You don’t see penguins slip and fall on ice.
Know why?
· They walk flat footed
· They take shorter steps
· They concentrate on maintaining balance
· They keep their head up and don’t lean forward
Do the penguin shuffle to be safe this winter.
Source: SFM Work Comp Experts
Wednesday, December 1, 2010
Monday, November 29, 2010
More Winter Slip and Fall Tips
Tips for wintertime walking to avoid slips and falls
It is the time of year when slips and falls can occur. The following information provides sound advice for increasing your awareness of your surroundings when walking on sidewalks, walkways, parking lots, and building entrances.
According to the U.S. Department of Labor Bureau of Labor Statistics in 2007, for all nonfatal occupational injuries, it was noted that floors, walkways, and ground surfaces were the source of injury or illness for 20 percent of all days-away-from-work cases. This represented an increase by 7 percent from 2006 for this same category.
The National Census of Fatal Occupational Statistics Summary Report for 2008 released on August 20, 2009 indicated that the number of fatal falls on the same level increased slightly in 2008. Fatal workplace falls, which had risen to a series high in 2007, also declined by 20 percent in 2008. 680 fatal falls occurred in 2008; this is a 20 percent decline from a high of 847 fatal falls in 2007.
How to prevent slips and falls
It is important to always wear the proper footwear for the time of year. As the temperature drops and water on surfaces freeze, a good pair of winter boots with proper traction will be helpful. Boots with a non-slip tread sole, which is warm and well insulated, should have wide, low heels. For daily winter walking, it might be more helpful for the boot to be light in weight and waterproof, but if your walk to work requires trekking in deeper snow, a heavier boot might be needed. Rainy conditions might require a light boot that is waterproof, less bulky yet stable and should be warm to prevent hypothermia. Shoes or boots with leather or plastic soles should be avoided on slippery, wet, icy surfaces. Boots with good rubber treads or over-shoes with rubber treads are suggested for wintertime walking.
How do I walk safely on snow and ice?
• Always observe your surroundings. This applies when parking your car, walking to and from your car, as well as walking to and from work. Take note of walking distances and surface conditions before your park your car. If possible, plan your route and allow sufficient time to reach your destination.
• Do not hurry and jump out of your car. Swing both legs around and position yourself with both legs squarely in front of you and feet properly positioned on the ground (avoiding ice if possible). Support your arms by holding onto the vehicle and then carefully stand up.
• Before you take a step, take a deep breath and relax. Bend and relax your knees, walk slowly, and take small steps to maintain your center of balance over your feet.
• Walk carefully, anticipate the possibility of falling, and never run or hurry on icy walkways. Walking slowly will help you to react quickly to a change in traction if needed.
• Keep your eyes focused on where you are going and plan your next steps and moves.
• To help your balance, keep your hands at your sides and not in your pockets.
• If handrails or railings are available, use them, but be sure to wear your gloves to help protect from the elements and assist with your gripping ability.
• Avoid carrying big or bulky items and try never to carry heavy boxes or items on stairways when in slippery, wet or icy conditions. If you need to carry items, try to keep one hand free to hold onto railings and try to make sure your vision is not obstructed.
Other key points to remember
When transitioning from outside to inside during wet, icy, snowy conditions, various walking surface changes are usually present. Snow removal or clearing of ice may or may not have been completed by the time you arrive at your office, and sometimes these areas may become icier over time. These conditions also continue to change as additional precipitation may occur, the sun shines and the temperatures continue to vary. Do not assume that just because the snow was cleared away that the surface is no longer slippery.
• Try to avoid taking shortcuts and walk in designated paths. Looks for signs and note that sidewalk edges near grass may help with traction, but could also be hazardous if there is a drop-off at the edge. Be cautious of uphill and downhill sections and rest as needed.
• Snow melt de-icing products may be used, but may not melt as quickly due to the temperature, and can become little rocks on the surface of sidewalks and streets. These little rocks can aid in traction or could possibly roll under your shoes. Be alert and focused. The products that melt the snow and ice could refreeze and become even more slippery depending on the temperature and conditions. Sand or other abrasives may be used or added to the treatments to help with traction. Surface streets may be treated with magnesium chloride or similar products, which can be slippery when initially applied and when over-applied. Be careful on these walking surfaces, even when treated with anti-icing or de-icing products.
• Do not let your guard down when entering buildings, as building entrances and floor surface changes can be a challenge. In wet conditions, floor mats can cause additional concerns as moisture may accumulate. Continue to walk slowly and carefully.
• Should you fall, try to relax and avoid extending your arms. Twist your body and try to roll to avoid hitting your face. If you are carrying items, try to toss them to avoid injury from the items.
• Shoe traction devices or ice grippers are available to wear over footwear for walking on ice or hard-packed snow. There are different brands and types that are all usually easy to wear. Be sure to be seated when both putting these items over your shoes and when removing them. When wearing these devices, you still need to walk slowly and carefully. Also note that these devices must be removed before transitioning off the snow to tile, linoleum or indoor floor surfaces since the traction devices can become very hazardous on smooth surfaces.
• When entering a building during rainy conditions, shake your umbrella outside to try to avoid allowing rain droplets that have collected on your umbrella to saturate the indoor entry floor surface. Try to reduce adding additional moisture on the floor mats and surfaces and increasing the potential for slips and falls to occur.
• When approaching crosswalks or crossing streets, be aware of approaching vehicles that may have lost traction and are sliding on the roadways toward you. Vehicles may not stop and you need to be observant at all times.
• If walking at night, wear bright colors or reflective vests to be seen. Remember that the weather and elements may decrease visibility.
It is the time of year when slips and falls can occur. The following information provides sound advice for increasing your awareness of your surroundings when walking on sidewalks, walkways, parking lots, and building entrances.
According to the U.S. Department of Labor Bureau of Labor Statistics in 2007, for all nonfatal occupational injuries, it was noted that floors, walkways, and ground surfaces were the source of injury or illness for 20 percent of all days-away-from-work cases. This represented an increase by 7 percent from 2006 for this same category.
The National Census of Fatal Occupational Statistics Summary Report for 2008 released on August 20, 2009 indicated that the number of fatal falls on the same level increased slightly in 2008. Fatal workplace falls, which had risen to a series high in 2007, also declined by 20 percent in 2008. 680 fatal falls occurred in 2008; this is a 20 percent decline from a high of 847 fatal falls in 2007.
How to prevent slips and falls
It is important to always wear the proper footwear for the time of year. As the temperature drops and water on surfaces freeze, a good pair of winter boots with proper traction will be helpful. Boots with a non-slip tread sole, which is warm and well insulated, should have wide, low heels. For daily winter walking, it might be more helpful for the boot to be light in weight and waterproof, but if your walk to work requires trekking in deeper snow, a heavier boot might be needed. Rainy conditions might require a light boot that is waterproof, less bulky yet stable and should be warm to prevent hypothermia. Shoes or boots with leather or plastic soles should be avoided on slippery, wet, icy surfaces. Boots with good rubber treads or over-shoes with rubber treads are suggested for wintertime walking.
How do I walk safely on snow and ice?
• Always observe your surroundings. This applies when parking your car, walking to and from your car, as well as walking to and from work. Take note of walking distances and surface conditions before your park your car. If possible, plan your route and allow sufficient time to reach your destination.
• Do not hurry and jump out of your car. Swing both legs around and position yourself with both legs squarely in front of you and feet properly positioned on the ground (avoiding ice if possible). Support your arms by holding onto the vehicle and then carefully stand up.
• Before you take a step, take a deep breath and relax. Bend and relax your knees, walk slowly, and take small steps to maintain your center of balance over your feet.
• Walk carefully, anticipate the possibility of falling, and never run or hurry on icy walkways. Walking slowly will help you to react quickly to a change in traction if needed.
• Keep your eyes focused on where you are going and plan your next steps and moves.
• To help your balance, keep your hands at your sides and not in your pockets.
• If handrails or railings are available, use them, but be sure to wear your gloves to help protect from the elements and assist with your gripping ability.
• Avoid carrying big or bulky items and try never to carry heavy boxes or items on stairways when in slippery, wet or icy conditions. If you need to carry items, try to keep one hand free to hold onto railings and try to make sure your vision is not obstructed.
Other key points to remember
When transitioning from outside to inside during wet, icy, snowy conditions, various walking surface changes are usually present. Snow removal or clearing of ice may or may not have been completed by the time you arrive at your office, and sometimes these areas may become icier over time. These conditions also continue to change as additional precipitation may occur, the sun shines and the temperatures continue to vary. Do not assume that just because the snow was cleared away that the surface is no longer slippery.
• Try to avoid taking shortcuts and walk in designated paths. Looks for signs and note that sidewalk edges near grass may help with traction, but could also be hazardous if there is a drop-off at the edge. Be cautious of uphill and downhill sections and rest as needed.
• Snow melt de-icing products may be used, but may not melt as quickly due to the temperature, and can become little rocks on the surface of sidewalks and streets. These little rocks can aid in traction or could possibly roll under your shoes. Be alert and focused. The products that melt the snow and ice could refreeze and become even more slippery depending on the temperature and conditions. Sand or other abrasives may be used or added to the treatments to help with traction. Surface streets may be treated with magnesium chloride or similar products, which can be slippery when initially applied and when over-applied. Be careful on these walking surfaces, even when treated with anti-icing or de-icing products.
• Do not let your guard down when entering buildings, as building entrances and floor surface changes can be a challenge. In wet conditions, floor mats can cause additional concerns as moisture may accumulate. Continue to walk slowly and carefully.
• Should you fall, try to relax and avoid extending your arms. Twist your body and try to roll to avoid hitting your face. If you are carrying items, try to toss them to avoid injury from the items.
• Shoe traction devices or ice grippers are available to wear over footwear for walking on ice or hard-packed snow. There are different brands and types that are all usually easy to wear. Be sure to be seated when both putting these items over your shoes and when removing them. When wearing these devices, you still need to walk slowly and carefully. Also note that these devices must be removed before transitioning off the snow to tile, linoleum or indoor floor surfaces since the traction devices can become very hazardous on smooth surfaces.
• When entering a building during rainy conditions, shake your umbrella outside to try to avoid allowing rain droplets that have collected on your umbrella to saturate the indoor entry floor surface. Try to reduce adding additional moisture on the floor mats and surfaces and increasing the potential for slips and falls to occur.
• When approaching crosswalks or crossing streets, be aware of approaching vehicles that may have lost traction and are sliding on the roadways toward you. Vehicles may not stop and you need to be observant at all times.
• If walking at night, wear bright colors or reflective vests to be seen. Remember that the weather and elements may decrease visibility.
Monday, November 1, 2010
Tips for Preventing Winter Slips and Falls
It’s that time of year where slips and falls occur at an increasing number. No matter how well the snow and ice are removed from parking lots and sidewalks, employees will encounter some slippery surfaces when walking outdoors in the winter. Each year, employees are injured from slips and falls. It is important to be continually aware of the dangers and to walk safely on ice and slippery surfaces.
How to Prevent Winter Slips & Falls
Wear shoes or boots that provide traction on snow and ice. Avoid high heels and shoes without treads.
Use walkways that have been shoveled and sanded or salted, if possible. Walk around snow piles.
Keep both hands free for balance, rather than in your pockets.
Use handrails from start to finish, where available.
Avoid carrying loads on stairs; or carry loads that you can see over.
Look ahead when you walk.
Test potentially slick areas by tapping your foot on them.
Use special care when entering and exiting vehicles; use the vehicle for support.
When given no choice but to walk on ice, consider the following:
Take short steps or shuffle for stability.
Bend slightly; walk flat-footed with your center of gravity directly over the feet.
Be prepared to fall.
If you fall, fall with sequential contacts at your thigh, hip, and shoulder to avoid using your arms to protect against breakage. Try to twist and roll backwards, rather than falling forward.
Bend your back and head forward so you won't slam your head on the pavement.
Relax as much as possible when you begin to fall.
Toss the load you are carrying. Protect yourself instead of the objects being carried.
Finally, when entering buildings:
Use mats to remove moisture from footwear to prevent creating wet, slippery conditions indoors.
Keep mats positioned in front of outside doors.
When slippery spots are encountered, sprinkle salt on the area, or notify facility personnel.
How to Prevent Winter Slips & Falls
Wear shoes or boots that provide traction on snow and ice. Avoid high heels and shoes without treads.
Use walkways that have been shoveled and sanded or salted, if possible. Walk around snow piles.
Keep both hands free for balance, rather than in your pockets.
Use handrails from start to finish, where available.
Avoid carrying loads on stairs; or carry loads that you can see over.
Look ahead when you walk.
Test potentially slick areas by tapping your foot on them.
Use special care when entering and exiting vehicles; use the vehicle for support.
When given no choice but to walk on ice, consider the following:
Take short steps or shuffle for stability.
Bend slightly; walk flat-footed with your center of gravity directly over the feet.
Be prepared to fall.
If you fall, fall with sequential contacts at your thigh, hip, and shoulder to avoid using your arms to protect against breakage. Try to twist and roll backwards, rather than falling forward.
Bend your back and head forward so you won't slam your head on the pavement.
Relax as much as possible when you begin to fall.
Toss the load you are carrying. Protect yourself instead of the objects being carried.
Finally, when entering buildings:
Use mats to remove moisture from footwear to prevent creating wet, slippery conditions indoors.
Keep mats positioned in front of outside doors.
When slippery spots are encountered, sprinkle salt on the area, or notify facility personnel.
Monday, September 13, 2010
Energy Conservation
Saving energy is on everybody's mind these days. Obviously the impact on the environment is large when we all do our part of help reduce energy use. But, equally as important are the dollars we can save by watching our energy use. As our energy manager states in his monthly report, we will notice that we did not save as well this August as compared to last year. It is important that we are keeping this in the forefront of our mind as we go into the heating season. Let's continue to work on doing the little things to save energy. If we all do our part with the little things, we can reduce the number of large things, like operating at lower temperatures. Please see the link to the report for your specific building sent out by Mr. Lund, and let's begin the school year with energy on our minds. Thanks,
Wednesday, September 8, 2010
Type III Training
For drivers who have not had training in the past, you will need to attend the training session on Wednesday, September 22, from 5:30-6:30 in room E-113 at the high school.
If you have had training previously, and need the annual refresher, follow these instructions.
Go to: www.dps.state.mn.us/patrol/comveh/index.htm
On the left side click "School Bus"
Then click "Type III School Bus Information"
Finally, click "Type III school bus driver & pre-trip planning"
After watching training, please send me an email indicating you viewed and understand the information.
ehudspith@albertlea.k12.mn.us
Thank you!
If you have had training previously, and need the annual refresher, follow these instructions.
Go to: www.dps.state.mn.us/patrol/comveh/index.htm
On the left side click "School Bus"
Then click "Type III School Bus Information"
Finally, click "Type III school bus driver & pre-trip planning"
After watching training, please send me an email indicating you viewed and understand the information.
ehudspith@albertlea.k12.mn.us
Thank you!
Monday, August 23, 2010
Online Training Instructions
Annual Staff Training—Albert Lea Area Schools
Due to your specific assignment or position in the district, you are required to complete an annual training session. For the 2010-2011 year, these trainings are being presented in an online format. Your responsibility is to complete your assigned training(s) prior to September 10. Each training is divided into 4 or 5 lessons and can be completed in 30-45 minutes. The sessions can also be done in pieces, and you can stop and start at any time during the training. At the end of each lesson is a short quiz which you are required to score 80% on to pass. Scores less than 80% will result in the employee having to restart the lesson and try again. However, I do have the “quiz retake” activated, so you should be able to correct your answers if needed in order to pass the quiz. It is not necessary, but sound is highly recommended for the trainings. Instructions for logging on and selecting your courses are below, along with your particular assignment(s).
· Begin by logging on to http://libertymutualgroup.trainingweb.com/
· This brings you to the Summit Training Web Login Page
· Log in to the system
o In an attempt to save paper/emails, these are the blanket log in instructions. Please contact me with any questions.
o Your login is your first initial and last name. Example: Eric Hudspith is ehudspith
o Individuals with common last names have either a 1 or 123 following their name. Example tlarson1 or ajohnson123
o Your password is your first name. Example: Eric Hudspith password is eric
§ If your name is William, but go by Bill, I probably entered you in with password of bill. If you cannot identify your password, I can quickly find it if you send me an email.
· You will need to “uncheck” the “remember me” box. It will not work if that is checked.
· For any log in troubles, just send me an email. I can pull up your information very quickly and get you going. This is not a “tech” question, so please contact me rather than technology staff.
· Upon logging in you will come to the “My Training Plan” page, where you will see multiple trainings. You only need to complete your assigned trainings. You can begin any training by clicking on its name and following the instructions that follow. Each training is similar to a power point presentation with sound.
· Assignments are as follows:
o Custodians and Maintenance: Bloodborne Pathogens, Asbestos Awareness, Compressed Gas Cylinders, Confined Space Emergency Rescue, and Employee Safety Orientation
o Para-Educators, Special Education Teachers, Coaches, First Aid Providers—Bloodborne Pathogens
o Industrial Tech Teachers, Art Teachers, Food Service Employees—Safety Orientation
o Science Teachers—Lab Safety
o Slips, Trips, and Falls is not required at this time, but highly recommended for all staff.
· When you are finished with your course it will say completed and you are done. You can print the certificate if you like, but it is not necessary.
Due to your specific assignment or position in the district, you are required to complete an annual training session. For the 2010-2011 year, these trainings are being presented in an online format. Your responsibility is to complete your assigned training(s) prior to September 10. Each training is divided into 4 or 5 lessons and can be completed in 30-45 minutes. The sessions can also be done in pieces, and you can stop and start at any time during the training. At the end of each lesson is a short quiz which you are required to score 80% on to pass. Scores less than 80% will result in the employee having to restart the lesson and try again. However, I do have the “quiz retake” activated, so you should be able to correct your answers if needed in order to pass the quiz. It is not necessary, but sound is highly recommended for the trainings. Instructions for logging on and selecting your courses are below, along with your particular assignment(s).
· Begin by logging on to http://libertymutualgroup.trainingweb.com/
· This brings you to the Summit Training Web Login Page
· Log in to the system
o In an attempt to save paper/emails, these are the blanket log in instructions. Please contact me with any questions.
o Your login is your first initial and last name. Example: Eric Hudspith is ehudspith
o Individuals with common last names have either a 1 or 123 following their name. Example tlarson1 or ajohnson123
o Your password is your first name. Example: Eric Hudspith password is eric
§ If your name is William, but go by Bill, I probably entered you in with password of bill. If you cannot identify your password, I can quickly find it if you send me an email.
· You will need to “uncheck” the “remember me” box. It will not work if that is checked.
· For any log in troubles, just send me an email. I can pull up your information very quickly and get you going. This is not a “tech” question, so please contact me rather than technology staff.
· Upon logging in you will come to the “My Training Plan” page, where you will see multiple trainings. You only need to complete your assigned trainings. You can begin any training by clicking on its name and following the instructions that follow. Each training is similar to a power point presentation with sound.
· Assignments are as follows:
o Custodians and Maintenance: Bloodborne Pathogens, Asbestos Awareness, Compressed Gas Cylinders, Confined Space Emergency Rescue, and Employee Safety Orientation
o Para-Educators, Special Education Teachers, Coaches, First Aid Providers—Bloodborne Pathogens
o Industrial Tech Teachers, Art Teachers, Food Service Employees—Safety Orientation
o Science Teachers—Lab Safety
o Slips, Trips, and Falls is not required at this time, but highly recommended for all staff.
· When you are finished with your course it will say completed and you are done. You can print the certificate if you like, but it is not necessary.
Friday, July 30, 2010
Saving energy
We all can do our part to help save energy in our school. This interesting site has ideas for how to save energy during the hot summer months. See the embedded video for more easy tips to save energy.
Thursday, July 29, 2010
New Direction
This blog is now going to take a turn to address the facilities plan for Albert Lea Area Schools. Keep checking to stay up to date on current issues for our district.
Sunday, March 14, 2010
Personal Connection
This project has definitely changed my view of inquiry learning. Prior to this research, I viewed inquiry learning as a very academic experience. Now, after completing the project I see inquiry learning as a process that is duly suited for outside of the classroom. For example, if I had been given the assignment to research green renovations in schools prior to this career change, it would have been a good academic exercise, but not really have any value to me. However, since we were given the freedom to make this assignment useful and personal, I think it has become a very valuable experience. I can see myself continuing to use this method as I research and plan more longterm projects in my career.
Friday, March 12, 2010
Wishing
Ithink the project went well. I enjoyed exploring something pertinent to me personally and to my career. That was by far the strongest part of the project, the real world aspect of it. I was able to gather data that came from an actual school district, and evaluate some of the changes that could be made for the better. I also have been able to suggest some changes that could lead our district in the right direction. Therefore, the fact that the inquiry included real world data, combined with my having a job that allows me to implement new ideas, has made this a valuable experience.
Probably the weakest part of the inquiry was just the need to narrow my ideas down to a small list. I found that I had so many ideas, it was hard to keep myself from getting carried away. However, I found that if I was going to go into the depth I wanted, it was important to not try to cover too many topics. I don't know that I would have done anything differently if given the opportunity, but for my topic, answers are not going to be found for a long time, so the inquiry will have to be extended for months or even years. Fortunately, since I am directly relating this project to my job, I will be able to continue this exploration.
My experience with inquiry was a good one, and I hope it is close to the experience learners have in their classrooms. I'm not positive this is the case though. Being that we were given the opportunity, I was able to let my project take me whereever it led. Looking back at my first posts, and then the most recent, it was obvious the focus of my inquiry changed as time went on. I don't know if students get the opportunity to alter assignments like this. I think that in many cases, a student is given an assignment and the teacher has an idea of how it should turn out. Even those assignments that are called inquiries still have an objective the teacher is trying to meet. So, I'm not sure that students get true inquiry opportunity in traditional classrooms. This assignment was valuable for me because it was true inquiry, but the objective of my learning was inquiry, not a specific content topic. Interesting thought.
Probably the weakest part of the inquiry was just the need to narrow my ideas down to a small list. I found that I had so many ideas, it was hard to keep myself from getting carried away. However, I found that if I was going to go into the depth I wanted, it was important to not try to cover too many topics. I don't know that I would have done anything differently if given the opportunity, but for my topic, answers are not going to be found for a long time, so the inquiry will have to be extended for months or even years. Fortunately, since I am directly relating this project to my job, I will be able to continue this exploration.
My experience with inquiry was a good one, and I hope it is close to the experience learners have in their classrooms. I'm not positive this is the case though. Being that we were given the opportunity, I was able to let my project take me whereever it led. Looking back at my first posts, and then the most recent, it was obvious the focus of my inquiry changed as time went on. I don't know if students get the opportunity to alter assignments like this. I think that in many cases, a student is given an assignment and the teacher has an idea of how it should turn out. Even those assignments that are called inquiries still have an objective the teacher is trying to meet. So, I'm not sure that students get true inquiry opportunity in traditional classrooms. This assignment was valuable for me because it was true inquiry, but the objective of my learning was inquiry, not a specific content topic. Interesting thought.
Thursday, March 11, 2010
Waving
The information I am finding will be valuable to share with others. As much as is it a personal and professional inquiry for me, I think others will gain from this study. As I mentioned in my previous post, I think school boards would benefit greatly from learning about green renovating and energy management. In this day and age, when money is tight, and not getting any better, schools need to begin planning for long term savings. This might mean making a bigger investment initially, and then waiting for the five, ten, or twenty year return. I am finding in my position as Director of Facilities that if we think budgets are tough now, wait a few more years. Therefore, if we can produce proper systems that will run more efficiently, we will save money in the long run. I plan to share this information with as many directors and administrators as possible. In my network of peers, the best way to share is to implement, so the plan is to try to put some of my ideas to practice. Hopefully then others will see and choose to model our green practices.
Tuesday, March 9, 2010
Wrapping
What I have enjoyed the most about this inquiry project is that it is so applicable to my job and the jobs of others. I have created a proposal for a ten year plan to change over the heating and cooling systems in all of my buildings. These new systems will be energy savers as well as more environmentally friendly, which was the original goal of the project. Any district that currently uses boiler heat, which is most, could model this plan.
Second, this inquiry could be applicable when asking school boards to invest dollars in recycling and green renovations. It is often difficult to convince the board that money is needed at this time, for something that will pay off years down the road. However, this inquiry has provided some data that may help show the value of the investment.
This is personally important to me, because as a Facilities Director, I am painfully aware of the inefficiencies and environmental concerns of my buildings. Although it will take time, my hope is that I can make strides towards making my buildings more environmentally friendly and efficient, as well as provide ideas for others.
Second, this inquiry could be applicable when asking school boards to invest dollars in recycling and green renovations. It is often difficult to convince the board that money is needed at this time, for something that will pay off years down the road. However, this inquiry has provided some data that may help show the value of the investment.
This is personally important to me, because as a Facilities Director, I am painfully aware of the inefficiencies and environmental concerns of my buildings. Although it will take time, my hope is that I can make strides towards making my buildings more environmentally friendly and efficient, as well as provide ideas for others.
Saturday, March 6, 2010
Weaving
As I've collected information and my research has taken shape, I have started to organize information and determine which pieces of data are useful to me and my goals. The ways to work with my facilites and make them more environmentally friendly and energy efficient are relatively straightforward. However, my data analysis and organization basically consisted of viewing cost versus savings over time. As I have mentioned in previous posts, my school district does have an energy management plan, and we have saved over a million dollards. Therefore, it was easy to see that the salary of an energy manager and an energy consultant.
I used similar strategies when thinking about my other ideas. Again, as I've mentioned, I am seriously considering presenting a plan to revamp our HVAC system. The system at one of our elementary schools has recently been re-commissioned, which means it was evaluated for deficiencies. To sum up results, it would be wiser to replace the system than fix it. So I started to analyze the potential efficiency problems of these units compared to the cost of replacing. Re-doing all of these units in every building, and likely going geothermal, would be a huge undertaking. and cost millions of dollars. However, I was able to compare to the savings of a more efficient system, and it appears we could break even on the investment within ten years. Over the life of the building, this might be viable option.
I also started to begin creating charts that gave me insight on how students view recycling. For example, I asked a sample of students, some from each grade K-12, their thoughts on recycling. What I found was interesting. The older the students, the more they felt recycling was important. However, all students felt that in practice, they could do a better job of actually following through. Some of the older students felt that if they had received some direction instruction when they were younger, habits may have been formed and they potentially could be better about recycling.
Finally, I looked at solar panels for heat or electricity. This was an interesting venture, and the results surprised me. I was able to determine that in small doses, solar energy could help heat or power our schools. However, even when compared to the HVAC option I mentioned early, making our investment worthwhile would take a long time, making it an unattractive option.
I used similar strategies when thinking about my other ideas. Again, as I've mentioned, I am seriously considering presenting a plan to revamp our HVAC system. The system at one of our elementary schools has recently been re-commissioned, which means it was evaluated for deficiencies. To sum up results, it would be wiser to replace the system than fix it. So I started to analyze the potential efficiency problems of these units compared to the cost of replacing. Re-doing all of these units in every building, and likely going geothermal, would be a huge undertaking. and cost millions of dollars. However, I was able to compare to the savings of a more efficient system, and it appears we could break even on the investment within ten years. Over the life of the building, this might be viable option.
I also started to begin creating charts that gave me insight on how students view recycling. For example, I asked a sample of students, some from each grade K-12, their thoughts on recycling. What I found was interesting. The older the students, the more they felt recycling was important. However, all students felt that in practice, they could do a better job of actually following through. Some of the older students felt that if they had received some direction instruction when they were younger, habits may have been formed and they potentially could be better about recycling.
Finally, I looked at solar panels for heat or electricity. This was an interesting venture, and the results surprised me. I was able to determine that in small doses, solar energy could help heat or power our schools. However, even when compared to the HVAC option I mentioned early, making our investment worthwhile would take a long time, making it an unattractive option.
Monday, March 1, 2010
More wiggling
I had an interesting conversation today with our Director of Finance. We discussed the long term concerns of the HVAC units in our buildings. I discussed in my last entry that all of the systems are old and need a lot of upkeep. Something we talked about was whether it made sense to continue to re-commission them and fix them, or if we should look at a long term solution to replace them. I took this as a good sign, that she might be open to explore some creative financing to begin a potential multi-year transition. Steps in the right direction.
Wednesday, February 24, 2010
Wiggling
At this point, I have gathered a great deal of data and ideas about going green with educational facilities. I have found that a great deal of the information and ideas seem to be dreamworld ideas. For example, it would be wonderful to heat my schools using solely solar panels, but the reality is that A)we live in Minnesota and the amount of solar energy to heat the buildings would be hard to gather and B)the cost to convert our heating systems to solar would be a difficult investment to sell to a school board.
Another topic I am finding a lot about is energy conservation and management. I have been able to evalutate this idea using hard data from our school district. We began our energy management program began in 2004, and to date we have saved over 1.4 million dollars in energy. We have done that by diligently reminding staff to work on the energy saving strategies. We also employ an energy manager in our district, and his salary has paid for itself many times over with the money we have saved.
Next, I was able to explore another idea to help our district become more evironmentally friendly, and that is to gradually transform our heating systems to geothermal heat. All buildings are currently run with boilers except our high school, which is heated geothermally. I was able to view the cost analysis, and the emission reports from each of the schools. Our high school produces less emissions than the the other schools, and the heating system costs less to operate on an ongoing basis. However, due to the higher cost of installing this system, it took approximately ten years to break even when comparing higher cost of installation and savings of operation. This is still an exciting idea to look into however, as all of the boilers in our buildings are old and need a great deal of annual maintenance. Several of them will need replacements in the next ten years. Therefore, when investing for the long term future of the district, I am wondering if it will make sense to begin replacing them with a geothermal system. This is a great possibility, one that I think over time will be likely option.
Finally, the last option I have explored that might be a good possibility is a more aggressive recycling system in our district. Currently, we recycle paper and aluminum, but it is not enforced aggressively and the culture is not that of recycling. Teachers and staff tend to do a nice job of this, but student struggle. I have looked into the option of teaching a recycling unit to kindergartners and first graders, and the cost of this unit is almost zero if I am willing to put in some time to prepare the materials.
On another note, I am very excited about an efficiency study that is being done right now for the district. A company that we buy supplies from is looking into our cleaning process and developing an analysis of how many man hours each building should take to clean and maintain. This should help me reallocate resources if needed, and lead to cost savings and efficiency. I'm hoping that this savings will help free up budget for me to try some of these green ideas with my buildings.
Another topic I am finding a lot about is energy conservation and management. I have been able to evalutate this idea using hard data from our school district. We began our energy management program began in 2004, and to date we have saved over 1.4 million dollars in energy. We have done that by diligently reminding staff to work on the energy saving strategies. We also employ an energy manager in our district, and his salary has paid for itself many times over with the money we have saved.
Next, I was able to explore another idea to help our district become more evironmentally friendly, and that is to gradually transform our heating systems to geothermal heat. All buildings are currently run with boilers except our high school, which is heated geothermally. I was able to view the cost analysis, and the emission reports from each of the schools. Our high school produces less emissions than the the other schools, and the heating system costs less to operate on an ongoing basis. However, due to the higher cost of installing this system, it took approximately ten years to break even when comparing higher cost of installation and savings of operation. This is still an exciting idea to look into however, as all of the boilers in our buildings are old and need a great deal of annual maintenance. Several of them will need replacements in the next ten years. Therefore, when investing for the long term future of the district, I am wondering if it will make sense to begin replacing them with a geothermal system. This is a great possibility, one that I think over time will be likely option.
Finally, the last option I have explored that might be a good possibility is a more aggressive recycling system in our district. Currently, we recycle paper and aluminum, but it is not enforced aggressively and the culture is not that of recycling. Teachers and staff tend to do a nice job of this, but student struggle. I have looked into the option of teaching a recycling unit to kindergartners and first graders, and the cost of this unit is almost zero if I am willing to put in some time to prepare the materials.
On another note, I am very excited about an efficiency study that is being done right now for the district. A company that we buy supplies from is looking into our cleaning process and developing an analysis of how many man hours each building should take to clean and maintain. This should help me reallocate resources if needed, and lead to cost savings and efficiency. I'm hoping that this savings will help free up budget for me to try some of these green ideas with my buildings.
Monday, February 15, 2010
Webbing
As I begin to gather information and answers to my inquiry, I am finding that there is so much to know and learn. It seems that a good plan would be to focus on a few ideas and pursue them. Another thing I have found to be a valuable thing to do is to network. Understanding who the experts are in each area is of a great value. I have found that when researching facility management and green facilities, I cannot put the pressure on myself to know everything. That is where the experts come in. In the realm of indoor air quality, I have met two representatives from the IEA, and educational health and safety organization. I have also met the president of the facilities management association, and will attend the next meeting of this group. Independently, I have been searching the web for more ways to make my buildings greener and healthier. Another resource I have explored is my staff. These individuals know these buildings well and understand where the waste is coming from. I will employ their help as this year's capital projects come to fruition. For example, we are looking into replacing some windows this summer. The staff in those buildings understand sun angles and heat concerns, and we can do our window work accordingly. Right now I am just gathering as much information as possible, while at the same time learning this new job. It has been overwhelming at times, but exciting as well. I look forward to learning more this week and beginning to apply some of what I am learning.
Monday, February 8, 2010
Watching
Today was my first day in my new position as Facilities Director. As I began to wade through my materials, I noticed there were several recurring duties that have documentation dating back dozens of years. Asbestos abatement, indoor air quality, and energy consumption are very large pieces of this job. All three relate to my topic as well, the first two for obvious health reasons, the third to help the district be more efficient and green. Having good air quality will also help the district become more environmentally friendly, because the heating, cooling, and ventilation systems would run more efficiently using less energy.
Another observation I am making is that this district is already making some considerable efforts to be be more energy efficient and environmentally friendly. For example, an energy manager is employed to help buildings use energy with less waste. Second, each room is equipped with recycling cans, encouraging students and staff to recycle whenever possible. Finally, we already work on turning lights off when rooms are not being used, and having the heat down when buildings are unoccupied. I look forward to exploring more ways to save energy and be environmentally friendly, but it looks like this district is on the right track.
Another observation I am making is that this district is already making some considerable efforts to be be more energy efficient and environmentally friendly. For example, an energy manager is employed to help buildings use energy with less waste. Second, each room is equipped with recycling cans, encouraging students and staff to recycle whenever possible. Finally, we already work on turning lights off when rooms are not being used, and having the heat down when buildings are unoccupied. I look forward to exploring more ways to save energy and be environmentally friendly, but it looks like this district is on the right track.
Thursday, February 4, 2010
Wondering
While I have been thinking about how to bring school's into a greener age, I have been brainstorming several things I will want to explore. First, I considered energy conservation. Lights off, heat low, pop machines off, etc. These are all great ideas, and do work to help save energy and dollars for a district. However, what does this cost students and staff? Can staff work in a 60 degree building? Or students learn in a building that is cold? The compromise that many districts seem to have reached is comfort for students, but staff will potentially not find heat up on weekends and lights on in the evening. Is it the best option, not sure, but seems to be a popular model.
Next, I thought about waste. Wow, a lot of garbage gets sent out of just the school I work in. Especially the lunchroom, napkins, plastic silverware, ramekins and small dishes being thrown out everyday. So I was thinking about ways to minimize some of the plastic waste going out of the schools. One of the options I thought of using more "real" silverware and dishes and washing them. True, more work for the kitchen staff, but certainly less garbage. Hard to balance the values, as it might cost more to pay the staff, and our garbage cost may be fixed. But, the overall impact may be of greater value. Interesting things to balance.
For the final thought for tonight, I was thinking about different ways to surface the exterior of buildings. The traditional brick exteriors are very porous, therefore air and moisture are always seeping in and out. Is there a way to surface the brick to help keep some of this air in? Or moisture out? I know of some paint and moisture blockers, but most are very short lived.
As I begin my research, these are just some of the thoughts that have been reoccuring. I look forward to finding the answers out to some of these questions.
Next, I thought about waste. Wow, a lot of garbage gets sent out of just the school I work in. Especially the lunchroom, napkins, plastic silverware, ramekins and small dishes being thrown out everyday. So I was thinking about ways to minimize some of the plastic waste going out of the schools. One of the options I thought of using more "real" silverware and dishes and washing them. True, more work for the kitchen staff, but certainly less garbage. Hard to balance the values, as it might cost more to pay the staff, and our garbage cost may be fixed. But, the overall impact may be of greater value. Interesting things to balance.
For the final thought for tonight, I was thinking about different ways to surface the exterior of buildings. The traditional brick exteriors are very porous, therefore air and moisture are always seeping in and out. Is there a way to surface the brick to help keep some of this air in? Or moisture out? I know of some paint and moisture blockers, but most are very short lived.
As I begin my research, these are just some of the thoughts that have been reoccuring. I look forward to finding the answers out to some of these questions.
Wednesday, January 27, 2010
Topic--Finally
Well, I have decided explore the idea of green building and remodeling in schools. I look forward to finding out more about this topic, especially now that I have accepted a new position in my district with facilities. I wonder about how schools can accomplish this financially for new building, and how we can remodel our buildings to become more environmentally friendly.
Sunday, January 24, 2010
Inquiry Lesson
Beginning today I will be posting a series of entries centered around an inquiry lesson for a graduate class I am taking. This assignment will push me to learn more about a topic of interest I can use in my professional work. Currently, I am brainstorming ideas for what to explore. More to come, I will look forward to feedback as we get moving.
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