• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.3
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• pp.16-27
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• 2019

Based on basic studies on the current status index of BF certification application for school facilities according to the BF certification implementation, this study sought to improve the direction of the different BF certification evaluation indexes for school facilities by investigating and analyzing the status of BF Reservation Certification for elementary schools. A comparative analysis of the status and evaluation indexes of 30 elementary schools in the Gyeongsang region that included indicators of external and internal facilities, sanitary facilities, guidance facilities, and other facilities indicated that school facilities are insufficient to discriminate based on criteria and thus need to be updated for accurate grading. For school facilities that are open for anyone to use, quality improvement should be induced by improving standards and adjusting points for items that earn middle and lower grades.

• KIEAE Journal
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• v.13 no.6
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• pp.23-28
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• 2013

Green Standard for Energy and Environmental Design(G-SEED) has been used for environmental friendly building certification since 2002. The certification criteria initialed with multi-residential building and now it expands to 10 criteria for new and existing building types. The purpose of this study is to understand current recognition of G-SEED from the survey of multi-complex residences in newtown. From the general question, 75.2% of responders answered the period of living term between 1~3 years, 58.6% lived in $102.48{\sim}132.23m^2$ residential area and 65.2% owned their residences. The 43.2% of respondents recognized that their residences gained G-SEED certification by G-SEED emblem(31.6%). This is the significant meaning to understand public recognition of G-SEED and how to approach the strategy for raising the G-SEED recognition. The responders expected positive influence for economical value from G-SEED and also 75.3% of responders agreed with that G-SEED would be a decision make to buy and rent their residences. Second, residents responded that the consideration issue for green building is energy & prevention of environmental pollution(27.7%) which carries equal concern in G-SEED criteria category. The result of this survey verifies that the current level recognition of G-SEED of the responder's perspectives still is not well-known but it confirmed they have a positive expectation. Therefore, from this result, G-SEED needs to draw road map with detail plans for developing G-SEED with public participation.

• The Journal of Sustainable Design and Educational Environment Research
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• v.12 no.1
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• pp.35-45
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• 2013

The purpose of this study is to suggest improvement plans of school green building certification system in the concept of the Green Building Index by comparing items of domestic system with those of foreign system. School is a public facility for students. So Green Building Certification System for School must have educational point of view adding to energy saving, reduction of greenhouse gas emission, etc. Also school is forming a large part with the apartment house in the green building certification system. So we need to manage the green building certification system for school to meet carbon reduction policy.

• Journal of Information Management
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• v.43 no.1
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• pp.135-158
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• 2012

Since the 1990s, discussions regarding green libraries started in the U.S.A, in the name of 'library and the environment', 'Green librarians', 'constructing of environmental sources', 'noise and library', 'building libraries as an environmental alternative' and etc. Currently, green libraries certified by an evaluation system are more than 50. This study proposes a direction to build a green library. The study analyzes national and international green libraries certified by the evaluation system. The cases are analyzed based on the six evaluation factors in the LEED certification system; Sustainable Site, Water Efficiency, Energy and Atmosphere, Material and Resources, Indoor Environmental Quality, Innovation and Design Process. Since the evaluation system focuses mainly on the architectural aspects, there was a need of expanding the concept of eco-friendly in this research. The newly expanded eco-friendly concept includes services, content, and supplies of libraries.

• Journal of the Korean Solar Energy Society
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• v.34 no.3
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• pp.122-132
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• 2014

Sustainability became the keyword of our society worldwide, and it is undoubtful that buildings are mainly responsible for green house gas emission and energy consumption. Among different project types, educational facility was selected in this study to find out what needs to be addressed in order to provide students better learning environments. Scorecards from 32 LEED certified school projects went through analysis and essential components as design strategies in sustainable educational facilities were extracted based on application rate of each credit in LEED for School(2009). The extracted data were further analyzed in comparison with related components in G-SEED. The results would be used as guidelines for those of who design sustainable education facilities and prepare green building certifications. and it would further foster architect's responsibility towards green society in Korea.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.3
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• pp.53-61
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• 2013

The purpose of this study is to suggest the way how to improve the school green building certification system based on life cycle assessment methodology and to assess $LCCO_2$ in outline. Green Building Certification System for School is comprised of 7 categories and 39 items. 7 categories include Land use and Transport, Energy and Atmosphere, Materials and Resources, Water, Management, Ecology, Indoor environmental quality. School is a public facility for students. So Green Building Certification System for School must have educational point of view adding to energy saving, reduction of greenhouse gas emission, etc. Also it needs to be classified into three categories ; kindergarten, elementar/middl/high school and university. Improvement plans for items are as follows ; energy consumption and $LCCO_2$ assessment considering life cycle, deletion or integration of duplicate items by comparing other systems, application of passive solar systems, consideration of the law and standards change, and selection of items considering specific building use.

• The Journal of Sustainable Design and Educational Environment Research
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• v.9 no.1
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• pp.23-31
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• 2010

Recently, there are effects such as commercial investment and introducing new technology by introducing a BTL project. As a result, School's conditions are getting better and Numbers of certified schools are increasing, because the Green Building Certification Criteria was created in 2002 and expanded to schools in March, 2005. But the certificated schools just get the minimum score for certificate level 'good' about 65 points and there is no certificated school level 'very good'. The users of school stay in long time in the facility cause of the unique function of school. It means Indoor Environment Quality Criterion of the school is very important than any other criteria. Therefore, this study aims to analyze the indoor environment factor for the plan of the certificated school by green building rating systems. And this study also wants make the basement of a substantial technical application and development of the criteria in the plan for sustainable green school.

• Journal of the Korea Institute of Building Construction
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• v.19 no.6
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• pp.539-547
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• 2019

Recently, the international community signed a climate change agreement to prevent global warming. Yet currently, the fossil fuels have been widely used in to supply building energy for cooling and heating. The Green Building certification (G-SEED), an energy efficiency rating for new or existing buildings requires that buildings meet certain conditions. Insulation is used as a building material to reduce the energy supply to buildings and to improve the thermal insulation, and it accounts for more than 90% of the total heat resistance provided by the building surface components that meet the energy-saving design standards of new buildings. In this investigation, a performance evaluation study was conducted through an experimental study by directly extracting the foam polystyrene insulation on-site during the remodeling of a building that was in the range of 22~38 years old. Through tests, it was found that the thermal conductivity of the extrusion method insulation (XPS) was reduced by 48% and the compressive strength of XPS decreased by 36% compared to KS M 3808, which is the initial quality standard. For bead method insulation (EPS) with a thickness of 50mm, the thermal conductivity, the compressive strength, and flexural failure load were similar to the initial quality standard. Therefore, in the calculation of the primary energy requirement per unit area per year, the performance of bead method insulation can be estimated simply by considering the thickness of the insulation, while a correction factor that considers its performance deterioration should be applied when extrusion method insulation is used.

• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.4
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• pp.58-65
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• 2019

Under the regulation of rational energy use in public institutions, it has been mandatory for educational facilities to meet the first grade or higher since 2014. Also the regulation has forced educational facilities as public institutions to use renewable energy since September 2008. Educational facilities are required to be qualified as zero-energy buildings from 2020 under the revision of the Green Building Act. In this study, we identified the current status of the building energy efficiency rating system and the renewable energy system installation for 316 educational facilities that were accredited as "building energy efficiency rating system" from February 2015 to March 2019. Also we analyzed the energy self-sufficiency rate based on energy requirements and renewable energy output. Of the 316 facilities, 12 had 1++ and 293 had 1++ for the "Building Energy Efficiency Rating System". Among the 12 facilities which had 1+++, 11 recorded ZEB level 5 or higher, and 28 out of the 293 facilities(11%) which got received 1++ had ZEB level 5. Thus, it is impossible to implement the ZEB certification system for educational facilities under the present conditions. Expanding the ratio of 1+++ and investing in renewable energy systems should be preceded.

• Journal of the Architectural Institute of Korea Structure & Construction
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• v.35 no.10
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• pp.225-234
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• 2019

The purpose of this paper is to analyze the additional construction cost of G-SEED certification for domestic office building reflecting the latest standard(G-SEED 2016-2), and to derive cost impact by category and level. Therefore, it is intended to provide quantitave cost data according to G-SEED certification at the planning phase of the project, estimate the additional construction cost per level according to G-SEED Certification of similar project to be carried out in the future, and encourage G-SEED certification by supporting the decision of the owners. Method: The Process and method of this study are summarized in five steps, 1) Review of previous research, 2) Selection of target project, 3) Scenario setting by level, 4) Additional construction cost for each evaluation category, 5) Extraction of additional construction cost ratio by level. Result: This paper analyzed the cost impact by deriving the additional construction cost of detailed category for level improvement according to the revised G-SEED certification(G-SEED 2016-2). In conclusion, an additional construction cost(ratio) of G-SEED projects to the reference building is drawn as good level; 157,426,241 KWN(+0.43%), very good level; 321,907,802 KWN(+0.88%), excellent level; 999,371,478 KWN(+2.74%), and outstanding level; 1,467,047,718 KWN(+4.02%).