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Room9NelsonCentralSchool

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KENYA
Class rooms are made out of bricks

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Unidad Educativa Municipal Quitumbe

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Event: International Green Building Conference (IGBC) 2014 Speaker: Stephen Selkowitz, Group Leader, Windows and Building Envelope Materials Group & Senior Advisor, Building Technologies and Urban Systems Department, Lawrence Berkeley National Laboratory Synopsis: Enhancing building performance is a central feature of Singapore’s quest for a green building future and this need is echoed across the planet. Global climate change, resource challenges and environmental quality are urgent motivations for transforming the patterns and practices of energy use in the building sector. This is reinforced with the growing interest in enhancing the indoor environment of buildings to enhance health, comfort and performance, and in tying the operation and performance of buildings more intimately to the electric grid that supplies them. A plausible set of questions to ask in terms of building performance is “What performance goals should we achieve?” and “How are we going to get there?” We explore the answers to these questions through the perspective of recent experience in the U.S. and try to understand the similarities and differences in experience between Europe, Asia and the U.S. Two key perspectives are explored: 1) the degree to which new technologies, integrated systems and human-centered design practice allows us to approach the vision of Zero Energy Buildings and 2) the gap that remains between what has been achieved as proof-of-concept and by innovative teams vs. what has proven feasible to rapidly scale.

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Daniel Lund Resume.ED without address

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Event: International Green Building Conference (IGBC) 2014 Speaker: Prof Pawel Wargocki, Associate Research Professor, International Centre for Indoor Environment and Energy, Technical University of Denmark Synopsis: Control of indoor environmental quality accounts for a large proportion of any commercial building's first cost and subsequent running costs. Until energy use in buildings became a major consideration, most research on the indoor environment focused on optimizing subjective comfort and avoiding negative effects on health. It is now essential to be able to quantify the added value of an improved indoor environment in terms of its positive effects on productivity. This presentation provides a brief overview of what is known in regards to the effects of indoor environmental quality on the performance of adults in office buildings and the learning of children in schools, and the estimates of their economic consequences.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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Mina

1. Education is a human right.

2. KENYA Class rooms are made out of bricks

3. NELSON CENTRAL SCHOOL

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