ethanporcaro/eric-fulltext-meta huggingface dataset:
WBDG: A Resource for All
Author: Brodt, Bill
Date: 2009-00-00
Type: Journal Articles
Subjects: Building Design,Education Courses,Continuing Education,Nonprofit Organizations,Labor Force Development,Guidance Programs,Web Sites,Shared Resources and Services,Program Administration,Maintenance,Operations Research,Information Sources,Program Descriptions,Educational Resources

The Whole Building Design Guide (WBDG) (www.wbdg.org) is the only Web-based portal providing government and industry practitioners with one-stop access to up-to-date information on a wide range of building-related guidance, criteria, and technology from a "whole buildings" perspective. The resource is a product of the National Institute of Building Sciences (NIBS), a non-government, nonprofit organization that was established by Congress in 1974 but now operates on its own. The Institute was established to build a bridge between the private and public sector. The Whole Building Design Guide is a great example of the role the Institute was meant to play. Also unique is that the Institute is required by its legislation to represent practitioners in all these building industry segments: architects, engineers, contractors, insurers, unions, manufacturers, legal, housing, vendors, owners, consumers, state & federal government, codes & standards, and testing. This makes www.wbdg.org the perfect place for a whole buildings resource tool. The WBDG is organized into three major categories: (1) Design Guidance; (2) Project Management; and (3) Operations & Maintenance (O&M). The WBDG now offers several continuing education courses built upon the content of the WBDG.
Revisiting and Rewriting Early Career Encounters: Reconstructing One &quot;Identity Defining&quot; Moment
Author: Yoo, Joanne
Date: 2011-03-00
Type: Journal Articles
Subjects: Self Concept,Knowledge Base for Teaching,Beginning Teachers,Teacher Burnout,Teaching Conditions,Identification (Psychology),Empowerment,Personal Narratives,College Faculty,Foreign Countries,Emotional Response,Teacher Competencies

There has been much research conducted into the effects of early career experiences on future practice. The research indicates that early career academics are particularly susceptible to burnout, as they are still developing their professional knowledge base, and are therefore more reliant on their theoretical knowledge or idealism to interpret practice. They may also be more self-critical and may begin identifying with their negative self-perceptions. The current article describes the importance of re-storying the negative perceptions of one's early career practices; it asserts how hidden stories can encourage beliefs of incompetency that continue to disempower teacher practice. To illustrate, it introduces a narrative of an experienced practitioner, who re-stories a particularly negative early career encounter to construct a more positive self-identity. This narrative seeks to demonstrate how teachers can become vibrant and self-empowered professionals by mentoring the vulnerable selfhoods that exist within their negative tellings.
A Cradle-to-Grave Integrated Approach to Using UNIFORMAT II
Author: Schneider, Richard C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Construction Industry,School Construction,Classification,Life Cycle Costing,Standards,Higher Education,Reliability,Audits (Verification),Inspection,Parks,Holistic Approach,Construction (Process)

The ASTM E1557/UNIFORMAT II standard is a three-level, function-oriented classification which links the schematic phase Preliminary Project Descriptions (PPD), based on Construction Standard Institute (CSI) Practice FF/180, to elemental cost estimates based on R.S. Means Cost Data. With the UNIFORMAT II Standard Classification for Building Elements and Related Site work, stakeholders (owners, operators, design professionals, contractors) can effectively start adding value engineering to the process earlier, at the schematic design phase of a project--before irreversible decisions are taken and numerous cost-saving opportunities lost. The new and enhanced four level version of UNIFORMAT II was released in 1993 by American Society for Testing and Material (ASTM). In essence it was refined around a &quot;holistic&quot; life-cycle approach or cradle-to-grave concept. This article presents one such approach for both Higher Education and one of the most progressive asset management governmental agencies, the U.S. National Park Service (NPS). Since higher education is not a single agency and a bit like herding cats, this article makes a compelling argument to adopt this integrated approach from planning through to construction, operations and demolition. UNIFORMAT II currently integrates and overlays all five phases of the Building Life Cycle: (1) planning; (2) programming; (3) design; (4) construction; and (5) operations. With ASTM and CSI supporting the use of UNIFORMAT in North America, it is anticipated that the classification will gain widespread acceptance and save the construction industry significant sums of money resulting from the use as the industry gold standard. (Contains 8 figures.)
Give Me Liberty or Give Me Brick
Author: Gratto, Fred
Date: 2009-00-00
Type: Journal Articles
Subjects: Campuses,Masonry,Universities,Physical Environment,Facilities Management

Universities want a lot of things such as high quality students, excellent faculty, supportive alumni, high quality academic programs, a great football team, a beautiful campus, and a good reputation. They also want students to learn. One typically thinks of learning as taking place only in classrooms but research has confirmed that students establish relationships and learn from each other on campus in environments outside the classroom. Settings such as courtyards, patios, or a grassy knoll can contribute to the learning experience. A brick plaza, for example, can be a quaint space that provides seating, an opportunity to linger and meet with friends and, one day, memories of special days at one's alma mater. This article describes how bricks have cleaned up the University of Florida's large campus, creating friendly places for people to spend time with each other. (Contains 5 notes.)
From Campus Tug-of-War to Pulling Together: Using the Lean Approach
Author: MacIntyre, Stephen
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Facilities Planning,School Maintenance,Holistic Approach,Facilities Management,Performance Technology,Change Strategies,Strategic Planning,Models

Some days seem like bouts in an endless game of tug-of-war. At one end of the rope, facilities professionals must do more--tackle deferred maintenance, develop a climate strategy, and meet the energy and operational needs for a complex mix of building types and stakeholders. Tugging on the other end are the obstacles of less money, staff, and support. Many facilities professionals are faced with accomplishing more with fewer resources, all while managing stakeholders with competing interests. The value and obstacles on campus may change over time, but the effects remain--frustrated facilities staff, suboptimal decision making, lack of buy-in, and competing priorities. This article is an introduction to "lean," a value-focused approach that prioritizes customer value and respect for workers, while reducing system wastes and costs and removing obstacles to stakeholder value. By using "lean" principles, and understanding where waste comes from, facilities professionals can take a holistic approach to identifying value, removing waste, and building value within departments and across campus.
Making It Stick
Author: Ewers, Justin
Date: 2009-00-00
Type: Journal Articles
Subjects: Meetings,Public Speaking,Rhetorical Invention,Communication Skills,Communication Strategies,Relevance (Education),Efficiency,Story Telling,Sustainability,Credibility,Recall (Psychology),Administrator Effectiveness

It seems to happen every day. A meeting is called to outline a new strategy or sales plan. Down go the lights and up goes the PowerPoint. Strange phrases appear--&quot;unlocking shareholder value,&quot; &quot;technology-focused innovation,&quot; &quot;maximizing utility.&quot; Lists of numbers come and go. Bullet point by bullet point, the company's goals float across the screen. Eyes glaze over. Some ideas have longer shelf lives than others. Nike said &quot;Just do it,&quot; and people did. John F. Kennedy announced that the U.S. would put a man on the moon in under 10 years--and it happened. Most managers can't get their employees to remember the salient points of their last presentation. In &quot;Made to Stick: Why Some Ideas Survive and Others Die,&quot; brothers Chip and Dan Heath aim to change that. Chip, a professor of organizational behavior at the Stanford Graduate School of Business, and Dan, a consultant at Duke Corporate Education, argue that great ideas are made, not born--and that businesses can drastically improve their messages. Drawing on the work of psychologists, education researchers, and political scientists, the Heaths identify six traits they think all great ideas--from urban legends to public policy to product design--have in common. Call it the tipping point for the How to Win Friends and Influence People set. The Heaths' own big idea is already generating business school buzz. The author spoke with the Heaths about the six things managers can do to tap into their inner JFK and keep employees awake: (1) simplicity; (2) unexpectedness; (3) concreteness; (4) credibility; (5) emotion; and (6) stories.
Lessons from Cacti: How to Survive the Prickles of Life during Tough Times
Author: Bigger, Alan S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Barriers,Educational Facilities,Facilities Management,Economic Impact,Coping,Change Strategies,Stress Management,Stress Variables,Vignettes

The saguaro cactus looked a little like humans, in different shapes and sizes. How on earth do they survive in a climate that seems so inhospitable? It is possible to learn lessons for life from a cactus, if one can only get beyond the thorns, and that these lessons will assist one to survive during tough or prickly times. These plants survive under great stress of duress, day in and day out, yet in their splendor they can grow to over 50 feet high, weigh eight tons, and live to be well over 100 years old. Like the cacti in the desert there is no doubt that the facilities industry is going through some trying times and that facilities professionals are all under a lot of stress. This article discusses lessons from the saguaro that may be applied to individual and professional lives on a daily basis.
Optimism and Strategic Renewal: A Profile of President Polly Pinney
Author: Thaler-Carter, Ruth E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Strategic Planning,Facilities Management,Labor Relations,Human Resources,Presidents,Profiles,Change Strategies,Organizational Change,Career Development,Goal Orientation,Change Agents

Today's challenging economy affects everyone, including APPA and its member institutions. In such trying times, institutions and organizations need strong leadership, optimism, and a willingness to revisit basic principles--and that is exactly what Polly Pinney plans to bring to APPA as its new President. Her theme for her presidential year, "Honing the Brilliance--A Time of Strategic Renewal," makes her focus clear. Pinney, executive director of facilities management at Arizona State University (ASU) in Tempe, came to facilities management from an untraditional route, and the same can be said about her path to her current professional position and her role in APPA. Pinney's "untraditional route" to her career in facilities management started with a bachelor's degree in theatre and communications and a master's degree in management, both from the University of South Dakota. She started out as a director of human resources and director of training and development for the South Dakota Department of Labor. She joined ASU in a labor relations position for Facilities Management. Once launched in facilities management, she made steady and impressive progress toward her current position. Pinney takes her facilities management skills to communities outside ASU and APPA. For five years, she taught on issues related to the management of facilities organizations and strategic planning to facilities professionals in the Salt River Pima Maricopa Indian community. She is also committed to continuing APPA's progress in diversity, in particular for women in the field. For Pinney, facilities management remains an exciting, fulfilling profession, and is one she wholeheartedly recommends to current students. Despite the challenging times, Pinney believes that APPA's future is extremely bright.
Strategic Decisions & Staff Collaboration Highlight the 2009 Award for Excellence Winners
Author: Becker, J. Thomas
Date: 2009-00-00
Type: Journal Articles
Subjects: Recognition (Achievement),Facilities Management,Awards,Operations Research,Strategic Planning,Program Evaluation,Institutional Evaluation,Self Evaluation (Groups),Facility Improvement,Improvement Programs,Evaluation Criteria,Institutional Characteristics,Collegiality

APPA's highest institutional honor, the Award for Excellence (AFE) in Facilities Management, recognizes those educational institutions whose facilities management organizations demonstrate quality in overall operations and effectiveness. Fewer than 40 institutions have received this distinct honor. The Award for Excellence is based on a set of criteria, which include: (1) Leadership; (2) Strategic and Operational Planning; (3) Customer Focus; (4) Information and Analysis; (5) Development and Management of Human Resources; (6) Process Management; and (7) Performance Results. Evaluation for the award consists of two parts: a self-evaluation addressing specific, stringent criteria, and a site visit by a team from APPA's Professional Affairs Committee to confirm the accuracy of the self-assessment. Applying for and receiving the AFE is no small task for an institution. It takes teamwork from everyone within the facilities organization and requires coordination and motivation from the top levels of leadership. This year, four schools applied for the award, and the Professional Affairs Committee selected three for recognition. They were: (1) Philadelphia University; (2) University of North Florida; and (3) University of West Georgia.
Creativity Marks the 2009 Effective and Innovative Practices Award Winners
Author: Jackson, Charles A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Awards,Creativity,Innovation,Teamwork,Employees,Educational Facilities Improvement,Recognition (Achievement),Safety,Training,Utilities,Delivery Systems,Energy Management,Ownership,Documentation,Productivity

APPA's Effective &amp; Innovative Practices Award continues to highlight an ever-growing list of creative and practical programs and processes that enhance and transform service delivery, lower costs, increase productivity, improve customer service, generate revenue, or otherwise benefit an educational institution. The five 2009 award-winning entries focus on small renovation projects, employee recognition, utilities distribution systems, safety training, and capital asset documentation. They were: (1) University of North Texas; (2) University of Texas at Austin; (3) Valparaiso University; (4) Weber State University; and (5) Western Michigan University. The five successful schools received special recognition and a check at the APPA 2009: Focusing on the Critical Few conference in Vancouver in July. The awards were presented by Craig Bell of Sodexo and APPA's Bill Elvey and Kevin Folsom.
The Life-and-Death Factor: Focus on Healthcare Facilities
Author: Dessoff, Alan
Date: 2009-00-00
Type: Journal Articles
Subjects: Hospitals,Universities,Facilities Management,Veterinary Medicine,Safety,Accreditation (Institutions),Health Facilities

With economic pressures restricting campus budgets and healthcare policy issues capturing national attention, facilities managers at university-affiliated hospitals and other healthcare entities say they feel more urgency than ever to provide cost-effective services to patients, providers, medical researchers, and students. Managing facilities at a university-related medical center is, in many ways, much like doing it on an academic campus--except in the many ways it isn't, and that's what makes their positions as facilities directors at major medical institutions particularly challenging. But it is also exciting, according to several APPA members who hold those positions. &quot;Life and death,&quot; literally, is how they describe the principal difference between their management responsibilities at medical and non-medical facilities. Given the responsibilities and accompanying stresses of their jobs, facilities officers at university-affiliated healthcare institutions say they have learned lessons about how to do their jobs well.
University System of Georgia Uses FPI to Support Its Internal Evaluation Process
Author: Kinnaman, Maggie
Date: 2009-00-00
Type: Journal Articles
Subjects: Evaluation,Facility Inventory,Training,Teleconferencing,Computation,Costs,Construction Programs,Educational Facilities Planning,Distance Education,Cost Effectiveness,Surveys

APPA's Facilities Performance Indicators (FPI) Survey and Report has grown from 190 institutions to a survey reflecting the input of 225 institutions, another 36 institutions preparing to participate in the survey, and 150 institutions that participated in a customized utility consortium survey through a partnership between APPA and the Midwestern Higher Education Compact (MHEC). History has shown that momentum around the survey will build as new resources and tools are embraced by APPA's members. Additionally, the Express/Detailed survey options built into the survey framework allows participants to choose their areas of interest to focus on. Finally, the new structure of the survey and report utilizes an Essential Questions format, which allows the ratios and performance indicators to reveal unique results for each institution. APPA also created a series of webinars and an FPI Advisor team to help assist institutions with the completion of the survey and interpretation of the report. A highly successful approach that has been employed is to reach out to those cohorts who have the desire to complete the survey and interpret the results together. This past year, the authors have worked extensively with 36 institutions of the University System of Georgia. The results of this initiative are presented in this article.
Applying APPA Guidelines for Custodial Staffing: The Case of Slippery Rock University
Author: Iossifova, Albena
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Campuses,School Maintenance,Equipment Maintenance,Guidelines,Data Collection,Sanitation,Context Effect,Measurement,Quality Control,Work Experience,Work Environment,Standards,Personnel Evaluation

Founded in 1889, Slippery Rock University (SRU) is a state university with 8,500 students and 400 faculty. Facilities and planning (F&amp;P) employs 178 staff, of which 50 are custodians. F&amp;P is responsible for the maintenance of 560 acres and 60 major buildings that comprise approximately 2.3 million gross square feet. Currently work is assigned to the custodians, by two custodial supervisors, who use their 25 years of work experience at the university to determine the workload for the custodians. No standards, calculations, or other scientific methods are applied in this process. The main goal of this research and analysis project was to evaluate the current staffing assignments and to provide a general picture of the custodial needs and the current level of cleanliness at SRU. SRU's goal is to maintain an aggregate Level 2 cleanliness in its buildings. Level 2 is defined as &quot;ordinary tidiness&quot; and includes &quot;shiny floors and base moldings and no buildup in corners or along walls, vertical and horizontal surfaces are clean but may contain dust and fingerprints upon close inspection, lights and fixtures work, and washroom and shower fixtures gleam and are odor-free&quot; (APPA Guidelines). The project started with data collection in two phases: (1) taking an accurate cleanable space inventory of all buildings at SRU; and (2) performing the cleaning audits. The process of data collection and analyses lasted for nine months, from September 2008 through May 2009. In conclusion, the authors found the whole experience extremely helpful and a great learning exercise. Collecting data and identifying the trends in the data was very insightful for the custodial supervisors. The authors strongly believe that the custodial services at SRU and at any other school will benefit greatly from trying to apply the APPA guidelines. The guidelines themselves may not provide direct answers to all operations questions, but they definitely initiate the cycle of performance measurement, quality control, and continuous improvement. (Contains 2 tables, 1 figure and 1 note.)
Environmental Liabilities and Sustainability for Educational Institutions
Author: Heft, John J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Schools,Educational Facilities Design,Environment,Sustainability,School Districts,College Administration,Educational Facilities,Land Use,Time Perspective,Legal Responsibility,Risk Management,Pollution,Insurance

"Green" is the new mantra for many institutions. School districts as well as colleges and universities across the country are constantly searching for new ways to reduce energy use, waste and the harmful greenhouse gas emissions emitted into the environment. In fact long before "carbon footprint" became a common phrase, educational institutions nationwide have been concerned about the possible environmental impact and/or liabilities produced by their activities. This includes the growing emphasis on sustainability and the impact these practices can have on environmental insurance as well as the numerous environmental exposures that can be encountered during nearly any phase of construction and operation. Educational facility owners should have significant environmental concerns regarding new construction activities as well as the operation of existing premises. That's because property contamination can result from numerous sources that include historical usage. Environmental liabilities need not provide obstacles to educational institutions if they are proactively identified, managed and mitigated. Several of these methods include the utilization of risk management techniques, contractually, or via environmental insurance. With concerns continually on the rise about risk liabilities in environmental and sustainable construction, educational institutions nationwide are beginning to take even greater advantage of the many benefits provided by the proper insurance coverage. Fortunately, it is a market that has continued to adapt and broaden in accordance with the specific needs of facility managers representing nearly every American industry.
Transitions and the Development of Expertise
Author: Hallam, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Expertise,Learning Processes,Brain,Context Effect,Educational Environment,Neurology,Physiology,Skill Development,Cognitive Processes,Knowledge Level,Concept Formation,Self Concept,Self Control,Metacognition,Self Efficacy,Motivation,Goal Orientation,Psychology,Emotional Response,Curriculum,Teaching Methods,At Risk Students

This paper explores the relationships between the development of expertise and transitions. It sets out what we know about the development of expertise, changes in the brain as expertise develops, and how transitions between different learning contexts and the challenges that they present may impact on developing expertise. It sets out a series of propositions concerning the way that transitions may impact on expertise, the evidence supporting the propositions, and the educational implications.