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This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. Hurricane Katrina was the largest natural disaster in the United States, striking the Gulf Coast on August 29, 2005, and flooding 80% of New Orleans; to make matters worse, the city was flooded again only three weeks later by the effects of Hurricane Rita. Many of the buildings, including schools, were heavily damaged. The devastation of schools in New Orleans from the hurricanes was exacerbated by many years of deferred school maintenance. This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. The experiences of four new schools-Langston Hughes Elementary School, Andrew H. Wilson Elementary School (which was 50% new construction and 50% major renovation), L.B. Landry High School, and Lake Area High School-and one major renovation, Joseph A. Craig Elementary School-are described to help other school districts and design teams with their in-progress and future school building projects in hot-humid climates. Before Hurricane Katrina, New Orleans had 128 public schools. As part of the recovery planning, New Orleans Public Schools underwent an assessment and planning process to determine how many schools were needed and in what locations. Following a series of public town hall meetings and a district-wide comprehensive facility assessment, a Master Plan was developed, which outlined the renovation or construction of 85 schools throughout the city, which are expected to be completed by 2017. New Orleans Public Schools expects to build or renovate approximately eight schools each year over a 10-year period to achieve 21st century schools district-wide. Reconstruction costs are estimated at nearly $2 billion.
Energy is the mainstay of industrial societies, and without an adequate supply of energy the social, political and economic stability of nations is put into jeopardy. With supplies of inexpensive fossil fuels decreasing, and climate change factors becoming more threatening, the need to conserve energy and move steadily to more sustainable energy sources is more urgent than ever before. The updated Second Edition of this successful handbook includes chapters from leading experts on the economics and fiscal management of energy, with a focus on the tools available to advance efficiency and conservation measures. Updated coverage of renewable energy sources, energy storage technologies, energy audits for buildings and building systems, and demand-side management is provided. The appendix of the handbook provides extensive data resources for analysis and calculation.
As the world faces the effects of climate change, countries are confronted with the challenge of how to adjust from a culture of excessive energy consumption and high greenhouse gas emissions to one of minimising their environmental footprint and achieving sustainability. Large-scale renewable energy infrastructure initiatives, such as solar school programs, are being promoted as a way to reduce national greenhouse gas emissions and increase awareness of the need for energy conservation. Unfortunately, little is known about the relationship between installing renewable energy technology on school buildings and the practice of energy saving strategies in schools. This work examines whether installing solar power systems is an effective catalyst for stimulating energy saving strategies in schools by investigating the findings from a mixed-methods study of a solar schools initiative in Australia. The question of whether schools with solar power installations come to view (attitudes) and use (behaviours) energy differently from schools without renewable energy technology is examined. A number of barriers to the implementation of successful solar school programs are a also identified.