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TTMD Ocak Şubat 2013Makale Article47arasında yaygın olan gürültünün önlenemezliğikonusundaki inanışlar azaltılabilecek ve eğitimkalitesi arttırılabilecektir.KAYNAKLAR[1] ANSI S12.60–2002, (2002). AmericanNational Standard, Acoustical PerformanceCriteria, Design Requirements andGuidelines for Schools[2]Bernardi, N., Kowaltowski, D.C.C.K.,(2006).Environmental comfort in schoolbuildings, a case study od awareness andparticipation of users, Environments andBehaviour, Vol.38, No.2 pp.155-172[3]Bistrup, M.L., (2000). Children and noisepreventionof adverse effects, NationalInstitute of Public Health, Denmark[4]Choi, C.Y., McPherson, B., (2005). Noiselevels in Hong Kong Primary Schools:Implications for classroom listening,International Journal of Disability,Development and Education, Vol 52(4),pp. 345-360.[5]Dockrell,J., Shield, B.,(2006). Acousticalbarriers in classrooms: the impact of noiseon performance in the classroom, BritishEducational Research Journal, Vol 32(3),pp.509-525.[6]Dockrell, J.E, Shield, B.,(2004). Children’sperception of their acoustic environmentat school and at home, JASA, 115(6), p.2964-2973.[7]Enmarker I., Boman E., (2004). Noiseannoyance responses of middleschool pupils and teachers, Journal ofEnvironmental Psychology, Vol. 24, Issue 4,pp. 527-536,[8]Evans Jack B., (2004). Acoustical Standardsfor Classroom Design-Comparison ofInternational Standards and Low FrequencyCriteria, 11th International Meeting onLow Frequency noise and Vibration inMaanstrich, INCE, 2004, 30 August-1September, Maastricht, Netherland[9] Klatte, M., Wegner, M., Hellbruck,J., (2005).Noise in the school environment andcognitive performance in elementaryschool children, Part B- CognitivePsychological Studies, Forum Acousticum,pp. 2071-2074[10]Knecht H.A., Nelson P.B., Whitelaw G.M,Feth L.L., (2002), Background NoiseLevels and Reverberations Times inUnoccupied Classrooms-Predictionsand Measurements, American Journal ofAudiology, Vol.11 pp.65-7 [11]Lercher, P.,Evans, G,W., Meis, M., (2003). Ambientnoise and cognitive processes amongprimary school children, Environment andBehaviour, Vol 35(6), pp. 725-735.[12]Norlander, T., Moas, L., Archer,T.,(2005).Noise and stres in primary and secondaryschool children: Noise reduction andincreased concentration ability through ashort but regular exercise and relaxationprogram, School Effectiveness and SchoolImprovement, Vol 16(1), pp. 91-99.[13]Ripoll M, Cordoba J., (2006). The Role ofEducation in Development, Rice University,September[14]Schick,A., Meis, M., Reckhardt,C.,(2000).Noise Stress in Classrooms, 8th OldenburgSymposium on Psychological Acoustics,pp. 533-569,[15]Shield, B., Dockrell, J.E.,(2004). Externaland Internal Noise Survey of LondonPrimary Schools JASA, Vol 115(2), June, p.730-738.[16]TS ISO 1996-2:Akustik-Çevre GürültüsününTarifi, Ölçülmesi ve DeğerlendirilmesiBölüm 2-Çevre Gürültü SeviyelerininTayini,Türk Standartları Enstitüsü, Ankara[17]Ünver Ö, Gamgam H., (2008). UygulamalıTemel İstatistik Yöntemler, Seçkin Yayınevi,Ankara[18]Vallet, M., Karabiber, Z., (2002). SomeEuropean Policies Regarding AcousticalComfort in Educational Buildings NoiseControl Engineering Journal,Vol 50(2),March- April, pp.58-62.[19]Vermeir G., Berg V. D., (2003).Classroom Acoustics in Belgian Schools:Requirements, Analysis, Design, 2ndInternational Conference on Research inBuilding Physics, September 14-18, Leuven,Belgium[20]World Health Organization, (WHO),(2001). Occupational and Community Noisehttp://www.who.int/peh/ (15.06.2008)[21]Zannin P. H. T., Zwirtes D. P. Z., (2008).Evaluation of the acoustic performanceof clasrooms in public schools. AppliedAcoustics, Vol.70, pp.626-635[22]2002/49/EC, (2002). Çevresel GürültününDeğerlendirilmesi ve Yönetimi YönetmeliğiRÜZGÂR ENERJİSİ VE GAZİANTEPKOŞULLARINDA (500 KW ALTI) EVSELİHTİYAÇLARI GİDERECEK RÜZGÂRTÜRBİN TASARIMI