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      Optimal Renovation Strategies for Education Buildings—A Novel BIM–BPM–BEM Framework

      Sustainability
      MDPI AG

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          Abstract

          The aim of this paper is to propose a novel building information model (BIM)–building performance model (BPM)–building environmental model (BEM) framework to identify the most energy-efficient and cost-effective strategies for the renovation of existing education buildings to achieve the nearly zero-energy goal while minimizing the environmental impact. A case building, the University of Maryland’s Architecture Building, was used to demonstrate the validity of the framework and a set of building performance indicators—including energy performance, environmental impacts, and occupant satisfaction—were used to evaluate renovation strategies. Additionally, this novel framework further demonstrated the interoperability among different digital tools and platforms. Lastly, following a detailed analysis and measurements, the case study results highlighted a particular energy profile as well as the retrofit needs of education buildings. Eight different renovation packages were analyzed with the top-ranking package indicating an energy saving of 62%, carbon emissions reduction of 84%, and long-term cost savings of 53%, albeit with a relatively high initial cost. The most preferable package ranked second in all categories, with a moderate initial cost.

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          Life cycle energy and environmental performance of a new university building: modeling challenges and design implications

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            Enhancing environmental sustainability over building life cycles through green BIM: A review

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              Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the northeastern United States.

              To determine relationships between physical fitness and academic achievement in diverse, urban public school children. This cross-sectional study used public school data from 2004 to 2005. Academic achievement was assessed as a passing score on Massachusetts Comprehensive Assessment System (MCAS) achievement tests in Mathematics (fourth, sixth, and eighth grade, n = 1103) and in English (fourth and seventh grade, n = 744). Fitness achievement was assessed as the number of physical fitness tests passed during physical education (PE). Multivariate logistic regression analyses were conducted to assess the probability of passing the MCAS tests, controlling for students' weight status (BMI z score), ethnicity, gender, grade, and socioeconomic status (school lunch enrollment). The odds of passing both the MCAS Mathematics test and the MCAS English test increased as the number of fitness tests passed increased (p < .0001 and p < .05, respectively). Results show statistically significant relationships between fitness and academic achievement, though the direction of causation is not known. While more research is required, promoting fitness by increasing opportunities for physical activity during PE, recess, and out of school time may support academic achievement.
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                Author and article information

                Journal
                SUSTDE
                Sustainability
                Sustainability
                MDPI AG
                2071-1050
                September 2018
                September 14 2018
                : 10
                : 9
                : 3287
                Article
                10.3390/su10093287
                53bfcb05-7232-4a64-aac5-fe2b871fcfef
                © 2018

                https://creativecommons.org/licenses/by/4.0/

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