buildings renovation strategies. Through adoption of this decision model, school managers can overcome existing limitations and transform school buildings into spaces more beneficial to students and friendly to the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20model" title="decision model">decision model</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20buildings" title=" school buildings"> school buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20renovation" title=" sustainable renovation"> sustainable renovation</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=A%2A%20search%20algorithm" title=" A* search algorithm"> A* search algorithm</a> </p> <a href="https://publications.waset.org/abstracts/97308/integrated-genetic-a-graph-search-algorithm-decision-model-for-evaluating-cost-and-quality-of-school-renovation-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7081</span> Predictors of School Safety Awareness among Malaysian Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ssekamanya">Ssekamanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Mastura%20Badzis"> Mastura Badzis</a>, <a href="https://publications.waset.org/abstracts/search?q=Khamsiah%20Ismail"> Khamsiah Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Dayang%20Shuzaidah%20Bt%20Abduludin"> Dayang Shuzaidah Bt Abduludin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rising incidents of school violence worldwide, educators and researchers are trying to understand and find ways to enhance the safety of children at school. The purpose of this study was to investigate the extent to which the demographic variables of gender, age, length of service, position, academic qualification, and school location predicted teachers’ awareness about school safety practices in Malaysian primary schools. A stratified random sample of 380 teachers was selected in the central Malaysian states of Kuala Lumpur and Selangor. Multiple regression analysis revealed that none of the factors was a good predictor of awareness about school safety training, delivery methods of school safety information, and available school safety programs. Awareness about school safety activities was significantly predicted by school location (whether the school was located in a rural or urban area). While these results may reflect a general lack of awareness about school safety among primary school teachers in the selected locations, a national study needs to be conducted for the whole country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20safety%20awareness" title="school safety awareness">school safety awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors%20of%20school%20safety" title=" predictors of school safety"> predictors of school safety</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20regression%20analysis" title=" multiple regression analysis"> multiple regression analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=malaysian%20primary%20schools" title=" malaysian primary schools"> malaysian primary schools</a> </p> <a href="https://publications.waset.org/abstracts/45296/predictors-of-school-safety-awareness-among-malaysian-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45296.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7080</span> An Analysis of Curricular and Other Curricular Activities of Ramakrishna Mission School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shri%20Krishna%20Mishra">Shri Krishna Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Badri%20Yadav"> Badri Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India is a democratic country requires creative dynamic citizen for its development. And it will be possible only when school produce creative prosperous students. In this aspect, researcher find out that curricular and other curricular activities of Ramkrishna Mission School is unique up to some extent because it gives emphasis on value education and holistic development of students. It giving the emphasis on self-realization, standing on their own feet and community work. Most of the teacher of this school are competent to organize classrooms and manage the behavior of their students so, outcome of this school is very effective and impressive to other school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramakrishna%20Mission%20School" title="Ramakrishna Mission School">Ramakrishna Mission School</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis%20of%20curricular" title=" analysis of curricular"> analysis of curricular</a>, <a href="https://publications.waset.org/abstracts/search?q=other%20curricular%20activities%20of%20R.%20M.%20School" title=" other curricular activities of R. M. School"> other curricular activities of R. M. School</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/16929/an-analysis-of-curricular-and-other-curricular-activities-of-ramakrishna-mission-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7079</span> The Relationship between School Belonging, Self-Efficacy and Academic Achievement in Tabriz High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Pari">F. Pari</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Fathiazar"> E. Fathiazar</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Hashemi"> T. Hashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pari"> M. Pari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to examine the role of self-efficacy and school belonging in the academic achievement of Tabriz high school students in grade 11. Therefore, using a random cluster method, 377 subjects were selected from the whole students of Tabriz high schools. They filled in the School Belonging Questionnaire (SBQ) and General Self-Efficacy Scale. Data were analyzed using correlational as well as multiple regression methods. Findings demonstrate self-efficacy and school belonging have significant roles in the prediction of academic achievement. On the other hand, the results suggest that considering the gender variable there is no significant difference between self-efficacy and school belonging. On the whole, cognitive approaches could be effective in the explanation of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a> </p> <a href="https://publications.waset.org/abstracts/3828/the-relationship-between-school-belonging-self-efficacy-and-academic-achievement-in-tabriz-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7078</span> The Psychological and Behavioral Problems of Children of the First Years and Their Interest in School Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amina%20Salem%20Attia">Amina Salem Attia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This east project consists in studying The child's mental health is the medium through which he expresses his thoughts, so pay attention to it because it is an essential building block in the process of building the child's future personality, where it gives him a balance between feelings and mental thoughts, and since the family is the child's first guardian, it greatly affects his personality and psychological development. As the disturbed environment contributes to behavioral deviations and mental disorders, unlike the stable environment, which plays a major role in developing the child's abilities and forming his psychologically sound attitudes, this should not be forgotten about the role of the school, it is also the second social institution after the family and has a major impact on the child's mental health as it contributes It is important in forming the child's personality and developing his skills and achieving his healthy psychological development, by providing him with psychological care and helping him to solve his problems by using models that are valid for the behavior that is taught to him or that the teachers present in their daily behavior with him. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological" title="psychological">psychological</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20problems" title=" behavioral problems"> behavioral problems</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20education" title=" school education"> school education</a> </p> <a href="https://publications.waset.org/abstracts/154457/the-psychological-and-behavioral-problems-of-children-of-the-first-years-and-their-interest-in-school-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154457.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7077</span> Relational Effect of Parent Interest, Basic School Attended, Gender, and Scare of Basic School Mathematics Teacher on Student Interest in Mathematics </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yarhands%20Dissou%20Arthur">Yarhands Dissou Arthur</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Asiedu%20Addo"> Samuel Asiedu Addo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Annan"> Jonathan Annan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interest in subject specific is very essential in the quest to ensure effective teaching and learning. In building interest in subject specific areas requires certain factors and strategies well-spelled out.The factors such as the gender of the student, the type of basic school attended, the parent interest as well as the scare of the basic school mathematics teacher is very important to consider. The relational effect and the contribution these above mentioned variables on student have not been fully investigated and this paper address the effect of these factors on the student interest. In the attainment of this goal, the current paper addresses the effect of parent interest, the type of basic school attended, the scare by basic school mathematics teacher and its effect on student’s interest in mathematics. A cross sectional data collected from two hundred and sixty post-secondary school student were analyzed using descriptive and inferential statistical methods by aid of SPSS version 16. The study found that parent interest and value for mathematics significantly influenced students interest and joy in solving mathematical problems. Moreover, we also observed that the fear imposed by basic school mathematics teachers was found to significantly influence students’ interest. The study further found that the type of basic school attended and gender are factors that do not influence students’ interest in mathematics. In addition to concluding that a student’s interest is influenced by both parent interest and the fear of basic school mathematics teacher, the study also showed that the type of basic school attended and gender does not affect the students’ interest in mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20interest" title=" mathematics interest"> mathematics interest</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20interest" title=" teacher interest"> teacher interest</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20interest" title=" teacher interest"> teacher interest</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20interest" title=" student interest"> student interest</a> </p> <a href="https://publications.waset.org/abstracts/41372/relational-effect-of-parent-interest-basic-school-attended-gender-and-scare-of-basic-school-mathematics-teacher-on-student-interest-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41372.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7076</span> A Barthesian Analysis of Semiotic Practices in an Indigenous School in Taiwan: A Case of a Bunun Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Yin%20Chen">Yi Yin Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Changsoo%20Hur"> Changsoo Hur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the role of totems and decorative texts on an indigenous primary school campus in Taiwan, as well as how they affect the building of the cultural identity of indigenous students. By employing Roland Barthes' semiotic theory, this research aims to uncover the cultural meanings and social functions contained in these visual symbols, as well as their significance for building a cultural identity among indigenous students. The study uses a qualitative method, combining observations, interviews, and document analysis to explore how these symbols perform as carriers of hidden meaning and contribute to educational and cultural settings. The findings show that totems on the indigenous school campus reflect the ethnic group's cultural background knowledge, allowing students to study their cultural heritage and providing a sense of belonging. However, certain textual decorations also reflect the historical influence of the hegemonic government attempting to establish moral norms in the ethnic group. This coexistence of traditional ethnic totems and hegemonic textual admonitions in the school environment creates a complex identity landscape for students, leading to a multiplicity of cultural identities. It underlines the importance of culturally relevant symbols in enhancing students' cultural heritage and identity and presents the challenges posed by conflicting cultural messages within the educational context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roland%20Barthes" title="Roland Barthes">Roland Barthes</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotic" title=" semiotic"> semiotic</a>, <a href="https://publications.waset.org/abstracts/search?q=Indigenous" title=" Indigenous"> Indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=Bunun" title=" Bunun"> Bunun</a> </p> <a href="https://publications.waset.org/abstracts/186405/a-barthesian-analysis-of-semiotic-practices-in-an-indigenous-school-in-taiwan-a-case-of-a-bunun-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7075</span> The Development of the Quality Management Processes for the Building and Environment of the Basic Education Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suppara%20Charoenpoom">Suppara Charoenpoom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of this research was to design and develop a quality management of the school buildings and environment. A quantitative and qualitative mixed research methodology was used. The population sample included 14 directors of primary schools. Two research tools were used. The first research tool included an in-depth interview and questionnaire. The second research tool included the Quality Business Process and Quality Work Procedure, and a Key Performance Indicator of each activity. The statistics included mean and standard deviation. The findings for the development of a quality management process of buildings and environment administration of the basic schools consisted of one quality business process (QBP) and seven quality work processes (QWP). The result from the experts’ evaluation revealed that the process and implementation of quality management of the school buildings and environment has passed the inspection process with consensus. This implies that the process of quality management of the school buildings and environment is suitable for implementation. Moreover, the level of agreement in the feasibility of the implementation of this plan had the mean in the range of 0.64-1.00 which suggests the design of the new plan is acceptable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=process" title="process">process</a>, <a href="https://publications.waset.org/abstracts/search?q=building" title=" building"> building</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/2854/the-development-of-the-quality-management-processes-for-the-building-and-environment-of-the-basic-education-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7074</span> Indigenous Conceptualization of School Readiness: Mother's Perspective in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Inam">Ayesha Inam</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Moazzam"> R. Moazzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Akhtar"> Z. Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School readiness plays a significant role in helping a child deal with various school demands and expectations as well as in determining academic success outcomes. There is a scarcity of data concerning the condition of school readiness in Pakistan. This qualitative research seeks to examine the perspective of mothers about school readiness along with its four domains (self-care, socio-emotional, physical and cognitive) as well as about the appropriate age of entry into formal preschool. Fifteen interviews were conducted with mothers of pre-school children in Islamabad and Rawalpindi. It was found that mothers shared the common perception that children should be socially, emotionally, physically and cognitively prepared to be ready for pre-school. The results concluded that the mothers unanimously agreed in their perceptions that three to four years was the appropriate age range for children to begin pre-school and that early or late entry into pre-school had negative implications for children’s ability to learn and understand, and hence, their school readiness. Mental age was perceived as a more important criterion for deciding when to send children to pre-school. Mothers were found to send their children to school earlier, and children were found to be increasingly exposed to technology, both of which were found to influence children’s readiness for school. Both schools and mothers were found to play an instrumental role in preparing children for school and in school adjustment by nurturing their skills and abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20mothers" title="perception of mothers">perception of mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=entry%20to%20preschool" title=" entry to preschool"> entry to preschool</a> </p> <a href="https://publications.waset.org/abstracts/108714/indigenous-conceptualization-of-school-readiness-mothers-perspective-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108714.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7073</span> SHARK FINS Rising: Awesome Power Beneath the Surface</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Parrish">David Parrish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A critical challenge for a new school is creating an inclusive, meaningful culture. While a new school offers a “shiny’ exterior, its culture has yet to be created. In 2016, Charles J. Colgan, Sr. High School in Prince William County, opened its door. In its inaugural year, the FIN Friends club was created to start the process of building connections between general education and special education students. In eight years, the club has become a relentless contributor to the most inclusive, welcoming school culture possible. Through a commitment to consistent, year-round activities, the FINS accepts students from all schools and all grades. All schools strive for inclusion and a positive culture. Our model takes explicit action toward these elements. What we have created works; it is replicable and supports any school to build a more inclusive culture. Connections and belonging are directly related to every educational goal, including academic progress, equity, social-emotional health, etc. We want to share our story and collaborate with schools to create their own inclusion movement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=connections" title=" connections"> connections</a>, <a href="https://publications.waset.org/abstracts/search?q=belonging" title=" belonging"> belonging</a> </p> <a href="https://publications.waset.org/abstracts/171078/shark-fins-rising-awesome-power-beneath-the-surface" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171078.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7072</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BSRA" title="BSRA">BSRA</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/abstracts/search?q=PMMA" title=" PMMA"> PMMA</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a> </p> <a href="https://publications.waset.org/abstracts/108912/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7071</span> Learning Aid for Kids in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prabir%20Mukhopadhyay">Prabir Mukhopadhyay</a>, <a href="https://publications.waset.org/abstracts/search?q=Atul%20Kohale"> Atul Kohale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Going to school for Indian kids is a panic situation. Many of them are unable to adjust themselves to the confinement of the school building and this problem is compounded by other factors like unknown people in the vicinity, absence of either parents etc. This project aims at addressing these issues by exposing the kids at home to the learning environment. The purpose is to design a physical model with interfaces at each surface. The model would be like a cube with interactive surfaces where the child would be able to draw, paint, complete a picture and do such fun activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interface" title="interface">interface</a>, <a href="https://publications.waset.org/abstracts/search?q=kids" title=" kids"> kids</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20systems%20engineering" title=" computer systems engineering"> computer systems engineering</a> </p> <a href="https://publications.waset.org/abstracts/5907/learning-aid-for-kids-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7070</span> Collaborative Managerial Practices of Heads of Educational Institutions: Principals and Students Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Ahmed">Nasir Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to explore the managerial practices of secondary school principals in collaboration with different school stakeholder’s i.e. Teachers, students and school councils. The population of the study comprised 41 principals of government secondary schools, 249 Secondary school teachers (SSTs), 3360 students of 10th class and 300 members of the school councils of government secondary schools (both boys and girls) in Wazirabad, Pakistan. 50 percentage principals, 40 percentage SSTs, 3 percentage students and 15% members of the school councils were taken as a sample of the study. Data was collected through different four-questionnaire design on a ﬁve point rating scale. The questionnaires for teachers, students, and school councils were developed to see their involvement in school management. The questionnaire for the secondary school principals was designed to ﬁnd out to see their perceptions about the involvement of these stakeholders in school’s management. The results of the students indicated that, the remaining stakeholders were not cooperating with the school management. It was recommended that all the stakeholders be provided equal opportunities to take an active part in the school management. This may be based on a formal mechanism for the collaborative efforts of all the stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20stakeholders" title=" school stakeholders"> school stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20councils" title=" school councils"> school councils</a>, <a href="https://publications.waset.org/abstracts/search?q=managerial%20practices" title=" managerial practices"> managerial practices</a> </p> <a href="https://publications.waset.org/abstracts/38092/collaborative-managerial-practices-of-heads-of-educational-institutions-principals-and-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7069</span> An Experimental Study of the External Thermal Insulation System’s (ETICS) Efficiency in Buildings during Spring Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Vi%C3%B1as%20Arrebola">Carmen Viñas Arrebola</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Rodriguez%20Sanchez"> Antonio Rodriguez Sanchez</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheila%20Varela%20Lujan"> Sheila Varela Lujan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariano%20Gonzalez%20Cortina"> Mariano Gonzalez Cortina</a>, <a href="https://publications.waset.org/abstracts/search?q=Cesar%20Porras%20Amores"> Cesar Porras Amores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research group TEMA from the School of Building (UPM) is working in the line of energy efficiency and comfort in building. The need to reduce energy consumption in the building construction implies designing new constructive systems. These systems help to reduce both consumption and energy losses in order to achieve adequate thermal comfort for people in any type of building. In existing buildings the best option is the rehabilitation focused on thermal insulation. The aim of this paper is to design, monitor and analyze the first results of thermal behavior of the ETICS system in façades. This retrofitting solution consists of adding thermal insulation on the outside of the building, helping to create a continuous envelope on the façades. The analysis is done by comparing a rehabilitated part of the building with ETICS system and another part which has not been rehabilitated, and it is taken as reference. Both of them have the same characteristics. Temperature measurements were taken with type K thermocouples according to the previous design of the monitoring and in the same period of time. The pilot building of the study is situated in Benimamet Street, in San Cristobal de Los Ángeles, in the south of Madrid. It was built in the late 50s. The 51st entrance hall, which is restored, and the 47th entrance hall, in original conditions, have been studied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comfort%20in%20building" title="comfort in building">comfort in building</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency%20in%20building" title=" energy efficiency in building"> energy efficiency in building</a>, <a href="https://publications.waset.org/abstracts/search?q=ETICS" title=" ETICS"> ETICS</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20properties" title=" thermal properties"> thermal properties</a> </p> <a href="https://publications.waset.org/abstracts/52705/an-experimental-study-of-the-external-thermal-insulation-systems-etics-efficiency-in-buildings-during-spring-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52705.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7068</span> Effectiveness of Radon Remedial Action Implemented in a School on the Island of Ischia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Loffredo">F. Loffredo</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Quarto"> M. Quarto</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pugliese"> M. Pugliese</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Mazzella"> A. Mazzella</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20De%20Cicco"> F. De Cicco</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Roca"> V. Roca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to evaluate the efficacy of radon remedial action in a school on the Ischia island, South Italy, affected by indoor radon concentration higher than the value of 500 Bq/m<sup>3</sup>. This value is the limit imposed by the Italian legislation, to above which corrective actions in schools are necessary. Before the application of remedial action, indoor radon concentrations were measured in 9 rooms of the school. The measurements were performed with LR-115 passive alpha detectors (SSNTDs) and E-Perm. The remedial action was conducted in one of the office affected by high radon concentration using a Radonstop paint applied after the construction of a concrete slab under the floor. The effect of remedial action was the reduction of the concentration of radon of 41% and moreover it has demonstrated to be durable over time. The chosen method is cheap and easy to apply and it could be designed for various types of building. This method can be applied to new and existing buildings that show high dose values. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=E-Perm" title="E-Perm">E-Perm</a>, <a href="https://publications.waset.org/abstracts/search?q=LR%20115%20detectors" title=" LR 115 detectors"> LR 115 detectors</a>, <a href="https://publications.waset.org/abstracts/search?q=radon%20remediation" title=" radon remediation"> radon remediation</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/67302/effectiveness-of-radon-remedial-action-implemented-in-a-school-on-the-island-of-ischia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7067</span> Exploration of Perceived Value of a Special Education Laws and Ethics’ Course Impact on Administrator Capacity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Megan%20Chaney">Megan Chaney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the United States, research continues to show school administrators do not view themselves as adequately prepared in the area of special education. Often, special education is an omitted topic of study for school administrator preparation programs. The majority of special education teachers do not view their principals as well-prepared to support them in the educational context. Administrator preparation in the area of special education may begin at the foundational levels of understanding but is fundamentally an equity issue when serving individuals from marginalized populations with an urgent need to increase inclusionary practices. Special education and building-level administrators have a direct impact on teacher quality, instructional practices, inclusion, and equity with the opportunity to shape positive school culture. The current study was situated within an innovative IHE/LEA partnership pathway implemented with current K-12 administrators earning a Mild/Moderate Education Specialist Credential or coursework equivalent. Specifically, the study examined administrator’s perception of the Special Education Laws and Ethics’ course value and impact on the capacity to serve children with exceptionalities within the comprehensive school site context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education%20laws%20and%20ethics" title="special education laws and ethics">special education laws and ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20adminstrator%20perspectives" title=" school adminstrator perspectives"> school adminstrator perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20administrator%20training" title=" school administrator training"> school administrator training</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20practices" title=" inclusive practices"> inclusive practices</a> </p> <a href="https://publications.waset.org/abstracts/155468/exploration-of-perceived-value-of-a-special-education-laws-and-ethics-course-impact-on-administrator-capacity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155468.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7066</span> Is School Misbehavior a Decision: Implications for School Guidance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20C.%20F.%20Sun">Rachel C. F. Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the predictive effects of moral competence, prosocial norms and positive behavior recognition on school misbehavior among Chinese junior secondary school students. Results of multiple regression analysis showed that students were more likely to misbehave in school when they had lower levels of moral competence and prosocial norms, and when they perceived their positive behavior being less likely recognized. Practical implications were discussed on how to guide students to make the right choices to behave appropriately in school. Implications for future research were also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20competence" title="moral competence">moral competence</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20behavior%20recognition" title=" positive behavior recognition"> positive behavior recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20norms" title=" prosocial norms"> prosocial norms</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20misbehavior" title=" school misbehavior"> school misbehavior</a> </p> <a href="https://publications.waset.org/abstracts/8919/is-school-misbehavior-a-decision-implications-for-school-guidance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right 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