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The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for temperate and mixed climates, for which various cities in California and Washington served as a models. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cool and humid climates, for which Boston, Massachusetts, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cold and humid climates, for which Minneapolis-St.Paul, Minnesota, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for hot and humid climates, for which Orlando, Florida, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cool and dry climates, for which Denver, Colorado, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for temperate and humid climates, for which Atlanta, Georgia, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

This document features 10 science activity packets developed for elementary students by science teachers in a graduate seminar. The activity packets were designed to cover existing commercial children's books on specific content areas. The 10 activity packets are: (1) "Bringing the Rain to Kapiti Plain," which explains the water cycle; (2) "Hurricane City," which explains the different levels of hurricanes; (3) "Papa, Please Get the Moon for Me," which includes activities on the moon; (4) "The Seabreeze Hotel," which features activities about the wind; (5) "The Sleeping Porch," which includes activities on environmental changes; (6) "Welcome to the Sea of Sand," which features lesson plans on deserts and their habitats; (7) "Tops and Bottoms," which concerns plant growth, problem solving, and decision making; (8) "Verdi," which includes activities on animal life cycles and the ecosystem; (9) "Spring Snowman," which features activities on the states of matter and seasons; and (10) "Water Dance," which includes activities describing the forms of water. (YDS)

These guidelines are intended to orient the library/archives professional in New York to the common issues, language, pitfalls, and opportunities involved in dealing with the built environment and its impact on the conservation and preservation of a valuable collection. Although developed for the climate typical in New York State, many aspects will be applicable to institutions in other regions. The guidelines cover general collection environment criteria, assessment, monitoring, and goals for an improved conservation environment. General building environments and building systems that can create a good conservation environment are described, including various possible compromises. Typical interim and low-cost measures for improving an environment are suggested. Common phases of design and construction projects are also described for both new designs and environmental renovation, including planning steps and guidelines for selecting the design team. The appendix offers definitions of common terms used in the design and construction of building systems, references and suggested readings, and guidelines for selecting manufacturers. (MAB)

Information on equipment and techniques that school facility personnel may use to evaluate IAQ conditions are discussed. Focus is placed on the IAQ parameters of air flow, air temperature, relative humidity, as well as carbon dioxide and the equipment used to measure these factors. Reasons for measurement and for when the measurement of these parameters is warranted, along with guidance for the interpretation of the data obtained, are covered. This is followed by an overview of equipment types that are available to quantify the specific parameters, and a comparison table presenting key factors that differentiate the types of equipment available. Various measurement techniques, such as measuring a room's air velocity, are summarized along with the methodologies recommended for obtaining useful data. Some of the common problems encountered when measuring IAQ are described. It is claimed that with a good understanding of the dynamics of the key IAQ parameters and a modest investment in monitoring equipment, school facilities staff can provide quick, cost-effective responses to IAQ complaints and establish a program that can identify potential IAQ problem areas. (Contains 5 tables and 10 references.) (RJM)

This manual addresses the errors that occur during new construction that subsequently contribute to indoor air quality (IAQ) problems in newly constructed buildings in hot and humid climates, and offers guidelines for preventing them during the design and construction phases. It defines the roles and responsibilities of the design team, the contractor, and the building owner, and explains the integration of IAQ-related technology into the process of designing and constructing a building. The manual also examines the key issues surrounding IAQ problems in hot and humid climates followed by decision making considerations concerning moisture and mildew control that arise during each phase of the design and construction phases. Finally addressed are the moisture control considerations that should be evaluated in the post-construction startup and system commissioning phase as well as suggestions on commission planning and tests. (Contains 14 references.) (GR)

Describes an activity in which the students utilize the mathematics concepts of ratio, proportion, and data tabulation to examine the relationship between air pressure, temperature, and humidity. Students learn to approximate partial pressure by using humidity and temperature readings and by interpolating from the vapor pressure-temperature table. (MDH)

Presents five hands-on activities that allow students to detect, measure, reduce, and eliminate moisture. Students make a humidity detector and a hygrometer, examine the effects of moisture on different substances, calculate the percent of water in a given food, and examine the absorption potential of different desiccants. (MDH)

Describes four experiments that enable students to explore the phenomena of evaporation and condensation and determine the relative humidity by measuring air temperature and dew point on warm September days. Provides tables to calculate saturation points and relative humidity. (MDH)

Visual aids and ditto masters for the first unit of a science/health curriculum for the intermediate level are included in this supplement and ditto packet. The visual aids are designed to help stimulate oral language and conceptual development through group activities and individual seatwork. Intended to help the teacher successfully carry out the activities included in the corresponding teacher's guide, these supplementary materials pertain to the characteristics of living things, the metric system, the properties of air, the skin as a sense organ, skin care, air humidity, the condensation and evaporation of air, weather conditions, water pollution, sound awareness, and the functions of the ear. Some of the materials are designed to be cut out for manipulation by small groups and individuals, while others are to be used full size. By and large the worksheets for individual pupils are to be presented under supervision rather than as independent tasks. (NQ)

Unified by the theme "our community", this unit, part of nine basic instructional units for intermediate level, reflects the observations of Mexican Americans, Puerto Ricans, and Cubans in various regions of the United States. Comprised of Kits 1-4, the unit extends the following basic and interpreted science processes: observing, communicating, classifying, using numbers, measuring, inferring, predicting, identifying variables, describing relationships between variables, constructing a table of data, collecting and processing data, analyzing investigation, formulating hypotheses, experimenting and interpreting data. Each kit directs specific attention to a spiraling question: Who is the individual? What are the individual's alternatives? How can the individual initiate change? What happens as a result of change? Kit 1 covers the four basic food groups, the characteristics of living things, the metric system, the development of histograms, and the identification of some food nutrients. Kit 2 deals with the properties of air, air molecules at different temperatures, the skin as a sense organ, and skin care. Kit 3 presents the concepts dealing with air humidity and its condensation and evaporation, weather conditions and forecasting, and water pollution and its effect on the environment. Kit 4 deals with various elements of sound awareness and the parts and functions of the ear. (NQ)

Designed to provide the librarian with suggestions and guidelines for storing and preserving audiovisual materials, this pamphlet is divided into four major chapters: (1) Normal Use Storage Conditions; (2) Natural Lifetime, Working Lifetime and Long-Term Storage; (3) Handling; and (4) Shelving of Normal Use Materials. Topics addressed include: temperature and humidity; dangers of sunlight and heat, magnetic fields, and dust; cleaning and maintenance of audiovisual equipment; natural lifetimes of photographic films, recording tapes, and plastics; need for care in handling audiodiscs, photographic film materials, and magnetic recording tapes; and methods of shelving visuals (overhead transparencies, slides, filmstrips, filmloops, and cine films), audio and video discs, audio and video recording tapes (open reel and cassette), and multimedia packs of programs with two or more components. A brief concluding statement and three references are provided. (JB)

This study focuses on the prevention and basic treatment of recurring mold growth in tropical climates where library-wide environmental control is not always possible. The introduction discusses major climatic groups; the effects of climate on specific materials found in library resources; and the range of options for modifying the environment. The next six chapters deal with the following topics: (1) the structure and nature of mold, and the environmental and nutritional factors in their growth and survival; (2) implications of the mold problem in the library setting; (3) prevention of mold growth in the library environment; (4) the traditional chemical approaches used to treat mold growth, i.e., fungicides and fumigation, and concerns in their use; (5) treatment options that might be used, based on an analysis of the problems and the nature of the material that is affected; and (6) a list of equipment and supplies for dealing with the problem. References to the literature cited appear at the end of each chapter. The final chapter provides a selected bibliography of 76 references. (CGD)

The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with the basic concepts of weather. Six separate units include: (1) hot or cold; (2) how windy is it; (3) heavy air; (4) water in the air; (5) water from the sky; and (6) what will the weather be like. The units consist of basic introductory information and questions, worksheets, a self-checking quiz, and instructions for experiments. A cumulative test is provided at the end of the workbook, along with a glossary. The teachers guide (which is included) explains how to use the workbook, together with teaching suggestions and enrichment activities for each unit. (TW)

Intended to assist developing countries in the essential task of preserving historical records and, therefore, deliberately oriented towards economy and a low level of technology, this study provides an outline of currently accepted standards that archivists in developing countries, especially those in tropical areas, can apply to their own situations. Following a description of the physical aspects of records and a summary of the main dangers that threaten them, guidelines are provided for the design of archive buildings; protection against specific hazards, including unsuitable levels of humidity, air pollution, light, theft, physical damage, fire, insects, mold, and animal pests; shelving and packing; exhibitions; and preserving non-traditional records, such as films and computer tapes. In addition, 13 specific recommendations are provided for the protection of records against unsuitable environmental conditions. A 70-item bibliography and a 55-item list of RAMP (Records and Archives Management Programme) publications and related documents are also included. (KM)