Browsing by Author "Charnley, Fiona"
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Item Metadata only Engaging pupils in the science, engineering and technology of a low-energy school(Association for Science Education, 2010) Charnley, Fiona; Fleming, P. D.; Fleming, Margaret; Mill, GreigThe UK Government’s Building Schools for the Future programme has provided schools with a unique opportunity to improve education for sustainable development substantially by giving pupils the chance to study within a real-life context. This article documents an engagement project in which experts in low-energy building design are facilitating numerous engagement events with schools across Leicester city. Engagement mechanisms and techniques used to communicate the science and engineering associated with the design and operation of low-energy schools are discussed. The results demonstrate an increase in pupils’ knowledge and understanding of low-energy school design, which enables them to have detailed discussions with the designers and architects of their new schools.Item Metadata only Engaging School Communities in Building for a Sustainable Future(2010) Charnley, Fiona; Fleming, P. D.; Mill, Greig; Fleming, MargaretItem Metadata only Engaging schools in the science of low energy buildings(2012) Charnley, Fiona; Fleming, P. D.; Dowsett, Tony; Fleming, Margaret; Cook, M. J.; Mill, GreigThis article explores the relationship between the previous UK government’s initiative to rebuild and renew secondary schools, and the requirement for improved education for sustainable development in the UK. The documented research utilized a number of mechanisms to engage with pupils in Leicester city schools to increase their awareness, knowledge and understanding of the science and engineering associated with the design and operation of low-energy school buildings. Workshops, discussions with energy and sustainable development experts and inspirational visits to existing low-energy buildings were employed to develop an appreciation for the importance of energy efficiency and best design practice. The results demonstrate an increase in pupils’ knowledge and understanding of low-energy school design and additionally a rise in those pupils who are interested in science and would consider it as a career option.Item Metadata only Exploring the process of whole system design.(Elsevier, 2010) Charnley, Fiona; Lemon, Mark; Evans, S.This paper explores the adoption of a whole system approach to a more sustainable and innovative design. A case study methodology was utilised to gain improved understanding of whole system design and those factors that substantially influence its success. The paper presents a framework of those factors including the requirement for trans-disciplinary skills, the dynamics of a flattened hierarchy and the need to identify relationships between parts of the system to ultimately optimise the whole. Knowing the factors that influence the process of whole system design provides designers with the knowledge necessary to more effectively work within, manage and facilitate that process. This paper uses anecdotes taken from operational cases, across design contexts, to demonstrate those factors.Item Metadata only Regulators as 'agents': Power and personality in risk regulation and a role for agent-based simulation.(Routledge, 2010) Davies, G. J.; Kendall, G.; Soane, E.; Li, J.; Charnley, Fiona; Pollard, S. J. T.Item Metadata only Systems and sustainability: learning from the move towards sustainable schools.(Institute of Environmental Management & Assessment., 2010) Lemon, Mark; Charnley, Fiona; Wright, A. J.Item Metadata only Towards a Sustainable School - The role of biodiversity(Pensoft, 2010) Fleming, Margaret; Fleming, P. D.; Mill, Greig; Charnley, Fiona