School building condition,school attendance,and academic achievement in New York City public schools: A mediation model

Little is known about how the condition of school facilities affects academic outcomes. This study examines the role of school attendance as a mediator in the relationship between facilities in disrepair and student grades in city and state tests. Data on building condition and results from English Language Arts (ELA) and Mathematics (Math) standardized tests were analyzed using a sample of 95 elementary schools in New York City. Variables relevant to academic achievement such as ethnicity, socioeconomic status, teacher quality, and school size were used as covariates. In run-down school facilities students attended less days on average and therefore had lower grades in ELA and Math standardized tests. Attendance was found to be a full mediator for grades in ELA and a partial mediator for grades in Math. This study provides empirical evidence of the effects of building quality on academic outcomes and considers the social justice issues related to this phenomenon.     

Indoor air quality investigation according to age of the school buildings in Korea

Since the majority of schools are housed in buildings dating from the 1960s and 1970s, a comprehensive construction and renovation program of school buildings has been carried out to improve the educational conditions in Korea. However, classrooms and computer rooms, with pressed wood desks, chairs and furnishings, as well as construction materials, might have negative effects on the indoor air quality. Furthermore, most schools have naturally ventilated classrooms. The purpose of this study was to characterize the concentrations of different indoor air pollutants within Korean schools and to compare their indoor levels within schools according to the age of school buildings. Indoor and outdoor air samples of carbon monoxide (CO), carbon dioxide (CO(2)), particulate matter (PM(10)), total microbial count (TBC), total volatile organic compounds (TVOCs) and formaldehyde (HCHO) were obtained during summer, autumn and winter from three sites; a classroom, a laboratory and a computer classroom at 55 different schools. The selection of the schools was based on the number of years since the schools had been constructed. The problems causing indoor air pollution at the schools were chemicals emitted by building materials or furnishings, and insufficient ventilation rates. The I/O ratio for HCHO was 6.32 during the autumn, and the indoor HCHO concentrations (mean = 0.16 ppm) in schools constructed within 1 year were significantly higher than the Korean Indoor Air Standard, indicating that schools have indoor sources of HCHO. Therefore, increasing the ventilation rate by means of a mechanical system and the use of low-emission furnishings can play key roles in improving the indoor air quality within schools.     

The perspective of children and youth: How different stakeholders identify architectural barriers for inclusion in schools

Recent inclusive policies are promoting the involvement of individuals with disabilities in identifying barriers that limit their full participation and inclusion in public spaces. The present two studies explored the contributions provided by different stakeholder groups in the identification of architectural barriers in elementary and secondary schools. In each school, the principal, special education resource teacher and a student independently identified architectural barriers using an observational walkthrough method. The first study consisted of 29 schools where the student evaluator had a physical disability and the second study consisted of 22 schools where the student evaluator did not have a disability. The results of both studies showed that students identified the greatest number of barriers and principals the least. The type and location of identified barriers are explored and the conclusions are examined in relation to person-environment congruence. The results highlight the efficacy of youth involvement and provide support for collaborative assessments that equitably involve all stakeholders in inclusive environmental assessments.     

Educational issues, school settings, and environmental psychology

This paper reviews selected research on classroom and school environments, using a framework that views schools from three perspectives—as places for learning, as places for socialization and as places for psychological development. Studies are included that deal with the impact of noise and classroom design on learning; the relationship between seating position, achievement and status; spatial cognition; the classroom environment and sex role stereotyping; privacy; and density. The need for classrooms to enhance children's feelings of competence, security and self-esteem is also stressed. The goal of the paper is to point out ways in which environmental psychologists can contribute to the improvement of the educational system and to the quality of life in schools.     

Assessment of outdoor school environments and physical activity in Ankara's primary schools

Outdoor school environments are sites for play and physical activity for many children, and shortcomings within these environments are considered significant factors that contribute to children's inactive lifestyles and high levels of childhood obesity. This study explores the associations between the physical characteristics of schoolyards and the physical activity of third and fourth year students in five Turkish primary schools. Data were collected through multiple methods, including behavior mapping of student activities during recess, physical assessments of schoolyards, and interviews with students, teachers and administrations. The findings show similarities in the landscape features and physical qualities of schoolyards, particularly in the types of play and activities in which students engage. Results indicated that active students who walk to and from schools have lower body mass index (BMI) values than passive students, and students in schools with larger yards have lower BMI values. Most of the students prefer spacious and vegetated yards. A major concern is the crowdedness of the yards during recess that limit children's activity. Schoolyards with advanced landscape features are preferred more, and this in turn affects students’ positive satisfaction. Outdoor school environments have a correlation to health outcomes and should be designed to promote more activity. Improving the physical and landscape qualities of the public schoolyards should be the primary concern of the designers in order to increase awareness of natural environment and more important, increase the health of children.     

Assessment of Quality for Middle Level and High School Student‐Generated Water Quality Data

Student scientists have analyzed groundwater used for drinking water in rural areas to understand groundwater quality. This was part of a greater effort to understand risks to drinking water. The data produced by middle level and high school students have not been accepted by experts because of concerns about method and student accuracy. We assessed the inherent errors associated with method accuracy, student precision, and sample variability to establish bounds for attainable trueness in water analyses. Analytical test kits and probes were evaluated for the determination of pH, conductivity, chloride, hardness, iron, total soluble metals, and nitrate. In terms of precision, all methods met or exceeded design specifications. Method trueness was variable and in general ranged from good to poor depending on method. A gage reproducibility and repeatability analysis of instrumental methods (pH and conductivity) partitioned the variances into student error (12‐46%), instrumental error (8‐21%), and random error (45‐68%). Overall, student‐generated data met some of the quality objectives consistent with the method limitations. Some methods exhibited a systematic bias and data adjustment may be necessary. Given good management of the student analyst process, it is possible to make precise and accurate measurements consistent with the methods specifications.     

Determinants of noise annoyance in teachers from schools with different classroom reverberation times

A high proportion of school teachers report that they are disturbed by noise during teaching. The aim of the study was therefore to identify determinants of self-reported noise exposure and disturbance attributed to noise among secondary school teachers (n = 419) in 10 schools in Copenhagen, Denmark. The schools were selected to show contrasts in classroom reverberation times (RT), and were classified as “Short RT” (3 schools, mean RT 0.41–0.45 s), “Medium RT” (3 schools, mean RT 0.51–0.55 s) and “Long RT” (4 schools, mean RT 0.62–0.73 s). Significant determinants of self-reported noise exposure were a high number of children in the class, young age of the children, and low teacher seniority. “Long RT” classification was of borderline significance. Significant determinants of disturbance attributed to noise from children in the class were teacher seniority and “Long RT” acoustic classification of the school. The associations between work characteristics and noise disturbance measures were attenuated by low self-rated work capacity, suggesting that the consequences of noise and poor acoustics may not be limited to disturbance attributed to noise, but may have a wide negative impact on the perceived working environment.     

Local sustainability at school: a political reorientation>

My main purpose in this paper is to consider ways to reorient the school community towards a culture of sustainability. Education for sustainability (EfS) is generally regarded as learning how to make decisions and take action that consider the long-term future of the environment, economy and social justice of communities (UNESCO, Education for Sustainability. From Rio to Johannesburg: lessons learnt from a decade of commitment, 2002). Education for sustainability is usually and was historically applied in schools through an environmental education approach. My research is significant because the goal of transformation towards sustainability is considered from the perspective of school governance. In this paper I present three case studies: Forest School, a small independent rural school; Riverdale School, a small independent regional city school; and Oakfield School, a large government school situated in a regional city (all school names are pseudonyms). The research has concluded in the small schools and is in progress at Oakfield. In the literature, it is generally accepted that small schools have the potential for sustainability (for example, Sterling, Sustainable Education: re-visioning learning and change, Green Books, 2001, pp. 48, 69; Carnie, 'Educating on a Human Scale', Resurgence, 204, 2001). In the literature, there is no consensus on the potential for sustainability of medium or large schools. The ongoing Oakfield School project is particularly significant because of the issue of school size. In the Oakfield project, the intention is to document progress towards a culture of sustainability in a large school. In this paper, I conclude that a focus on the development of a participative democracy is conducive to cultural change for sustainability in a small school. I suggest that this will also be the case in a larger school, but that more complex structures for decision making as the basis for transformative learning are required.     

Mineral economics: Overview of a discipline

Mineral economics is the academic discipline that investigates and promotes understanding of economic and policy issues associated with the production and use of mineral commodities. While its origins can be traced back at least 200 years to the writings of David Ricardo and other early Classical economists, it emerged as a separate academic field only after World War II and then primarily in the United States. As a separate academic discipline, its roots are found in mining schools that needed to consider the milieu in which minerals are sold. While geologists, mining engineers, and others with technical backgrounds were largely responsible for creating the first stand-alone mineral-economics programs, ultimately trained economists became participants as well. Moreover, even after the rise of mineral-economics departments, most of the research in the field continued and continues to be carried out in other academic units, including traditional economic departments and engineering schools, as well as in government agencies, nonprofit research organizations, consulting firms, and international organizations.     

Exploring the perceived impacts of a public high school closure for urban liveability in a Canadian midsized city

ABSTRACT

Public schools are more than educational institutions; they are essential to creating liveable neighbourhoods. Despite their importance, public schools are being permanently closed across North America, and particularly in the Canadian province of Ontario. In 2015, one of Ontario's public school boards made the decision to permanently close the province's oldest public high school, located in the urban core of the historic midsized city of Kingston. While the school is not scheduled to close until late 2019, the established fate of this prominent public asset has important consequences for the liveability of Kingston's urban core. Accordingly, the objective of this study was to document residents’ perceived impacts of the decision to close to Kingston Collegiate Vocational Institute (KCVI) on liveability in the school's catchment area. We observed widespread dissatisfaction with the decision to close KCVI (85%), with large proportions of respondents (above 40%) anticipating KCVI's closure to negatively impact neighbourhood liveability in various ways in the future. Approximately one-quarter of respondents indicated that they have considered moving as a result of the decision, and among these, concerns about negative impacts to household-level well-being were particularly acute. Given the socio-demographic profile of respondents who have considered moving, these findings suggest that the closure of KCVI could have a destabilising effect on the neighbourhoods within the KCVI catchment area by driving families out of the city's urban core. Our findings suggest that policies to address concerns of under-enrolment are short-sighted and undermine efforts of other sectors to promote liveable communities.     

大沽排污河清淤改造水质改善与总量削减成效分析

对天津市大沽排污河水质进行的监测表明,清淤改造工程对水环境质量有明显的改善效果。对照清淤前数据,重点分析"十二五"总量控制指标化学需氧量和氨氮随清淤工程的进行而降低,为巩固清淤成果、强化总量控制提供依据。     

An inequality study of ambient nitrogen dioxide and traffic levels near elementary schools in the Tampa area

Environmental equity has been identified as a challenge and goal of national to global air quality management. Here, relationships between traffic-related air pollution measures and the social demographics of elementary schools are investigated. Ogawa passive samplers were used to measure ambient nitrogen dioxide (NO(2)) levels near 75 randomly selected elementary schools in the county containing Tampa, FL over one week in March 2008. Concentrations were determined using colorimetric reaction using Hach nitrite reagent and photometric detection at 545 nm. NO(2) levels, two metrics of traffic (highest annual average daily traffic count within 500 m and 1000 m), and school enrollment data by demographic subgroup (racial/ethnic and socioeconomic) were then compared. Data were analyzed for distribution statistics, linear correlations, and differences in subgroup category means. Weighted average values of NO(2) and traffic count were also calculated for each subgroup. All measured NO(2) levels were low, with a mean of 2.7 ppbv and range from 0.8 to 4.7 ppbv. Values were largest at sites near downtown. Results from all analyses show comparatively higher potential exposures to measured NO(2) and traffic count for black school children, and lower values for white and Asian or Pacific Islander school children. The economically disadvantaged and Hispanic subgroups were also associated with higher levels of NO(2) and traffic counts, but the relationship was not as strong or robust. Although measured NO(2) levels were low and the differences between groups are small, results suggest disparities by racial/ethnic and economic status in children's exposures to air pollution for the Tampa area.     

特色育人和谐发展——试析中国环境管理干部学院办学理念

中国环境管理干部学院在各项工作中实践着特色育人的思想.学院坚持“以服务社会需求为导向,以提高教育教学质量为核心,以培养高素质、高技能人才为根本,培养大学精神,积淀大学文化,铸就大学灵魂,彰显环境教育特色,创建绿色和谐校园“的办学理念,发挥了环境教育特色所带来的优势,注重遵循教育发展的规律,取得了可喜的办学成绩.     

The effect of a noise abatement program on reading ability

A school was selected for the testing of the effects of resilient rubber pads as noise control devices on a nearby elevated rail track. In addition three school classrooms received acoustical treatment to the ceilings. Teachers and students reported a quieter atmosphere after installation of the pads. Reading scores in the year prior to installation were lower on the noisy side of the building, but after installation of the rubber pads and the noise-absorbing ceilings there were no differences in reading achievement between children on the noisy side and those on the quiet side. Possible explanations of these findings and implications for social policy decisions are discussed.     

A Force for Renewal in Academia

I start my essay by recalling the resistance at my university towards some groundbreaking results from environmental and global food production research in the early 1960s, when I was a student in agricultural sciences. I describe this resistance as academic inertia originating from group think in the scientific community. I argue that the problems we face today in our search for sustainable development on a global level require a long-term and broad systems approach in research. I conclude that the predominant scientific paradigm, which I define as the control paradigm, is insufficient given its inbuilt reductionist bias. We need the complement of a paradigm entailing a holistic perspective, which I call the co-existence paradigm. I explore how academic inertia and an increasingly competitive culture in the academic world counteract this development. Students at Uppsala University have managed to cross the boundaries of academic inertia in this area by establishing a Center for Environment and Development Studies which pursues a holistic and multidisciplinary perspective. The student-run center, called Cemus, has successfully acted as a force for renewal in academia for two decades. I describe how the center works and suggest that Cemus represents a model for institutionalizing renewal in academia that fills an essential function and is applicable for any university in a democratic society.     

Citizen science on speed? Realising the triple objective of scientific rigour,policy influence and deep citizen engagement in a large-scale citizen science project on ambient air quality in Antwerp

Citizen science projects are increasingly recognised as catalyst for triggering behaviour change and building social capital around environmental issues. However, overview studies observe recurrent challenges in many citizen science projects in terms of combining high levels of data quality with deep citizen engagement and policy influence. This paper reports on the findings of the CurieuzeNeuzen project (www.CurieuzeNeuzen.eu), a large-scale citizen science project on air quality in Antwerp, delivering results in the three areas described above. Through CurieuzeNeuzen, 2,000 citizens studied the air quality levels in and around Antwerp in 2016 and were intensively deliberating on possible causes and solutions. Surveys were conducted at the start and towards the end of the project, with participants stating that their participation resulted in changed views and behaviour towards air pollution, mobility solutions, and city planning. The findings were picked-up academically and contributed to policy debates on air quality at city and regional level.     

Capacity building for food justice in England: the contribution of charity-led community food initiatives

This paper discusses the extent to which charity-led initiatives can contribute to capacity building for food justice in England. The paper draws on evaluations of two projects run by the charity Garden Organic: the Master Gardener Programme, operating a network of volunteers who mentor households, schools and community groups to support local food growing, and the Sowing New Seeds programme, which engages “Seed Stewards” to work with communities to encourage the growing and cooking of “exotic” crops. Based on qualitative data about peoples’ motivations for participation and the benefits that are experienced, we interpret these projects as examples of capacity building for food justice. We suggest that whilst currently depoliticised, the “quiet” process of reskilling and awareness raising that occurs through shared gardening projects could have transformative potential for people’s relationship with food. Finally, we use our findings to raise critical questions and propose future research about food justice concepts and practices.     

The interpretation of planning refusals

The extent to which Local Planning Authorities (LPAs) refuse applications for building and engineering works varies substantially between type of development, between region and over time. This paper seeks to explain these variations. It does so by arguing that the refusal rate measures the difference between the tightness of LPA policy and the quality of the applications submitted, and that this last increases with the benefit/cost ratio afforded by development at application sites and with applicant regard for LPA policy. It is concluded that the benefit/cost ratio (affecting application quality) is the prime determinant of refusal rate differences for applications submitted nationally for different development types. However, the refusal rate for other major development is higher than expected on benefit/cost grounds and other major developments may be subject to tight LPA policy. The benefit/cost ratio also explains much of the regional variation in the refusal rate. However the high refusal rates in the South East and South West regions result because low quality applications are submitted by applicants who have little regard for LPA policy. In contrast, the low refusal rate in the Northern region results because applicant regard for LPA policy, and hence application quality, are high. Refusal rate changes over time are explained primarily in terms of the tightness of LPA policy and in terms of applicant regard for LPA policy. Over the last 15 years in England and Wales, LPAs have relaxed their policies while applicant regard for LPA policy, and hence application quality, have declined. The net effect has left the refusal rate little changed.     

Evaluating the efficacy of adaptive management approaches: Is there a formula for success?

Within the field of natural-resources management, the application of adaptive management is appropriate for complex problems high in uncertainty. Adaptive management is becoming an increasingly popular management-decision tool within the scientific community and has developed into two primary schools of thought: the Resilience-Experimentalist School (with high emphasis on stakeholder involvement, resilience, and highly complex models) and the Decision-Theoretic School (which results in relatively simple models through emphasizing stakeholder involvement for identifying management objectives). Because of these differences, adaptive management plans implemented under each of these schools may yield varying levels of success. We evaluated peer-reviewed literature focused on incorporation of adaptive management to identify components of successful adaptive management plans. Our evaluation included adaptive management elements such as stakeholder involvement, definitions of management objectives and actions, use and complexity of predictive models, and the sequence in which these elements were applied. We also defined a scale of degrees of success to make comparisons between the two adaptive management schools of thought. Our results include the relationship between the adaptive management process documented in the reviewed literature and our defined continuum of successful outcomes. Our data suggest an increase in the number of published articles with substantive discussion of adaptive management from 2000 to 2009 at a mean rate of annual change of 0.92 (r2 = 0.56). Additionally, our examination of data for temporal patterns related to each school resulted in an increase in acknowledgement of the Decision-Theoretic School of thought at a mean annual rate of change of 0.02 (r2 = 0.6679) and a stable acknowledgement for the Resilience-Experimentalist School of thought (r2 = 0.0042; slope = 0.0013). Identifying the elements of successful adaptive management will be advantageous to natural-resources managers considering adaptive management as a decision tool.     

NUTRIENT LOADING ASSESSMENT IN THE ILLINOIS RIVER USING A SYNTHETIC APPROACH1

ABSTRACT: A synthetic relationship is developed between nutrient concentrations and discharge rates at two river gauging sites in the Illinois River Basin. Analysis is performed on data collected by the U.S. Geological Survey (USGS) on nutrients in 1990 through 1997 and 1999 and on discharge rates in 1988 through 1997 and 1999. The Illinois River Basin is in western Arkansas and northeastern Oklahoma and is designated as an Oklahoma Scenic River. Consistently high nutrient concentrations in the river and receiving water bodies conflict with recreational water use, leading to intense stakeholder debate on how best to manage water quality. Results show that the majority of annual phosphorus (P) loading is transported by direct runoff, with high concentrations transported by high discharge rates and low concentrations by low discharge rates. A synthetic relationship is derived and used to generate daily phosphorus concentrations, laying the foundation for analysis of annual loading and evaluation of alternative management practices. Total nitrogen (N) concentration does not have as clear a relationship with discharge. Using a simple regression relationship, annual P loadings are estimated as having a root mean squared error (RMSE) of 39.8 t/yr and 31.9 t/yr and mean absolute percentage errors of 19 percent and 28 percent at Watts and Tahlequah, respectively. P is the limiting nutrient over the full range of discharges. Given that the majority of P is derived from Arkansas, management practices that control P would have the most benefit if applied on the Arkansas side of the border.