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The effect of indoor environmental conditions in classrooms of The Netherlands on educational outcome

Teachers and students need good learning environments to perform well. In this study, it is pre-supposed that the spatial properties of classrooms are important facilitators of the educational process. Ideally, school buildings in general and classrooms in particular should influence the educational process positively by providing a healthy and comfortable built environment. A healthy and comfortable indoor environment is provided by optimal conditions for IAQ, thermal comfort, acoustic comfort and visual comfort. A pleasant temperature, fresh air, good soundscape and lighting conditions will support the in-class tasks of lecturers and students. But do schools provide optimal environmental learning conditions? Maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students. A first orientating literature study reveals that that classroom conditions are far from optimal and in some cases even unhealthy and affect the performance of teachers and students negatively. Overall, evidence suggests that poor indoor environment quality in schools is common and adversely influences the performance and attendance of students, primarily through health effects from indoor pollutants. Based on this evidence, it is highly recommended to improve environmental conditions in classrooms in higher education in The Netherlands by offering a better indoor air quality and thermal conditions and by improving the acoustic and lighting conditions.

Computerized assessment of the acoustics of progressive aphasia

From the introduction: "There are two variants of fronto-temporal dementia: a behavioral variant (behavioral FTD, bvFTD, Neary et al. (1998)), which causes changes in behavior and personality but leaves syntax, phonology and semantics relatively intact, and a variant that causes impairments in the language processing system (Primary Progessive Aphasia, PPA (Gorno-Tempini et al., 2004). PPA can be subdivided into subtypes fluent (fluent but empty speech, comprehension of word meaning is affected / `semantic dementia') and non-fluent (agrammatism, hesitant or labored speech, word finding problems). Some identify logopenic aphasia as a FTD-variant: fluent aphasia with anomia but intact object recognition and underlying word meaning."

How to measure campus interactions

Textiles for protection at the workplace

This report was produced within the framework of the RAAK PRP project ‘Veiligheid op de werkvloer’. Personal protective equipment (PPE) is used on a daily basis by millions of people all over the EU, voluntarily or as a result of EU legislation. In this report we deal specifically with the textile/garment aspects of PPE. In this context we must consider the fact that PPE encompasses a huge area with hundreds of different applications of materials and systems tuned to specific needs;from a materials point of view it represents a complex area due to the large diversity of labour conditions. Textiles and clothing represent an area where PPE is an important area of attention. On a global scale it is an area of much research. Safety and comfort are becoming more and more important and these aspects must be in balance. Uncomfortable systems will not be used and put safe working at risk. Thus there is a continuous need for technological innovation to improve the effectiveness of PPE systems. Specialization and specific combinations aimed at use under well-defined conditions contributes to finding a good balance between comfort and safety. The design of products, taking into account the individual needs represent an area of intensive research: Safety directed ‘fashion design’.The ultimate goal is the development of proactive systems by which workers (but capital goods as well) are optimally protected. There is also a lot of attention for maintenance and cleaning since protective functions may deteriorate as a result of cleaning processes. Another important point is standardization because producers need directions for product development and supply of goods. In our overview we make a distinction between static and dynamic systems. Static systems provide passive protection, simply by being a part of an equipment that separates the worker from the danger zone. Dynamic systems are more ‘intelligent’ because these can react to stimuli and subsequently can take action. These dynamic systems use sensors, communication technology and actuators. From this research the following may be concluded: 1. Safety is obtained by choice of materials for a textile construction, including the use of coatings with special properties, application of specific additives and he use of special designed fibre shapes. 2. The architecture and ultimate construction and the combinations with other materials result in products that respond adequately. This is of great importance because of the balance comfort – safety. But a lot can be improved in this respect. 3. Insight in human behaviour, ambient intelligence and systems technology will lead to new routes for product development and a more active approach and higher levels of safety on the work floor. Consequently there is a lot of research going on that is aimed at improved materials and systems. Also due to the enormous research area of smart textiles a lot of development is aimed at the integration of new technology for application in PPE. This results in complex products that enhance both passive and active safety. Especially the commissioners, government and industry, must pay a lot of attention to specifying the required properties that a product should meet under the specific conditions. This has a cost aspect as well because production volumes are usually not that large if for small groups of products specific demands are defined. We expect that through the technology that is being developed in the scope of mass customization production technologies will be developed that allows production at acceptable cost, but still aimed at products that have specific properties for unique application areas. Purchasing is now being practiced through large procurements. We must than consider the fact that specification takes place on the basis of functionality. In that case we should move away from the current cost focus but the attention should shift towards the life cycle

Creating the Difference

‘Creating the Difference’ is the theme of the 2014 edition of the Chi Sparks conference. It is also the challenge that the Human-Computer Interaction (HCI) community is facing today. HCI is a creative field where practitioners engage in design, production, and evaluation of interactions between people and digital technology. Creating excellent interfaces for people, they make a difference in media and systems that people are eager to use. Usability and user experience are fundamental for achieving this, as are abilities at the forefront of technology, but key to a successful difference is getting the right concepts, addressing genuine, intrinsic, human needs. Researchers and practitioners contribute to this area from theory as well as practice by sharing, discussing, and demonstrating new ideas and developments. This is how HCI creates a difference for society, for individuals, businesses, education, and organizations. The difference that an interactive product or service makes might lie in the concept of it but also in the making, the creation of details and the realisation. It is through powerful concepts and exceptional quality of realisation that innovation is truly achieved. At the Chi Sparks 2014 conference, researchers and practitioners in the HCI community convene to share and discuss their efforts on researching and developing methods, techniques, products, and services that enable people to have better interactions with systems and other people. The conference is hosted at The Hague University of Applied Sciences, and proudly built upon the previous conferences in Arnhem (2011) and Leiden (2009). Copyright van de individuele papers ligt bij de betreffende auteurs.

The effect of indoor air quality in Dutch higher education classrooms on students' health and performance

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.