Author(s): |
Kennedy, Mike |
Source: |
American School & University, v75 n5 p20-23 Jan 2003 |
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Building Operation; Energy Management; Facilities Management; Money Management
Abstract:
Offers ten suggestions for schools and universities to maximize their budgets: energy upgrades, security technology, maintenance management systems, partnerships, modernized washrooms, windows, facilities assessment, outsourcing, alternative fuels, and building commissioning. (EV)
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Author(s): |
N/A |
Source: |
N/A |
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Reports - Research; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Building Operation; Conservation (Environment); Cost Effectiveness; Energy Conservation; Energy Management; Foreign Countries; Higher Education; Policy Formation; Sustainable Development; Utilities
Abstract:
This Value for Money project provides an update of the 1996 "Energy Management Study in the Higher Education Sector: National Report." It reviews the management arrangement for utilities in the higher education (HE) sector, and it identifies key actions and future issues that must be addressed by HE institutions in developing a strategic policy framework for sustainability that includes energy management. Three sections examine: (1) "Utilities Management in the HE Sector" (e.g., sector profiles, specific issues for energy management, monitoring and targeting systems, and technology design); (2) "Sustainability Framework for the HE Sector" (e.g., estates strategy, energy policy, energy management, sources of external funding, and sector initiatives); and (3) "Future Issues" (legislation, drivers for sustainability, energy targets, government bodies, energy service companies, climate change levy, and accountability and assurance). The appendixes include: study background; membership of working groups; participating higher education institutions; communication matrix questionnaire and results; checklists and other resources; glossary, bibliography, and additional sources; summary of ShareFair HE energy management network events; drivers for sustainable estates management in the FHE sector; external drivers for integrating sustainability into estates management in the HE sector; and case studies. (SM)
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Building Operation; Community Based Instruction (Disabilities); Daily Living Skills; Demonstration Programs; Disabilities; Education Work Relationship; Educational Practices; Equipment Maintenance; Food Service; Hospitality Occupations; Integrated Curriculum; Interpersonal Competence; Job Skills; Landscaping; Laundry Drycleaning Occupations; Models; Office Occupations; Partnerships in Education; Program Effectiveness; Program Implementation; School Business Relationship; Skill Development; Special Education; Supported Employment; Transitional Programs; Transportation; Tutors; Work Experience Programs
Abstract:
The Continental Project is a school-to-work transition program for students with disabilities. The 6-year old program, which is located at a country club and golf course, serves more than 20 students per year and has successfully transitioned 45 young adults with moderate to severe handicaps into the workforce. The program is a cooperative effort of the Continental Country Club, Flagstaff Public Schools, Flagstaff Chamber of Commerce Education Committee, and Mountain Linen Company. Students receive on-the-job training in paid positions. The program's paid work experiences integrate training in work skills, social competence, and life skills. The program also includes job coaches who provide continued support for students once they have been placed in competitive employment and a van to transport students to the job site. Participating students rotate through various assignments, including food and beverage preparation, handling reservations, assembling mailings of newsletters, landscaping, general maintenance, working in the laundry area, and repairing linens. Students work at their job site 4 hours each morning and spend their afternoons in a classroom on the clubhouse's second floor. Students stay in the program until they acquire the skills needed to succeed in competitive employment or until they turn 22. The program serves a mix of Native American, Mexican American, White, and African American students. (Contains 10 references.) (MN)
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