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Gillich, A, Sunikka-Blank, M and Ford, A (2017) Lessons for the UK green deal from the US BBNP. Building Research & Information, 45(04), 384-95.
Goulden, S, Erell, E, Garb, Y and Pearlmutter, D (2017) Green building standards as socio-technical actors in municipal environmental policy. Building Research & Information, 45(04), 414-25.
Gram-Hanssen, K, Heidenstrøm, N, Vittersø, G, Madsen, L V and Jacobsen, M H (2017) Selling and installing heat pumps: Influencing household practices. Building Research & Information, 45(04), 359-70.
Guerra-Santin, O and Silvester, S (2017) Development of Dutch occupancy and heating profiles for building simulation. Building Research & Information, 45(04), 396-413.
Haddad, S, Osmond, P and King, S (2017) Revisiting thermal comfort models in Iranian classrooms during the warm season. Building Research & Information, 45(04), 457-73.
- Type: Journal Article
- Keywords: school buildings; thermal acceptability; school classrooms; children; adaptive comfort; pmv-ppd; thermal sensation; thermal comfort; performance; primary-school children; exercise; perception; responses; construction & building technology; preferences
- ISBN/ISSN: 0961-3218
- URL: https://doi.org/10.1080/09613218.2016.1140950
- Abstract:
The validity of existing thermal comfort models is examined for upper primary school children in classroom settings. This is of importance to enhance productivity in the learning environment and to improve the control of artificial heating and cooling, including the potential for energy savings. To examine the thermal perceptions of children aged 10-12 years in non-air-conditioned classrooms, three sets of field experiments were conducted in boys' and girls' primary schools in Shiraz, Iran. These were undertaken during regular class sessions covering cool and warm conditions of the school year, polling responses from 1605 students. This paper illustrates the overall methods and reports the results of the warm season field survey (N=811). This investigation suggests that predicted mean vote-predicted percentage of dissatisfied (PMV/PPD) underestimates children's actual thermal sensation and percentage dissatisfied in the investigated classrooms. The analysis shows that sampled children may be slightly less sensitive to indoor temperature change than adults. The upper acceptable temperature derived from children's responses corresponding to mean thermal sensations of +0.85 is 26.5 degrees C, which is about 1 degrees C lower than the ASHRAE upper 80% acceptability limit. This implies that sampled children feel comfortable at lower temperatures than predicted by the ASHRAE Adaptive model during the warm season.;The validity of existing thermal comfort models is examined for upper primary school children in classroom settings. This is of importance to enhance productivity in the learning environment and to improve the control of artificial heating and cooling, including the potential for energy savings. To examine the thermal perceptions of children aged 10-12 years in non-air-conditioned classrooms, three sets of field experiments were conducted in boys' and girls' primary schools in Shiraz, Iran. These were undertaken during regular class sessions covering cool and warm conditions of the school year, polling responses from 1605 students. This paper illustrates the overall methods and reports the results of the warm season field survey (N = 811). This investigation suggests that predicted mean vote-predicted percentage of dissatisfied (PMV/PPD) underestimates children's actual thermal sensation and percentage dissatisfied in the investigated classrooms. The analysis shows that sampled children may be slightly less sensitive to indoor temperature change than adults. The upper acceptable temperature derived from children's responses corresponding to mean thermal sensations of +0.85 is 26.5°C, which is about 1°C lower than the ASHRAE upper 80% acceptability limit. This implies that sampled children feel comfortable at lower temperatures than predicted by the ASHRAE Adaptive model during the warm season.;The validity of existing thermal comfort models is examined for upper primary school children in classroom settings. This is of importance to enhance productivity in the learning environment and to improve the control of artificial heating and cooling, including the potential for energy savings. To examine the thermal perceptions of children aged 10-12 years in non-air-conditioned classrooms, three sets of field experiments were conducted in boys' and girls' primary schools in Shiraz, Iran. These were undertaken during regular class sessions covering cool and warm conditions of the school year, polling responses from 1605 students. This paper illustrates the overall methods and reports the results of the warm season field survey (N = 811). This investigation suggests that predicted mean vote-predicted percentage of dissatisfied (PMV/PPD) underestimates children's actual thermal sensation and percentage dissatisfied in the investigated classrooms. The analysis shows that sampled children may be slightly less sensitive to indoor temperature change than adults. The upper acceptable temperature derived from children's responses corresponding to mean thermal sensations of +0.85 is 26.5°C, which is about 1°C lower than t e ASHRAE upper 80% acceptability limit. This implies that sampled children feel comfortable at lower temperatures than predicted by the ASHRAE Adaptive model during the warm season.;
Moore, T, Ridley, I, Strengers, Y, Maller, C and Horne, R (2017) Dwelling performance and adaptive summer comfort in low-income Australian households. Building Research & Information, 45(04), 443-56.
Wade, F, Shipworth, M and Hitchings, R (2017) How installers select and explain domestic heating controls. Building Research & Information, 45(04), 371-83.
Wallhagen, M, Malmqvist, T and Eriksson, O (2017) Professionals' knowledge and use of environmental assessment in an architectural competition. Building Research & Information, 45(04), 426-42.