GREEN BENEFITS ON EDUCATIONAL BUILDINGS ACCORDING TO THE LEED CERTIFICATION
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Countries around the world are making efforts to develop and introduce green building certification systems to save energy and reduce greenhouse gas emissions. As a result of these efforts, green certification systems are rapidly spreading. Consistent with this, certification systems are also being developed and research related to various technologies and regulations is ongoing. However, most research focuses on residential and commercial buildings and there is still a lack of scientific research on educational facilities. To fill the gap and support the former studies, this research statistically studies the economic effects of green certification systems on educational facilities. For this purpose, the benefits, i.g., building price and maintenance & repair costs, were examined for universities in Canada that were admitted to the Canadian Educational Institution. As shown by the results of this study, Leadership in Energy and Environmental Design (LEED)-certified buildings cost 49.9% more to build and had 25.6% lower maintenance and repair costs than non-LEED certified buildings.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it