Describes energy-efficient, flexible lighting for today's classroom needs. The integrated classroom lighting system (ICLS) consists of a combination of direct and indirect light, assisted by 96 percent reflective material in the fixtures, and easy-to-use controls. 2p.

Assists design teams in constructing energy-smart schools using off-the-shelf technology that can cut energy use 30 percent or more annually. It provides recommendations for various climate zones and implementation advice via a series of case studies. Also included are suggestions for achieving LEED energy credits and supplemental strategies for achieving advanced energy savings beyond 30 percent. Design suggestions from the guide include: 1) Daylight the classrooms and gym so that lights can be off most of the day, but design it carefully so that additional cooling needs are not required. 2) Design lighting that usea the most current energy-efficient lamps, ballasts, and integrated controls. 3) Control the HVAC system based on actual occupancy of each space at a given time. 4) Design a well-insulated envelope, including good wall and roof insulation and low-e windows. 5) Use high-efficiency heating and cooling equipment. 174p.

Explains how researchers at the California Lighting Technology Center at the University of California at Davis developed a new approach called the Simplified Daylight Harvesting system that is easy to install and provides automatic and continuous calibration. The system uses photosensor readings to set lights to on, off, or intermediate levels and gives users the ability to adjust settings. The fixtures can be cost-effectively used in daylit spaces in schools to produce energy-cost savings and reductions in peak demand charges. 2p.

Advises on school lighting, addressing the connection between lighting and learning, natural and artificial classroom lighting, specialized teaching spaces, and extra considerations for special needs students. A flow diagram for lighting assessment, lighting survey, and 6 references are included. 52p.

Examines the potential of environmentally-conscious school design for improving education. This book provides an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. Includes 390 references. 180p.

This chapter of Massachusetts' School Health Manual covers the school environment, including building and environmental standards, indoor air quality, school buses, underground fuel storage tanks, asbestos, radon, environmental hazards, pesticides, laboratory and art studio product safety, shop safety, renovations in an occupied building, school maintenance and sanitation, school food service, lighting, water supply, plumbing, fire safety, outdoor safety, building security, disaster/terrorism planning, and risk mitigation. Includes 117 references and a variety of additional resources. 72p.

Presents options for improving school appearance, including paint finishes, colors, and application; lighting types, controls, and colors; and materials for flooring, art display, and plantings. Also included are suggestions for how to involve students and the community, as well as making school improvement and maintenance a part of the educational program. Includes 13 references. 21p.

The U.S. Environmental Agency recommends removal of all pre-1979 flourescent light ballasts in schools to prevent accidental exposure of occupants to highly toxic polychlorinate biphenyls (PCB's). This guide provides step-by-step instructions for identifying, properly managing, and ultimately replacing PCB-containing light ballasts in schools. 10p.

Details findings and recommendations of a National Research Council study that discovered a lack of evidence-based studies on the benefits of green schools, a large number of confounding factors and variables complicating the research, a need for more attention to moisture control in green school guidelines, considerable evidence concerning the effect of indoor air on occupant productivity, inconsistent results on the association between daylighting and student performance, and a link between decreased noise levels and increased student achievement. Includes 146 references. 80p.

Reviews learning patterns and its connection to visual stimuli. Proper lighting for school entryways and science laboratories is covered, and seven myths about lighting and color in educational architecture are challenged. 7p.

This discusses the most important issues in lighting design for modern libraries, including light sources, lighting for bookstacks, lighting in general reading and staff areas, daylighting, exterior lighting, lighting controls, accessibility issues, and good architectural design. Includes further information.

Provides information for the selection, operation, and maintenance of metal halide lighting systesm, with specific emphasis on items pertinent to risks associated with lamp rupture. Bulbs in these fixtures can continue to function when the outer, ultraviolet-screening bulb breaks, thus exposing occupants to harmful radiation. 13p.

Explains the necessity to properly recycle flourescent lamps, rather than discard them in a landfill, due to the mercury they contain. 3p.

Provides detailed practical guidance on how K-12 school districts can plan and implement enhancements to their current operations and maintenance programs that can successfully maintain their facilities while also reducing energy costs up to 20 percent. Most of the strategies detailed entail limited capital costs and produce rapid paybacks. In addition to technical information, the guide provides organizational information on barriers, challenges, the steps necessary to develop this type of program. Reviews successful strategies from a wide variety of American school districts and includes case studies. 114p.

Step-by-step guidance for upgrading a lighting system, in either a retrofit or a complete redesign scenario, for the purpose of increasing both energy efficiency and productivity. Topics examined in detail include lighting quality, upgrade strategies, lighting applications, current technologies, lighting economics, effective maintenance, lighting project implementation, and strategies for assessing energy and cost saving opportunities. 364p.

This 2003 edition contains information about energy-effective lighting technologies, lighting applications, and lighting system performance. Includes chapters on lighting and human performance, lighting impacts and policies, lighting design considerations, applications, light sources and ballast systems, luminaires and light distribution, lighting controls, daylighting, and thermal comfort guidelines. The goal of the guidelines is to provide a comprehensive, regularly updated document that will remain useful to lighting decision makers and that will encourage appropriate practice for lighting design in buildings. 394p.

Recommends procedures to protect occupants from skin burns and eye irritation resulting from broken high intensity metal halide or mercury bulbs, typically used in school sports facilities and assembly halls. These bulbs can continue to function when the outer, ultraviolet-screening bulb breaks, thus exposing occupants to harmful radiation. 1p.

Describes typical lighting system behaviors, identifying light loss factors that can be addressed by maintenance. Discusses a recent study on luminaire dirt depreciation (LDD) that gives new recommendations on determining this factor and new information significant to the luminaire count required in contemporary designs. Details the components of an effective maintenance program, including planning, operations, methods, materials, and troubleshooting. 34p.

Briefly discusses six important components of the IESNA "Recommended Practice on Lighting for Educational Facilities." These are: 1) Provide views to the outside to allow relaxation of the eye muscles as they focus on the distance. 2) Control window luminance to avoid glare. 3) Ensure that the angle between any source of high luminance and principle sight lines is a large as possible. 4) Avoid high brightness contrasts. 5) Place sources of high brightness against a bright background to reduce visual discomfort. 6) Replace recessed parabolic or lens fixtures with pendant-mounted indirect/direct fixtures. 2p.

Lighting is a tool that, used wisely, can increase security and safety. This is a compilation of articles, published in various trade magazines, that collectively emphasize that where, when and how lighting is used are just as important as how much lighting is used for effectively increasing security and for responding to emergencies. The articles contain guidance and principles for architects, engineers, and facility managers.

This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning. Spatial configurations, noise, heat, cold, light, and air quality obviously bear on students' and teachers' ability to perform. Needed are clean air, good light, and a quiet, comfortable, and safe learning environment. The review asserts that this can be and generally has been achieved within the limits of existing knowledge, technology, and materials; it simply requires adequate funding and competent design, construction, and maintenance. 24p.

This guide was developed specifically for architects and engineers who are responsible for designing or retrofitting schools, and for the project managers who work with the design teams. The design strategies presented here are organized into 10 chapters covering important design disciplines and goals: (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. An additional chapter addresses commissioning and maintenance practices. Each chapter contains a list of related resources. 457p.

This guide provides some advice on how to use photocell dimming in schools to save lighting energy without creating distraction to students. It also provides guidance on what types of luminaries to use, and how best to orient and group them in order to maximize energy savings. Estimated energy savings are given for a variety of luminaire and control options. Includes general classroom layouts, computer classroom layouts, corridor layouts, and lighting fixture specifications. 8p.

This publication offers design, specification, and installation guidance for lighting control appropriate for K-12 educational facilities. It features applications that illustrate the best control practices for a variety of spaces, facilitating lighting control design and application. Each best practice meets the provisions of relevant energy codes, reduces lighting operation costs, saves energy, and considers the needs of the primary space occupants, teachers and students. Each best practice includes a description of application, a list of control needs, a product solution, design considerations, a lighting plan sketch, installation notes, wiring and installation diagrams, and an equipment schedule. 58p.

Presents an approach to lighting design that integrates daylighting and artificial lighting, thereby facilitating efficiency and performance. Properly designed systems allow high performance electrical lighting and daylighting to work together to provide optimal lighting performance. Glare, uniformity, wall illumination, levels, color rendering, temperature, power density, automatic controls, lamp selection, and building design are all discussed in the context of natural and artificial light. Two case studies and five references are included. 15p.

Describes a research program that has been initiated to quantify the effects of simultaneous control of indoor exposures (i.e., thermal, indoor air quality or IAQ, lighting, and acoustics) on specific measures of human response, student and teacher performance, and productivity. The pilot study is being conducted in six elementary schools in Montgomery County Maryland. Two matched triplets of schools have been selected, each with three 3rd grade and three 4th grade classrooms. Exposure, questionnaire, and system performance data are being acquired periodically before and after interventions. (Includes five references.) 6p.

This publication highlights some of the benefits of proper daylighting design in educational facilities, discusses energy efficient electric lighting choices schools can make that are long lasting and require little maintenance, and offers six steps for designing lighting systems that use half the energy of earlier conventional designs. Several light sources and systems are listed along with their mean lumens per watt, luminary usage, and types of school spaces where they would be used.(Contains three references). 6p.

This is a guide for identifying needs, specification and installation of emergency and security lighting systems, including the latest technical developments such as low-energy systems for extended-period lighting. 224p

This brief highlights the problem that poor or inappropriate lighting in schools can adversely affect children's health and their ability to learn. It discusses the benefits of using daylight or full-spectrum lighting for healthier students, citing studies that reported that students had fewer cavities, gained weight and grew in height more than students in non-daylit classrooms, and demonstrated better work habits and improved academic performance. 4p

The aims of this document are: (1) to enable school and college administrators to brief their architects on appropriate provision of lighting, and (2) to enable lighting designers to check that the criteria they apply are consistent with good current practice. The scope is restricted to learning and study activities and associated circulation. Reference should be made to the current "IESNA Lighting Handbook" and to the latest versions of other "Recommended Practices" for guidance on lighting spaces in school and college campuses that provide for supplemental activities, such as administration areas, sports facilities, and residential accommodations. This document addresses all levels of education from preschool to continuing professional development. The document's sections address: (1) the role of lighting in educational facilities (support of instructional media, lighting for visual tasks, ambience, meeting the needs of the physically challenged, and lighting for safety); (2) instructional spaces and associated areas (general-purpose classrooms, specialized classrooms, resource study areas, seminar rooms, large teaching spaces, and circulation); (3) lighting design considerations (the learning environment, psychological aspects, lighting quality issues, lighting maintenance, energy management, cost considerations, and government codes); (4) the lighting system (general, the luminaire, daylighting, lighting controls, and emergency lighting); (5) life cycle cost benefit analysis (life cycle cost benefit analysis concept, equivalent annual cost method, and total present value method); and (6) measurement of lighting performance. 50p.

This videotape highlights the degree of school-building deterioration in America and the problems this causes for teaching and learning. It also describes the Energy Smart School campaign and details the factors needed in building an Energy Smart School. The video suggests that to build schools that last and to recoup some of the building expense, schools should be designed to be more energy efficient. Energy efficient strategies are detailed under the following energy saving categories: building envelope features; renewable energy sources; and indoor air quality. Several schools are highlighted for their energy savings features: a California school successfully addressed its Urban Heat Island problem; an elementary school in New Hampshire improved its poor indoor air quality; a Massachusetts school improved its lighting to not only be cost effective but also better meet students' learning needs. The video also examines how innovative design techniques helped a renovated school become a community center.

This comprehensive volume incudes explanations of lighting concepts, techniques, applications, procedures and systems, as well as detailed definitions, tasks, charts and diagrams. This is an indispensable reference for industry professionals and is known as the "Bible of Lighting."

Examines the impact that lighting and color in classrooms have on learning and teaching. Provides excerpts from research on the roles of lighting and color in the educational environment, such as their effect on student concentration, performance, health, behavior, and attitudes. Suggests recommendations for improving lighting and color to enhance student productivity and help reduce absenteeism. 4p.

This British publication guides architects and engineers through the process of lighting design in the context of the recommended constructional standards for schools and the various types of spaces and activities found in schools. It identifies the determining factors of good lighting design as architectural integration, task and activity lighting, visual amenity, cost, maintenance, and energy efficiency. Further, it describes the calculation methods and design tools that can be used at the early stages of a project and shows, using theory and examples, how to achieve a synthesis between daylight and electric light. 88p.

Compact Fluorescent lamps should be on every Green Lights participant's most wanted list. The practical and aesthetic features of today's high-quality, energy-efficient compact fluorescents have created strong demand.

Given today's retrofit lighting technologies, it is possible to upgrade a fluorescent lighting system to achieve desired efficiency and visual comfort without having to replace the luminaire. However, many end-users may find that it can be more cost-effective to purchase and install new, energy-efficient luminaires rather than to "rebuild" existing luminaires. Restoring the performance of relatively old luminaires may involve removing lamps and ballasts, disconnecting and/or relocating lamp sockets, and installing a combination of new ballasts, reflectors, lamps, and lenses or louvers. Higher equipment costs for upgrading with new luminaires that yield the same efficiency and visual comfort are often offset by labor savings.

While saving energy, Battle Ground School District in Clark County has reduced vandalism to almost zero with a policy to darken campus after 10:30 p.m. Spokane School District and Riverside School District have been experiencing similar results for over six years. The article documents decreased vandalism and energy savings when school grounds are darkened after nighttime use, citing case studies in California, Texas, and Washington state.

Discusses daylinghting in schools, including a brief history of daylight in schools, explaining its political/critical strategies and the natural tendency for people to turn towards the source of light, or as it is called "phototropism" and its importance in the design of lighting in schools. Case studies of British schools from recent decades that address daylighting with varying degrees of success are included. 26p.

Reports on how the use of full-spectrum lamps installed in eight experimental classrooms decreased anxiety, depression, and inattention due to Seasonal Affective Disorder (S.A.D.). Biological responses to light and its spectra are detailed, and earlier studies of lighting in schools are reviewed. 63p.

Article cites successful examples from Oregon, California, and Texas, of reductions in vandalism and increased energy savings when schools keep outdoor lights out at night after hours. So called 'Dark Campus' policies include hours for blackout, usually 11:00pm to 6:00am, notices to staff and students and local law enforcement that building is off-limits during those hours, signage, and blocked or reduced access to grounds at night. 2p.

Discusses outdoor lighting at Wesleyan University from 1976 to 1989 and its relation to the incidence of outdoor crime at night. Empirical evidence showed no statistically significant evidence that street lighting impacted the level of crime. The data showed a trend away from outdoor nighttime crime incidents when the campus was less brightly lit, when modifications to earlier lighting to reduce glare and lighting trespass were installed. 2p.

This study determines the performance levels, energy savings, and occupant acceptance of occupancy sensors that were installed in a Florida small office building and two elementary schools. Performance data was collected in 15-minute intervals. Aggregate time-of-day lighting load profiles were compared before and after the installation and throughout the commissioning period when the sensors were tuned for optimum performance. Data reveal a 10 percent savings in energy usage in one of the two schools where sensors were installed in classrooms, the cafeteria, and administrative offices. Improper sensor installation, set-up, and faulty user operation inhibited energy performance in the other school. Also, sensor malfunctions adversely effected the energy savings in the office building; following their corrections, energy savings improvements were noted. All three case studies suggest that occupancy sensors can provide savings in a variety of building types. However, it is noted that savings will greatly vary due to occupancy patterns, and previous method of control and lighting load. It was determined that savings and user acceptance for areas selected for control by occupancy sensors are influenced by proper sensor selection, location, and controls commissioning. 15p.

The quality of indoor lighting can influence task performance, social interaction and communication, health and safety, visual comfort, student behavior, and aesthetic judgments. These by-products of lighting are examined in this literature review in an effort to define the conditions that are associated with good lighting quality. Lighting quality has been debated among lighting professionals for two decades but with little advancement due to a lack of reliable empirical evidence. Since economic considerations have driven much lighting research, most investigations have focused on lighting for offices. This literature review focuses on office lighting applications, although lighting in other settings, such as schools, is also considered. The review begins with research on the luminous environment, including its influence on social interaction and communication (i.e., findings reveal that higher luminance induced female students to communicate more). Other studies found that both male and female university students rated higher illuminance more favorably than low illuminance, yet such illuminance had no effect on self-reported stress, well-being, or fatigue. Other areas investigated include daylight, luminance distribution and illuminance uniformity across rooms, preference judgments, discomfort, and visual display terminals. Contains approximately 175 references. 58p.

This report describe a Florida study replacing conventional light switches with passive infrared or ultrasonic sensing systems to control classroom lighting in an elementary school to determine the performance of such controls in saving energy. A before-and-after monitoring protocol was used for 33 classrooms and 7 offices in which electrical demand data were collected. Data comparing pre- and post-retrofit periods show sensors achieved an average of 10 percent savings with greater reductions to total energy due to reduced load on the air conditioning system. It is noted that the school already had considerable energy efficient use of lighting as well as having a T8 system, so the benefits are considered to be the minimum a facility can expect to achieve through sensor use. Including costs of installation and commissioning, the payback of the occupancy sensor retrofit was 5 years with a 21 percent simple rate of return from the investment. 25p.

This report examines both electric lighting and daylighting, listing criteria to determine the correct equipment for a school renovation or building project. The report examines the use of prismatic lenses; parabolic louvers; and indirect lighting, including the cost savings of using indirect lighting. The report indicates that there is no clear answer about which lighting system to select; it includes a table of pros and cons of each system to aid in decision making. (Contains 2 references).

A Florida elementary school cafeteria, retrofitted with a fluorescent lighting system that dims in response to available daylight, was evaluated through real time measurement of lighting and air conditioning power, work plane illumination, and interior/exterior site conditions. The new system produced a 27 percent reduction in lighting power due to dimming. Lower than expected dimming system performance was observed prior to effective commissioning. Difficulties encountered are discussed, as are recommendations for performance improvements. 9p.

This study examined the effects of color and light on the learning of eleven six-year-old elementary school students. The students were videotaped to identify off-task behaviors and had their blood pressure measured while in a standard classroom with white walls and cool-white fluorescent lights, as well as in a classroom with light blue walls and full-spectrum lights. The study found that the students accumulated a total of 390 off-task behaviors in the standard classroom compared to 310 in the modified classroom, a decrease of 22 percent. It also found that students' mean blood pressure readings were nine percent lower in the modified classroom when compared to their readings in the standard classroom. 10p.

Recent years have shown a rise in crimes committed in English schools necessitating the need to formulate security policies. This document examines the use of security lighting and provides guidance and technical advice on policy to assist those responsible for design, specification, purchase, installation, maintenance, operation, and management of security lighting systems for educational buildings. Concluding sections list and categorize the types of lamps and luminaries that are available, highlight case studies showing types of lighting needs of educational facilities and their associated costs, and provide a glossary of lighting terms. 27p.

This study compared children's off-task behavior and physiological response in a normal elementary classroom setting with those in a prescribed classroom environment. In the prescribed environment, the colors of the classroom walls were changed from brown and off-white to blue, while Duro-test Vita-lite fluorescent tubes without diffusers replaced the standard cool-white fluorescent tubes with diffusers in the lighting fixtures. Eleven first-graders took part in the study, which measured their off-task behaviors, blood pressure, and pulse twice each day at the same time each day for 10-day periods in the original classroom environment, then in the prescribed environment, and back in the original environment. Results indicated that off-task behaviors, as recorded by three observers, dropped 24 percent after the change from the normal to the prescribed environment, and that systolic blood pressure readings dropped 9 percent after the change. Blood pressure readings demonstrated a gradual increase after the return to the normal environment. (Observer credentials and blood pressure and pulse readings are appended. Contains 126 references.) 183p.

This report describes a 2-year study of the effects of various lighting systems on elementary school students' dental health, attendance, growth and development, vision, and academic achievement. The four light types used were: (1) full spectrum fluorescent; (2) full spectrum fluorescent with ultraviolet light supplements; (3) cool white fluorescent; and (4) high pressure sodium vapor. Data on students were collected before and after the study. Results indicated that over a 2-year period, students who received ultraviolet light supplements had better attendance, greater gains in height and weight, and better academic performance than did students who did not receive the supplements. Students under the high pressure sodium vapor lighting had the slowest rates of growth in height and academic achievement and the lowest attendance. It was concluded that lighting systems have important nonvisual effects on students who are exposed to them over long periods of time. Implications for facility planning are considered and recommendations regarding lighting for classrooms are offered. 68p.

Identifies critical areas of concern related to healthy school buildings. Questionnaires were sent to 53 ecologists and 11 experienced school architects. The respondents identified ten areas of concern: heating, cooling, and ventilation; pest controls; cleaning; chemicals; fragrances; site selection; lighting; remodeling; floors; and art supplies. There was no significant difference in the judgments of the ecologists and architects involved in this study. 260p.

This intensive research study utilized a quasi-experimental non-equivalent control group design to investigate the effects of full-spectrum light, prescribed color and light/color combinations, ultra-violet light, and electromagnetic radiation in an elementary school environment. Four schools in the Wetaskiwin School District, Alberta, were involved in the study; three served as experimental groups and one as a control group. Independent variables were exposure to full-spectrum light or prescribed cool colors for teachers and prescribed warm colors for students or a combination of light and color treatments, ultraviolet light for a sample of grade five students, and elimination of electromagnetic radiation for a sample of grade three students. Dependent variables were primarily student academic, physiological, and affective outcomes and also included blood pressure as a teacher physiological measure. A pre-experimental static-group comparison design was used in the investigation of mood and noise. Overall results support a call for additional field-based and laboratory research into the effects of color, light, and color/light combinations. Findings regarding the beneficial effects of ultraviolet light and reduction of electromagnetic radiation in the school environment support strong recommendations for further study of these effects. An extensive literature review of research findings on light and color is included in the report, which also contains 58 tables, 12 figures, and a bibliography. 219p.

Presents results of measuring and analyzing eighteen significantly different classroom lighting systems in order to determine how contrasts from different light sources affect the ability to see visual tasks in the school room. Using criteria and techniques established from previous lighting research, the lighting systems are evaluated according to their characteristics regarding contrast rendition of pencil handwriting. The comparisons and conclusions presented should be helpful in selecting classroom lighting systems. 105p.

Addresses the role of light and sight in learning, explaining aspects of visual development in children, anatomy and physiology of the eye, eye care and protection, the physics of light, light and seeing, and environmental recommendations for schools and home study. 95p.

Briefly profiles sustainability efforts in schools, including recycling computers, centralized hibernation commands to computers, sophisticated HVAC systems that adjust to outdoor temperature and room occupancy, rainwater collection, and lighting that adjusts to ambient daylighting.

Reviews the increasing desirability for daylighting of classrooms. Old notions that windows contributed to HVAC load, lower security, and distraction of students have been replaced with those of daylighting being desirable due to the reduction of lighting costs, improvement of academic performance, and better attendance. Advice on reducing glare and six principles of good daylighting are included.

Advises on specification and installation of appropriate occupancy sensors for lighting control. Choosing the right technology, selecting a coverage pattern, planning the layout, specifying the sensors, installing, and commissioning are addressed.

Explains how induction lighting works, its advantageous long bulb life and natural spectrum, and its high initial cost. Areas in schools for which it is particularly recommended, as well as predicted advances in the technology are also discussed.

Discusses components of energy saving lighting controls, including intelligent relay panels, occupancy sensors, photosensors, dimming ballasts, and personal control devices.

Advises on reduction of school electricity costs through an audit of the lighting that identifies inefficient fixtures and bulbs, as well as unnecessary lighting in some places. An example from Wisconsin's Eau Claire Area School District illustrates the process.

Describes fluorescent lamp types, their maintenance considerations, light qualities, relamping strategies, and disposal or recycling of lamps.

Describes types of electronic waste, what can typically be refurbished, access to recycling, EPA designations for these wastes, and hazardous materials found in batteries, lamps, and cathode ray tubes.

Describes retro-commissioning of buildings for energy efficiency. Typical elements for scrutiny include lighting controls, HVAC systems, and the building envelope.

Discusses how high-intensity fluorescent (HIF) bulbs are replacing both incandescent and high-intensity discharge (HID) bulbs in schools. Grant money is often available to facilitate this replacement. Details of the energy saved, increased light output, and better color rendering of HIF's are also included.

Discusses the use of occupancy sensors to control lighting in common areas, with advice on selecting, installing, and regulating sensors.

Explores consideration for light bulb replacement, detailing material, storage, and labor costs as related to replacing bulbs only when they burn out, planned group replacement in an area at specified intervals, and contract relamping. Opportunities for electrical training, typical duties, and equipment involved in relamping are also covered.

Advises on inventory of fluorescent lamp purchase, use, and disposal; employee training for lamp handling and disposal; developing a purchasing and recycling plan; and choosing a lamp recycling company.

Reviews LEED recommendations for school lighting that encourages daylighting coordinated with the artificial lighting system. Brief examples of successful school daylighting programs are included, as are the advantages that daylighting offers to occupant performance.

Reviews lighting considerations for higher education event spaces, such as theatres and arenas. Retrofitting modern fixtures into existing facilities, inexpensive effects, and spectator expectations are addressed.

Describes landscape and lighting features that both conserve energy and offer increased security for a school facility.

Reviews some state and national incentives for improving institutional lighting control, and describes a variety of automated lighting control options, including integration of lighting and other systems via the Internet.

Evaluates a variety of promotional claims from full-spectrum lighting manufacturers, including remediation of ADHD in children, improved health and learning, and improved color rendering. The author advises that the research is insufficient and the benefits are possibly overstated at this time. This, in addition to the higher purchase and energy use of the lamps, indicates caution.

Describes this system, which provides school facility designers and specifiers with lighting that cuts energy use in half while providing light when and where it is needed. The system consists of indirect/direct lighting, plug and play wiring, quiet time switches, highly reflective surfaces, and flexible, easy-to-use controls.

Reviews the return of daylighting to schools, as well as recent advances in precision daylighting that avoids glare and has automated supplementation for overcast conditions.

This study presents a method for evaluating and optimising environmental comfort parameters of school buildings during the preliminary stages of design. In order to test the method, 39 existing public school building designs in the State of São Paulo, Brazil, had their plans analysed and characterised in relation to their influence on environmental comfort. Four aspects of comfort were considered: thermal, acoustic, natural lighting and functionality. Although conflicts between different comfort parameters are apparent, results show that multi-criteria optimisation can be applied as a design tool during the creative process. Maximisation of various aspects of comfort simultaneously was shown to be impossible, but compromise solutions could be found. [Authors' abstract]

Reviews architectural techniques and classroom organization that properly utilize daylight without glare, as well as complementary automated lighting controls that balance the available daylight and save energy.

Outlines findings from the Integrated Classroom Lighting System Project (ICLS) that describes the role of lighting in school energy consumption and learning.

Discusses proper night lighting that illuminates the intended campus area without excessive spill or glare, thus saving energy and avoiding the adverse environmental impact of a loss of night sky.

Describes progres in LED (light-emitting diode) illumination. These fixtures consume far less energy and last longer, but are still relatively expensive to produce and produce mixed results in quality of illumination.

Highlights practices within the five most popular ways to create a "green" school: lighting, indoor air quality, minimizing waste, HVAC systems, and water conservation.

Details the properties of high performance school buildings under the categories of building envelope, lighting, and HVAC and dehumidification. Initial verses operating costs are addressed, as are the benefits to health, comfort, efficiency, maintenance, commissioning, environmental responsibility, security, and good architecture. Includes five references.

Describes and artificial skylight system Harvard's Sever Hall that uses exterior photosensors to operate an LED "skylight" and mimic the changing daylight conditions outside.

Identifies six principles to follow when developing a school daylighting design. These principles involve building orientation, windows, assessment of tasks to be performed in particular areas, and integration of daylighting with building architecture and systems. Differing requirements for sidelighting and toplighting are covered as well.

This paper presents the results of an extensive post occupancy study of 15 schools in the city of Campinas, SP, Brazil. The learning environments were analyzed as to thermal, acoustical, visual, and functional comfort and possible simple solutions to improve the quality of the learning environment. Classrooms and recreation areas were observed and critical comfort conditions were measured with equipment. School directors, teachers, employees and students were questioned as to their perception and evaluation of the comfort conditions and given the opportunity to express their satisfaction and desires about their learning spaces. A low level of intervention toward comfort on the part of users was attributed to discipline codes that restrict student behavior.

Disputes ten persistent myths concerning lighting and the use of color in learning environments. Daylighting, thoughtful lamping, and use of a wide palette of color is encouraged.

Describes the background behind Sacramento State University's decision to switch to programmable logic controller (PLC) for its building systems, and the challenges encountered making the new and old systems compatible, reconciling the costs, and obtaining the resources and training for the conversion, and timing the changes.

This study aimed to investigate effects of the interior design of a counseling room on participants' self-disclosure and impressions of a counselor. The authors examined the effects of lighting and decorations. It tested four conditions crossing decorations (with or without home-like decorations) and type of lighting (bright or dim). Eighty undergraduate students (clients) were randomly assigned to one of the conditions and individually underwent a structured interview with an interviewer (a counselor) and then completed a questionnaire. The results showed that dim lighting yielded more pleasant and relaxed feelings, more favorable impressions of the interviewer, and more self-disclosure than did the bright lighting. However, the authors found no predominant pattern of the decorations. Thus, the pleasant and relaxed feelings related to dim lighting may well enhance the perceived attractiveness of a counselor and self-disclosure from clients. The results imply that interior design could influence communication and other relationships in counseling rooms. {Authors' abstract]

Discusses proper classroom illumination by direct and indirect natural, artificial, and reflected light. Suggestions for daylighting, glare reduction, flexibility, attractive installation, maintenance, and automatic controls are offered.

Describes a new standard for stairwell lighting, recently approved by the American National Standards Institute (ANSI), the Uniform Fire Code (NFPA 1), and the Life Safety Code (NFPA 101). The standard increases the footcandle requirement ten-fold, but the use of motion sensors and timers has been allowed in order to reduce energy consumption.