Diss. Stockholm : Univ., 2004.

En fallstudie av två fritidspedagogiska verksamheter. Hur påverkas den fritidspedagogiska verksamheten av lokalernas utformning? / A case study of two after school recreation centres. How are the after school recreation centres affected by the different design of their premises?

The purpose of this report was to find out if there were any differences in how the indoor environment was experienced in environmentally certified school buildings compared with similar conventional buildings. For that two certified school buildings, Vegaskolan in Vännäs and Hedlunda preschool in Umeå was compared with two conventional preschools in Umeå, Solbacken and Skattelden, in terms of how the indoor environment was experienced. This was done using a questionnaire and interviews. The results of the survey showed that Vegaskolan had the lowest percentage among the staff that was bothered by various environmental factors, while Hedlunda preschool had the largest share. Hedlunda also had the highest percentage amongst the staff with health problems. All four buildings surveyed, however, had smaller percentages who were disturbed by noise than preschools in general, and the environmentally certified buildings had an even lower percentage. If this is due to the certification is however difficult to say. Since there were more differences between the two certified buildings, it is difficult to draw general conclusions depending on the building type. Most of the differences showed in this study do not depend on the certification of the buildings, but of other causes. However the environmentally certified buildings are more complex than the conventional buildings, with more things that can go wrong. Therefore it requires more monitoring of the indoor environment after the building is put into use, as well as more information to operators and users in order to prevent adverse health effects, which seems to be the case at Hedlunda.

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<p>The aim of this thesis is to establish a “förvaltningsplans” template to Fastighetskontoret in Vasteras city. Further general information about the mission was given at our first meeting with Rolf Haraldsson, who happened to be our mentor and works at Fastighetskontoret in Vasteras city.</p><p>We agreed that using the software Excel was the most appropriate way to establish the template, because Fastighetskontoret also make use of Excel in their internal system, and also because Excel has a more friendly user interface and it is more easier to use compared to other software that have complex templates.</p><p>One of the first things we did was to get in contact with different fastighetskontors around Sweden so that we could either take part of their “förvaltningsplaner” or get referred to other material that could have been used. But this turned out to be an unsuccessful strategy. However, by searching on internet, course literature and databases we got a successful result.</p><p>The most common headlines were included in the template and were later discussed with our mentor from Malardalen University, Sone Nydert. Mr. Nydert who gave us viewpoints and directions on how we should develop our work further.</p><p>Thereafter, we had continual meetings with the mentor in Fastighetskontoret in Vasteras stad, Rolf Haraldsson, so that we could discuss and adjust the templates in line with the headlines in order for the template to match the fastighetskontorets internal headlines.</p><p>The template was finally tested in frosundaskolan and turned out to be a successful work.</p>

The aim of this thesis is to establish a “förvaltningsplans” template to Fastighetskontoret in Vasteras city. Further general information about the mission was given at our first meeting with Rolf Haraldsson, who happened to be our mentor and works at Fastighetskontoret in Vasteras city. We agreed that using the software Excel was the most appropriate way to establish the template, because Fastighetskontoret also make use of Excel in their internal system, and also because Excel has a more friendly user interface and it is more easier to use compared to other software that have complex templates. One of the first things we did was to get in contact with different fastighetskontors around Sweden so that we could either take part of their “förvaltningsplaner” or get referred to other material that could have been used. But this turned out to be an unsuccessful strategy. However, by searching on internet, course literature and databases we got a successful result. The most common headlines were included in the template and were later discussed with our mentor from Malardalen University, Sone Nydert. Mr. Nydert who gave us viewpoints and directions on how we should develop our work further. Thereafter, we had continual meetings with the mentor in Fastighetskontoret in Vasteras stad, Rolf Haraldsson, so that we could discuss and adjust the templates in line with the headlines in order for the template to match the fastighetskontorets internal headlines. The template was finally tested in frosundaskolan and turned out to be a successful work.

Purpose: This study aims to see how the total active heating demand and the indoor climate for a school in Vasteras can improve from two different energysaving-investments. The two measures that will be investigated are windows with an improved U-value and an exchange of the ventilation unit with a heat exchanger. The result of the investments will be connected to a value-added study which investigates its impact on social, economy and environmental aspects. Method: To accomplish this, a literature study has been made to gather information to support the calculations and compare our results with previous studies. A case study which consists of calculations, a study visits to the school and a documentation analysis to strengthen the accuracy of the results. Results: The yearly total active heating for the school was 426 MWh with a heat demand of 191 kWh/m2 which is bad compared to equal buildings which normally use between 120-180 kWh/m 2. The exchange of the ventilation unit and the implement of a heat exchanger decreased the yearly active heating demand with 105 MWh which is equal to 144 kWh/m2. This is a much better value and now in the category of equal buildings. By investing in windows with a U-value of 1.3 W/m2 K from 3.0 W/m2 saved the building 29 MWh every year to 178 kWh/m2 which is just under the maximum value of 180 kWh/m 2 . Conclusions: Investing in a new ventilation unit with a heat exchanger showed to be the best investment for the school at this moment in time. The new heat exchanger contributes to a large energy saving and the investment cost had a payback time between 9 - 18 years depending on the kWh price. The study got similar results in the value-added study where the ventilation unit showed a greater impact on almost all of FN: s global goals. Windows did not show as impressive results as the ventilation unit did and is why it contributed less to the global goals in the value-added study.