The Impact of Negative Student Behavior on the Aesthetic Performance of Finishing Materials in School Buildings
Notice bibliographique
Résumé
This research examines how human behavior, particularly negative student behavior such as vandalism, dismantling, and scratching, affects the aesthetic performance of finishing materials in school buildings, which is contrary to the purpose of education and teaching.It aims to help architects select materials that can better withstand such behaviors, ensuring the durability of buildings by maintaining their boundaries with the surrounding environment.Performance evaluation plays a key role in determining the suitability of finishing materials under these conditions.The research problem is the "lack of a local study addressing the impact of negative behavior on the aesthetic performance of finishing materials in school buildings."The research objective is to develop a theoretical framework to measure this impact and assess the compatibility of these materials with student behavior.The study begins by introducing the concepts of behavior and performance, followed by a review of relevant literature to construct a theoretical framework with primary and secondary concepts.Two local primary school projects were analyzed using specific analytical and measurement methods.A combination of descriptive, analytical, and experimental approaches was adopted, during which samples of finishing materials-such as granite, mosaic, paint, and ceramic-were tested.These analyses led to key findings and recommendations.The research encountered several constraints, including administrative restrictions related to school regulations, technical difficulties in installing cameras and collecting material samples, and social limitations.Notably, some female staff members were reluctant to be monitored by cameras due to cultural privacy norms prevalent in Iraqi society.The study concluded with several findings, the most significant being that finishing coating materials exhibited significantly weaker aesthetic performance against negative behaviors compared to materials like ceramic and granite.Walls were identified as the most affected surfaces, followed by floors, as both are easily accessible and often neglected due to their lower aesthetic quality.In contrast, ceilings showed no significant impact as students cannot reach them.Negative behaviors were most common in vertical circulation areas due to crowding.Accordingly, the research reached several recommendations, the most important of which are: improving the quality of finishing materials, particularly for walls and floors, to increase their resistance to negative behavior.It also suggests implementing effective strategies for managing recurring behaviors on a regular basis to enhance discipline and reduce undesirable actions over time.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».