creating environments that promote efficiency and sustainability: anthropological applications in...
DESCRIPTION
People are influenced to behave in an energy efficient and sustainable manner when the physical and social/cultural environment they inhabit encourages or “selects” for such behavior. For building occupants, the environments we design and build for them must generally meet their varying physical, psychological and social/cultural needs or they’ll figure out a way to meet them on their own, often with negative energy and sustainable repercussions. And any direct or indirect messages intentionally crafted to promote desired behavior and decision making must be socially/culturally relevant to be effective – both the message content and means of conveyance. In addition, the quantifiable “soft” costs associated with productivity and health, as well as the “stories” of the occupants and O&M personnel, assist in creating an environment where the benefits of the actions needed to complete all of this are understandable and available to building owners, employers, developers and the general public. The behavioral sciences provide much of what is needed to help create, evaluate and maintain these efficiency promoting environments. In particular, the four major subfields of anthropology – cultural, physical, linguistic and archaeology – all provide methods (such as ethnography) and interpretive theoretical frameworks (such as evolutionary theory) for understanding human behavior and applying that understanding during programming/planning and design, commissioning and post occupancy evaluations. This paper will present specific research and case study examples the author has been involved with applying anthropology to design, retro-commissioning and post occupancy evaluations, as well as understanding sustainable human decision making in general.TRANSCRIPT
Creating Environments That Promote Efficiency and Sustainability:Efficiency and Sustainability: Anthropological Applications in the Building/Construction IndustryBuilding/Construction Industry
8/16/20122012 ACEEE Summer Study on Energy Efficiency in Buildings
GENUINE | PROGRESSIVE | ADVOCATES
2012 ACEEE Summer Study on Energy Efficiency in BuildingsMarcel Harmon, PhD, PE, LEED‐AP O+M
WHAT IS ANTHROPOLOGY?• Study of Humans
− Physical Formy− Societies/Cultures− Environmental Manipulation− Across Human History− Across Human History
ANTHROPOLOGY 101
P h l i lS i l/C lt l PsychologicalSocial/Cultural
Physiological
Different factors provide the lens through which we perceive the world around us
THERMAL COMFORT / CLOTHING
• Activity LevelsActivity Levels• Clothing InsulativeProperties
• Air Temperature • Air Movement / Velocit• Mean Radiant
Temperature
Velocity• Relative Humidity
APPLYING ANTHROPOLOGYBehavioral Patterns Provide Insight Into:
− social/cultural norms presentp− if occupant needs are being met− impacts on productivity, health and building performancebuilding performance
− how to improve situation
APPLYING ANTHROPOLOGYOccupant Control
LIGHT SWEEP EXAMPLE
Communication, Education and Buy‐In
Edward Gonzales Elementary School Classroom
JUSTIFICATIONConrad Duberstein U.S. Courthouse and Post Office’s Behavioral Related Energy Conservation Measure (ECM) Total Cost and
Estimated cost of
Behavioral Related ECM
Behavioral Related ECM
Simple Payback
Behavioral Related ECM
Simple Payback
Estimated Payback
of Anthropological Related Services
Related ECM Estimated Total Implementation
Costs
Related ECM Estimated Annual Energy
Payback (Energy Only)
Related ECM Estimated Annual
Productivity
Payback (Energy Plus Productivity)
Savings Savings
$10,000.00 $384,777.00 $201,195.00 1.92 yrs $1,060,000.00 0.37 yrs
JUSTIFICATIONV. Sue Cleveland High School, Rio Rancho, NM• Lack of Adequate Daylighting Control• South Facing Windows and Some East/WestSouth Facing Windows and Some East/West Windows: Shades with relatively high openness value.
• Remaining Windows: No shades curtains or blinds• Remaining Windows: No shades, curtains or blinds• No Other Means of Daylight Control
JUSTIFICATIONV. Sue Cleveland High School, Rio Rancho, NM• Math Scores: ‐1.50%; Reading Scores: ‐0.91%
Survey QuestionPercentage of TeacherResponses
Reflected images of the windows/skylights appear on my work f d/ h b d/ h b d/ h lksurface, PC monitor, and/or on the smart board/white board/chalk
board. 49%Windows/skylights create glare in my field of vision as I work. 37%Direct sunlight falls on my work surface, PC monitor, and/or on the
b d/ hi b d/ h lk b d hi i d kismart board/white board/chalk board, washing it out and making it difficult to see what I’m working on. 47%
Top three reasons for closing blinds/shades (or covering windows i h f h i h bli d / h d )
Percentageof
with paper for those without blinds/shades)o
ResponsesDirect sunlight falling on my work surface, PC monitor, and/or on the smart board/white board/chalk board 42%Reflection of the windows on my work surface, PC monitor, and/or y , , /on the smart board/white board/chalk board 24%
Distracting Views 22%
ETHNOGRAPHYSystematic analyses of human interactions in a defined space and time, with a focus on ritual (habits, processes, procedures, d t ) f dand events), performance, and power.
Examining how the built environment influences the interactions and performance of people and vice versainteractions and performance of people, and vice versa.
BUILDING ETHNOGRAPHIESInterviews
Interviews Observations
SurveysSpace
Condition Assessments
BUILDING ETHNOGRAPHIESContext: The interrelated conditions within which something occurs or i t h th tiexists – where the action occurs.
BUILDING ETHNOGRAPHIESObservations
Interviews Observations
SurveysSpace
Condition Assessments
BUILDING ETHNOGRAPHIESV. Sue Cleveland High School• Unintended Benefits Discovered Through Observations
Interior Classroom Windows
Facilitate Impromptu p pTeacher Discussions
BUILDING ETHNOGRAPHIES
Interviews Observations
Surveys
SurveysSpace
Condition AssessmentsAssessments
BUILDING ETHNOGRAPHIES
Space Condition Assessments
Interviews Observations
SurveysSpace
Condition Assessments
PUTTING IT ALL TOGETHERV. Sue Cleveland HS Thermal Comfort Ratings
• Teachers, Staff and Administrators: Spaces are only thermallyTeachers, Staff and Administrators: Spaces are only thermally acceptable (ASHRAE definition) during the fall (ranges from 66% ‐ 75% for other three seasons)
• Students: Not thermally acceptable during any season (ranges from 32% ‐ 51% for all four seasons).
PUTTING IT ALL TOGETHER
PUTTING IT ALL TOGETHER
PUTTING IT ALL TOGETHERMessages using images, graphics, text, student generated videos displaying /
ti d i d b h i
Signage
promoting desired behavior
Computers
T‐Shirt Logos
Flat
Spread using existing school means or others –
Screensbe creative and relevant to your audience
Smart Phones
PUTTING IT ALL TOGETHERGoals, Competition and Transparency
Teacher / Student Input
Trended Actual andTrended Actual and Setpoint Temperatures
Transparency in Temperatures and Possibly Energy Usage Potentially Via Dashboards
CONCLUSION