Teachers and students need good learning environments to perform well. In this study it is pre-supposed that the spatial properties of classrooms can contribute to the quality of the educational process. Thermal, acoustic and visual conditions and indoor air quality (IAQ) may be extremely powerful in order to support the in-class tasks of teachers and students. But what are the optimal conditions? And do schools provide optimal indoor 2019 ISES ISIAQ Joint Annual Meeting – Abstracts | 362 environmental conditions? Research shows that adequate ventilation and thermal comfort in classrooms could improve academic performance of students. However, different studies also suggest that poor indoor environmental quality in classrooms are common and, in some cases, even unhealthy. This study investigates the relationship between indoor air quality (IAQ), perceived indoor air quality (PIAQ) and building-related symptomsof students in university classrooms via subjective assessment and objective measurement. This study was carried out in 59 classrooms of a university of applied sciences in the northern part of the Netherlands during heatingseason. Responses from 366 students were obtained through a questionnaire. Results shows that carbon dioxide concentrations (CO2) exceed minimum Dutch guidelines in 36% of the observed classrooms. Moreover, after a 40 minute class this raised to 45% of the observed classes. Poor IAQ can affect teachers and students level of attention, cause arousal and increase the prevalence of building-related symptoms. A significant correlation was found between CO2 concentrations and PIAQ and between PIAQ and the ability to concentrate, tiredness and dry skin. The research findings imply that increased CO2 concentrations will affect the PIAQ of students and may cause inability to concentrate, increased tiredness and dry skin. These building-related symptoms can cause distraction and affect the academic performance of students negatively. It is highly recommended to improve IAQ in classrooms by offering better indoor environmental conditions through reducing CO2 concentrations.
Current symptom detection methods for energy diagnosis in heating, ventilation and air conditioning (HVAC) systems are not standardised and not consistent with HVAC process and instrumentation diagrams (P&IDs) as used by engineers to design and operate these systems, leading to a very limited application of energy performance diagnosis systems in practice. This paper proposes detection methods to overcome these issues, based on the 4S3F (four types of symptom and three types of faults) framework. A set of generic symptoms divided into three categories (balance, energy performance and operational state symptoms) is discussed and related performance indicators are developed, using efficiencies, seasonal performance factors, capacities, and control and design-based operational indicators. The symptom detection method was applied successfully to the HVAC system of the building of The Hague University of Applied Sciences. Detection results on an annual, monthly and daily basis are discussed and compared. Link to the formail publication via its DOI https://doi.org/10.1016/j.autcon.2020.103344
Introduction: Depression can be a serious problem in young adult students. There is a need to implement and monitor prevention interventions for these students. Emotion-regulating improvisational music therapy (EIMT) was developed to prevent depression. The purpose of this study was to evaluate the feasibility of EIMT for use in practice for young adult students with depressive symptoms in a university context. Method: A process evaluation was conducted embedded in a larger research project. Eleven students, three music therapists and five referrers were interviewed. The music therapists also completed evaluation forms. Data were collected concerning client attendance, treatment integrity, musical components used to synchronise, and experiences with EIMT and referral. Results: Client attendance (90%) and treatment integrity were evaluated to be sufficient (therapist adherence 83%; competence 84%). The music therapists used mostly rhythm to synchronise (38 of 99 times). The students and music therapists reported that EIMT and its elements evoked changes in all emotion regulation components. The students reported that synchronisation elicited meaningful experiences of expressing joy, feeling heard, feeling joy and bodily responses of relaxation. The music therapists found the manual useful for applying EIMT. The student counsellors experienced EIMT as an appropriate way to support students due to its preventive character. Discussion: EIMT appears to be a feasible means of evoking changes in emotion regulation components in young adult students with depressive symptoms in a university context. More studies are needed to create a more nuanced and evidence-based understanding of the feasibility of EIMT, processes of change and treatment integrity.
