[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"catalog-xal-light-for-educational-institutions-2023":3,"$f54gFciXR1FznWJVNft3TqcXl0B8GYbPbga8lnvghe78":329},{"id":4,"title":5,"slug":6,"image":7,"source":8,"brand_name":9,"brand":10,"brand_slug":11,"file_size":12,"pages":13,"pages_count":324,"matched_pages":325,"match_count":326,"two_pages":327,"show_text":328},15605,"Light for Educational Institutions 2023","xal-light-for-educational-institutions-2023","\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.1.png","http:\u002F\u002F127.0.0.1:8000\u002Fprivate\u002Ffiles\u002Fa0\u002Ff27ab93ec7c5bb1fa34f23fa5ff75f-285e069022.pdf","XAL",745,"xal","25.5 MB",[14,17,21,25,29,33,37,41,45,49,53,57,61,65,69,73,77,81,85,89,93,97,101,105,109,113,117,121,125,129,133,137,141,145,149,153,157,161,165,169,173,177,181,185,189,193,197,201,205,209,213,217,221,225,229,233,237,241,245,249,253,257,261,265,269,273,277,281,285,289,293,297,301,305,309,313,317,321],{"image":7,"text":15,"number":16},"A matter of brightness\nLight for educational institutions\nEN\n",1,{"image":18,"text":19,"number":20},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.2.png","Vienna University of Economics and Business Campus \nVienna, AT – by Zaha Hadid Architects, \nNO.MAD Arquitectos, Estudio Carme Pinos\n2\nEducational institutions\n",2,{"image":22,"text":23,"number":24},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.3.png","3\nLight greatly influences well-being and concentration. It \nmakes a significant contribution to how well students, pu-\npils, and kindergarten children can find their way around \nand focus at educational institutions. \nLighting needs to remain flexible to cater to a wide range \nof new teaching formats. In lecture halls and classrooms, \nexcellent, reflection-free vision is a top priority, while \nreduced-glare and balanced brightness protect the eyes \nfrom fatigue. Luminaires should create a pleasant am-\nbience in libraries and cafeterias. Additionally, they play a \nrepresentative role in the assembly hall or outdoors. \nLight also influences mood. Cool daylight white promotes \nattention while warm white light has an inspirational and \nrelaxing effect. Biodynamic lighting supports learning and \nregeneration by adapting to the human rhythm throughout \nthe day. In addition to lighting, room acoustics have a sig-\nnificant impact on successful learning. Acoustic elements \noptimise speech intelligibility and reduce noise, thus \nimproving presentations and cutting distractions during \nconversations. \nBy using smart luminaires, the lighting system can be \nmore sustainable and efficient with the help of state-\nof-the-art technologies. Intelligent sensor technology \ncoordinates natural lighting conditions with artificial light, \nand presence-controlled lighting systems save energy. \nAbove all, the lighting of an educational institution creates \nsecurity and identity – and crafts an environment in which \nstudents and pupils find their way around, feel a sense of \nbelonging and enjoy learning. \nLearning more  \neffectively with  \nthe right light\nxal.com\u002Feducation\n",3,{"image":26,"text":27,"number":28},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.4.png"," 1\n3\n 4\n 5\n6\n 7\n 8\n 9\n2\n 1\n3\n 4\n 5\n6\n 7\n 8\n 9\n2\n4\nEducational institutions\nLight for \nall areas\n",4,{"image":30,"text":31,"number":32},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.5.png","5\nxal.com\u002Feducation\nClassrooms \n 12\nCafeteria \n 24\nKindergarten \n 28\nAssembly hall \n 36\nCorridors and staircases \n 40\nLibrary \n 44\nLecture hall \n 48\nSports hall \n 52\nOutdoor \n 56\nAppropriate lighting  \nfor schools \n 60\nHarmonious light thanks to \nmodern sensor technology \n 62 \nAcoustics for  \neducational institutions \n 64\n 3\n 2\n 4\n 5\n 6\n 7\n 8\n 9\n 1\n",5,{"image":34,"text":35,"number":36},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.6.png","6\nProduct diversity\nXCS Customised \nSolutions\nSpecial colours\nColours have a decisive influence on the ef-\nfect of rooms and buildings. Their task is to \ncomplement and round off an architectural \nvision. That is why we offer a vibrant colour \nselection to deliver the highest possible \ncreative freedom to adapt to your design. \nXAL's most popular product families come \nin discreet classic colours, intense trend \ncolours, and the special gold and bronze \njewellery tones.\nSome visions fill space, others create \nit. Even the most extensive prod-\nuct portfolio cannot always meet a \ndesign‘s specific requirements. That \nis why we work with you to develop \nbespoke lighting solutions that are \nprecisely tailored to the architectural \nand aesthetic needs of your project. \nDepending on the size of the project, \nwe implement both minor adaptations \nto existing XAL products and designs \nof completely new innovations.\nVELA\n suspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K\nIdeal application \nKindergartens\nColours\nwhite, grey, black, and special colours\nLuminaires provide a pleasant \nambience and a good learning \natmosphere in educational \ninstitutions while underlining each \nbuilding's individual character. XAL \nhas a large selection of different \nrecessed, surface-mounted, and \nsuspended luminaires in various \nshapes and colours to adapt to your \npreferences. \nDesign variety\nINO circle \u002F square\nPlasterboard ceiling \u002F concrete ceiling\n2700 K, 3000 K, 4000 K, \nTW (Tunable White)\nIdeal application \nKindergartens, Cafeteria, \nAssembly halls\nColours\nwhite, grey, black, and special colours\nsurface \u002F suspended\n",6,{"image":38,"text":39,"number":40},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.7.png","7\nProduct diversity\nDescreet\nperfection\nShape \nthe light\nUNICO square \u002F linear\nrecessed\nPlasterboard ceiling \u002F grid ceiling\n2700 K, 3000 K, 4000 K, \nTW (Tunable White), UGR ≤ 19\nIdeal application \nClassrooms, corridors, lecture halls\nColours\nwhite, black\nMITA circle \u002F square\nrecessed\nPlasterboard ceiling \u002F grid ceiling\n3000 K, 4000 K, TW (Tunable White) \nUGR ≤ 19\nIdeal application \nClassrooms, cafeteria , assembly halls, \nlibraries\nColours\nwhite, black\nHigh-precision \nwallwashing\nCombine with \nyour design\nSQUADRO wallwasher\nrecessed\nPlasterboard ceiling \u002F grid ceiling\n3000 K, 4000 K\nIdeal application \nClassrooms\nColours\nwhite and black\nSASSO 40 \u002F 60 \u002F 100\nrecessed \u002F semi-recessed \u002F surface\nPlasterboard ceiling \u002F grid ceiling\n2700 K, 3000 K, 4000 K, CWD (Colour \nWarm Dimming), UGR ≤ 16\nIdeal application \nKindergartens, cafeteria , corridors\nColours\nMounting frame: white, silver, and black\nHousing: white, black\nReflector: white, silver-matt, black,  \ngold, and chrome\n",7,{"image":42,"text":43,"number":44},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.8.png","The square \ndifference\nFLOW\nsurface\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K\nIP 40\nIdeal application \nCafeteria , corridors \nColours\nwhite, grey, black,  \nand special colours\nUltra slim\nseries\nFor heavy-\nduty use\nSONO\nsurface\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, TW (Tunable White)\nIdeal application \nKindergartens, assembly halls,  \ncorridors, outdoor (SONO IP)\nColour\nwhite\nTASK round \u002F square\nsurface \u002F suspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, TW (Tunable White) \nUGR ≤ 19\nIdeal application \nClassrooms, cafeteria , assembly halls, \nlibraries\nColours\nLuminaire: white, black, \nand special colours\nAcoustic elements: white, felt grey, \nmarble grey, and black\nTASK S system\n suspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, TW (Tunable White) \nUGR ≤ 19\nIdeal application \nClassrooms, cafeteria , libraries\nColours\nLuminaire: white, black  \nAcoustic elements: white, felt grey, \nmarble grey, and black\n",8,{"image":46,"text":47,"number":48},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.9.png","Light in \nperfect circles\nMINO circle\nsurface \u002F suspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, TW (Tunable White)\nUGR ≤ 19\nIdeal application \nKindergartens, cafeteria , assembly halls, \ncorridors\nColours\nwhite, grey, black,  \nand special colours\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, TW (Tunable White)\nUGR ≤ 19\nIdeal application \nClassrooms, kindergartens,  \ncafeteria , assembly halls, corridors, \nlibraries, lecture halls\nColours\nFRAME: white, grey\nMINIMAL: white\nBe free \nto sharpen \nyour profile\nSlim and  \nsmart\nBETO circle\n suspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, UGR ≤ 16\nIdeal application \nAssembly halls, corridors\nColours\nwhite and black\nMINO 40 \u002F 60 \u002F 100 \nsystem \u002F customised\nsurface \u002F suspended \u002F ceiling offset\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, TW (Tunable White)\nUGR ≤ 19\nIdeal application \nClassrooms, kindergartens, cafeteria , \nassembly halls, corridors, libraries, \nlecture halls, sports halls\nColours\nwhite, grey, black  \nand special colours\nFRAME 40 \u002F 60 \u002F 100 system\nMINIMAL 60 \u002F 100 system\nrecessed\n",9,{"image":50,"text":51,"number":52},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.10.png","10\nxal.com\u002Fproducts\nTUBO\n surface \u002F suspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K\nIdeal application \nCafeteria , assembly halls, corridors\nColours\nwhite\nHEX-O\nsurface \u002F suspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, TW (Tunable White)\nUGR ≤ 19\nIdeal application \nLibraries\nColours\nLuminaire: white, black, and \nspecial colours\nAcoustic elements: white, black\nSONIC\nsuspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, UGR ≤ 19\nIdeal application \nAssembly halls\nColours\nLuminaire: white, dark grey, and \nspecial colours\nAcoustic elements: white, marble grey, \nand black\nPerfect  \nallrounder\nEnlightened\nby acoustics\nThe sound of \nstress-free\nwork\nShaping the \nenvironment\nMUSE\n suspended\nPlasterboard ceiling \u002F concrete ceiling\n3000 K, 4000 K, UGR ≤ 19\nIdeal application \nClassrooms, Assembly halls\nColours\nanthracite, grey, light blue, indigo blue\n",10,{"image":54,"text":55,"number":56},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.11.png","11\nxal.com\u002Fproducts\nLight quality\nLight quality has a major impact on suc-\ncessful learning. XAL develops luminaires \nof the highest quality to meet the require-\nments of modern educational institutions. \nOur products are fitted with high-end LEDs. \nExcellent glare reduction is critical for \nteaching and learning, which is why we use \nmicro-facetted reflector technology to com-\nplement our proven micro-prismatic cover. \nThe UGR values thus guarantee excellent, \nglare-free learning conditions everywhere. \nAdvanced  \nsensor\ntechnology\nPresence sensors regulate workplace \nlight according to whether someone \nis present, while brightness sensors \nadapt the light intensity to the ambient \nbrightness. This means that if desks, \nrooms, or corridors are unoccupied, \nthe light switches off automatically \nafter a set delay. Furthermore, the \nluminaire increases or decreases its \nbrightness depending on the ambient \nbrightness. This saves energy and \nextends the service life. \nTW – Tunable White\nChanges in the colour of light have a \nsubstantial effect on our mood. Tunable \nWhite allows the colour temperature to \nbe continuously adjusted from 2700 K \n(warm light) to 6500 K (cool light) to \ndynamically adapt the lighting to the time \nof day or ambient brightness.\nBETO system \u002F wallwasher\nsurface \u002F suspended\nPlasterboard ceiling \u002F Concrete ceiling\n3000 K, 4000 K, TW (Tunable White)\nUGR ≤ 16\nIdeal application \nClassrooms, Lecture halls\nColours\nwhite and black\n",11,{"image":58,"text":59,"number":60},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.12.png","12\nClassrooms\nClass \nrooms\n",12,{"image":62,"text":63,"number":64},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.13.png","13\nLight influences \nlearning success\nLearning is a dynamic process. In schools and universities, teacher-centred instruction is \nincreasingly giving way to modern teaching and learning methods. For these to work, the right \nlighting in the classroom is crucial, because our ability to concentrate correlates with the light-\ning conditions. \nCarefully planned classroom lighting increases the students' attention and well-being. Lighting \nneeds to be uniformly bright and flexible to ensure excellent visibility from any location despite \nvarying space utilisation. Modern lighting systems are capable of adjusting the brightness level \nto the needs of the user. In the morning, for example, regular lessons are held. Children need a \nlight intensity of 300 lux to follow lessons without tiring.\nThe focus of good classroom lighting is still on blackboard illumination. Whether a classic \nblackboard or a modern whiteboard, this area should receive 500 lux, with a high degree of \nuniformity (0.7), to guarantee optimum perception and legibility even from the back of the room. \nFor presentations, however, it makes sense to dim the lighting system or only illuminate parts \nof the room. Pre-programmed scenes can, for example, be called up via a lighting management \nsystem and thus support changing teaching formats. \nThe best light source in classrooms is daylight. Sensor-controlled lighting uses incidental \nnatural light and harmoniously adjusts the artificial light to it for a pleasant atmosphere that \nfacilitates communication and promotes successful learning. \nLighting requirements (EN 12464-1) \n• light intensity of at least 500 – 1000 lx for room  \n \nlighting for day classes \n• controllable lighting with for different activities  \n \nand light scenes \n• For classrooms used by small children  \n \n(primary school), a required illuminance of  \n \n300 lx may be used by dimming \n• light intensity of at least 500 lx on blackboard\u002F \n \nwhiteboard \n• good glare control in all directions (UGR ≤ 16\u002F19) \n• ideally separately switchable lighting  \n \n(blackboard & room light) \n• ideally use of daylight and presence sensors\nxal.com\u002Fclassrooms\nVELA \nTASK S \nMILA\nMINO\nUNICO \nBETO\nSQUADRO \nTASK\nSETA\n",13,{"image":66,"text":67,"number":68},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.14.png","14\nClassrooms\nSekundarschule Wasgenring\nBasel, CH –\nby Stähelin Partner Architekten AG\nMaria-Ward-Schule \nNürnberg, DE – with lighting design \nby Konzeptlicht, Gregor Sgonina\n",14,{"image":70,"text":71,"number":72},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.15.png","15\nxal.com\u002Fclassrooms\nElementary School Puntigam \nGraz, AT –\nby Franz und Sue ZT GmbH\n",15,{"image":74,"text":75,"number":76},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.16.png","International School\nCopenhagen, DK –\nby C.F. Møller Architects with \nlighting design by Anders Smith \n16\nInspiration\n",16,{"image":78,"text":79,"number":80},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.17.png","17\nA high degree  \nof flexibility\nCopenhagen International School\nTogether with Anders Smith and lighting designer Michael \nAnker, Jørgen Juul from the architectural firm C.F. Møller \nArchitects developed the lighting solution for Copenhagen \nInternational School. They are responsible for all didactic, \narchitectural, and design decisions. \nThe new building, boasting an impressive 25,000 square \nmetres, is located at Copenhagen's northern harbour and \nis unique in many ways. From the start, the focus was on \nusing light to create the best possible learning, teaching, \nand working environment. This requires flexibility and \nadjustability to adapt the right light to the right situation. \nSince the school accommodates children from 3 to 18 and \nadults of all ages, adjusting the colour temperature and \nintensity had to be quick and intuitive. Various activities \ncan thus be supported. The installation itself must also \noffer flexibility, both for current and future applications. \nThe suspended luminaires are connected to tracks and \nare height-adjustable, enabling significant changes. Small \nadaptations can be made directly via the app or the wall \nswitches, allowing the end-user to adjust the light quality \nand intensity. Each luminaire must be independently and \nintuitively controllable via the same interface in a small, \nsimple, and attractive housing. \nThe aim was to create an environment where general \nlighting differs from workplace lighting; a warm space, but \nwith cool, intense light for precise work. This required a \nmuch higher lux level (1000 lux) on the table surface than \nthe standard 500 lux. Studies show this improves learning \nand increases student performance.\nxal.com\u002Finternational-school \nAnders Smith\nLighting designer, anders smith design\nJørgen Juul\nArchitect, C.F. Møller Architects\n",17,{"image":82,"text":83,"number":84},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.18.png","18\nAnders Smith, lighting designer\n“ XAL was the right partner for us because \nof the reduced, aesthetic luminaires, the un-\nderstanding of design, the high quality, and \nthe willingness to implement our vision with a \nbespoke solution.“\nInspiration\n",18,{"image":86,"text":87,"number":88},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.19.png","International School\nCopenhagen, DK –\nby C.F. Møller Architects with \nlighting design by Anders Smith\n19\nxal.com\u002Finternational-school \n",19,{"image":90,"text":91,"number":92},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.20.png","20\nInspiration\nSchool campus Neustift\nStubaital, AT –\nby fasch&fuchs.architekten\n",20,{"image":94,"text":95,"number":96},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.21.png","21\nThe school  \nof tomorrow\nSchool campus Neustift\nThe school campus in Neustift in the Stubaital by \nfasch&fuchs.architekten is one of the showcase projects \nfor the \"school of tomorrow\". The fascinating architecture \ndoes complete justice to the idea of open learning. The \nbuildings for the primary and junior high school, the \npolytechnic and the skiing-focussed junior high school \nwere harmoniously set into the slope in three stages and \ncovered with cascades. VELA and MINO ensure creative \ncontinuity within the rooms with their simple, clear design \nand universal applicability. The luminaires were integrated \ninto the acoustic ceilings or suspended freely, depending \non requirements and the room. This created a consistently \nhomely atmosphere for living and learning on campus. \nxal.com\u002Fcampus-neustift \n",21,{"image":98,"text":99,"number":100},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.22.png","22\nSchool campus Neustift\nStubaital, AT –\nby fasch&fuchs.architekten\nInspiration\n",22,{"image":102,"text":103,"number":104},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.23.png","23\nxal.com\u002Fcampus-neustift \n",23,{"image":106,"text":107,"number":108},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.24.png","Cafeteria\n24\nCafeteria \n",24,{"image":110,"text":111,"number":112},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.25.png","INO\nVELA\nTASK\nMINO\nTULA\nSASSO\nSASSO \nMINO\nFRAME\n25\nEncounter and regeneration: \nA matter of light\nCafeterias are communication hubs. They bring people in educational institutions together and \noffer a spatial and mental time-out. Pupils, students, and teachers often only have short breaks \nbetween lessons. An atmospheric lighting concept is thus all the more critical. \nIncreased natural light in a canteen boosts the quality of stay. Dynamic lighting management \nsystems balance available daylight with artificial light to create a bright, friendly atmosphere \nwith optimised energy consumption. The most pleasant lighting is a combination of indirect \nlighting and accent lighting. \nTable lighting is particularly important in cafeterias and canteens. To ensure good visual \nconditions, tables should be illuminated with 200 lux (according to EN 12464-1) without glaring \nor concealing those sitting at the table. Lighting with balanced direct and indirect light shows \nfaces, facial expressions, and gestures clearly and distinctly and makes people stand out from \nthe background without casting shadows. \nThe canteen is often a multi-purpose room that is also used for events or celebrations – in \nsuch cases, changeable lighting scenes for different lighting moods are ideal. Luminaires with \nhigh colour rendering properties (CRI ≥ 90) stimulate the appetite by presenting food and the \nambience in a particularly appealing way while allowing those at a shared table to appear in \nnatural light. \nThe cafeteria has an important role to play as a place where learners can stay. With a well-\nthought-out lighting design, your premises will be conducive to long-term relaxation and good \ncommunication. \nxal.com\u002Fcafeteria\nLighting requirements (EN 12464-1) \n• A light intensity of at least 200 lx, uniformity  \n \nof 0.4 \u002F glare reduction of UGR ≤ 22 \n• Higher colour rendering of CRI ≥ 90 for a good  \n \nvisual ambience \n• Warm light colours (2700 K \u002F 3000 K) for a  \n \npleasant lighting mood \n• Mixture of accentuated and indirect light \n• Different lighting moods delivered by lighting  \n \nscenes for varying uses of the space \n• Use of daylight for improved well-being and to  \n \nsave energy\n",25,{"image":114,"text":115,"number":116},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.26.png","26\nCafeteria \nXUND education centre\nLucerne CH – \nby Metron AG with lighting design \nby Bühlmann Engineering AG\nUA92\nManchester, UK –\nby BDP Architecture\n",26,{"image":118,"text":119,"number":120},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.27.png","27\nxal.com\u002Fcafeteria\nMaria-Ward-Schule\nNürnberg, DE – \nby Konzeptlicht, Gregor Sgonina\n",27,{"image":122,"text":123,"number":124},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.28.png","Kinder-\ngarten \n28\nKindergarten\n",28,{"image":126,"text":127,"number":128},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.29.png","MUSE\nMINO circle\nMILA\nFRAME\nSPADO\nCOMBO\nSONO\nMINO\nHEX-O\nxal.com\u002Fkindergarten\n29\n29\nLight that  \ncreates trust \nThe kindergarten is one of the first places young children explore and learn new things. It is, \ntherefore, particularly important that the environment conveys an atmosphere of trust. Bal-\nanced lighting makes a significant contribution to this. \nIndirect light and the use of incidental daylight create a pleasant atmosphere. With the aid of \nbrightness sensors, the light intensity and colour temperature of the artificial light can be dy-\nnamically adjusted to suit daylight. This saves energy, and the natural lighting conditions make it \neasier for children to feel comfortable in unfamiliar surroundings. \nKindergarten lighting should also meet various requirements. The EN 12464-1 standard \nstipulates light intensity of at least 300 lux where people play, sing, do handicrafts, or draw. \nThe luminaires should be glare-free, with UGR ≤ 19 or UGR ≤ 22 depending on the visual task \nrequirements. The aim is to create visual comfort and to respond flexibly to the needs of chil-\ndren. With the right lighting management system, different lighting scenes can be programmed \nand changed according to the occasion. In this way, lighting can be used to create differenti-\nated zones even in a large, multifunctional room. This grants the children an intuitive sense of \norientation.\nA friendly, warm white light colour increases the sense of well-being and gives children a \nfeeling of security and comfort. The design of the luminaires can contribute to this. A lighting \nconcept for kindergartens and nurseries dispenses with technical appeal and instead focuses \non soft, open forms. \nLighting requirements (EN 12464-1) \n• playrooms: light intensity of at least 300 lx, high  \n \nuniformity (at least 0.4), good glare control  \n \n \n(UGR ≤ 22) \n• craft rooms: light intensity of at least 300 lx,  \n \n \nhigh uniformity (at least 0.6), good glare control  \n \n(UGR ≤ 19) \n \n• balanced light distribution and use of daylight   \n \nfor improved well-being \n• lighting scenes for multifunctional rooms \n• direct-indirect lighting for pleasant conditions \n• friendly and warm white light colours   \n \n \n(2700K \u002F 3000K) for improved well-being\nxal.com\u002Fkindergartens\n",29,{"image":130,"text":131,"number":132},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.30.png","30\nKindergarten\nKindergarten Hauderweg\nLinz, AT –\nby Mia2 Architektur ZT KG\nKindergarten & Day care center\nLooren, CH –\nby L3P Architekten ETH  \nFH SIA, AG\n",30,{"image":134,"text":135,"number":136},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.31.png","31\nxal.com\u002Fkindergartens\nKindergarten\nSchlierbach, AT –\nby Wolf Architektur,\nMarco Kienesberger \n",31,{"image":138,"text":139,"number":140},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.32.png","Kindergarten\nSchluderns, IT –\nby Roland Baldi Architects\n32\nInspiration\n",32,{"image":142,"text":143,"number":144},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.33.png","33\nA second  \nhome\nKindergarten Schluderns\nThe idea behind the design of the kindergarten was to give \nthe architecture the iconographic form of a house, thus \ncreating a friendly and familiar environment for children. \nThe prominent windows of various sizes on the façade, \nwith their staggered arrangement and dimensions, were \nintended to evoke an oversized child's drawing. \nThe main demand of the architects was not to build an \neducational institution, but a second home for the children. \nFor example, floors and furniture were made of oiled \nsolid wood and fabric covers of cotton. The materiality \nand feel of the products were to be more reminiscent of \na residential building than a public building. This concept \nwas also to be reflected in the lighting. The aim was to \nprovide optimum lighting for the play and learning areas \nwhile creating a homely, comfortable lighting atmosphere, \nfamiliar to the children from home. The entire lighting was \ndesigned to be dimmable to adapt the lighting situation to \nthe different didactic needs. \nPlanning suitable for children requires a scale suitable for \nchildren. The furniture and individual components were \nadapted to the size of a child. For example, the stairs in \nthe kindergarten have a step height of 12 cm, rather than \nthe standard 17 cm. Although this is somewhat odd for \nadults, it is far more comfortable for children. \nThanks to the timber construction method, all solid timber \nwalls and ceiling elements with millings and drillings for \nthe lines to be installed later for ventilation, heating, power \ndistribution, light points, etc. were already defined in detail \nduring the planning stage. This required very precise \nplanning, making this stage more time-consuming, but \nreducing the construction time significantly. \nxal.com\u002Fschluderns-kindergarten \n",33,{"image":146,"text":147,"number":148},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.34.png","34\nRoland Baldi, architect\n“ In all our projects, we take care to create \n'healthy' spaces in sustainable buildings \nin which the users feel comfortable. For \nexample, the kindergarten in Schluderns \nwas deliberately constructed as a wooden \nbuilding and attention was paid to the use of \nmaterials that are not harmful to health and \nare as ecologically sound as possible.“\nRoland Baldi\nArchitect, Roland Baldi Architects\nInspiration\n",34,{"image":150,"text":151,"number":152},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.35.png","Kindergarten\nSchluderns, IT –\nby Roland Baldi Architects\n35\nxal.com\u002Fschluderns-kindergarten \n",35,{"image":154,"text":155,"number":156},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.36.png","36\nAssembly hall\nAssembly \nhall\n",36,{"image":158,"text":159,"number":160},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.37.png","TUBO\nSONO\nVELA\nTASK\nINO\nMINO\nMITA\nSONIC\nSASSO\nxal.com\u002Faula\n37\n37\nThe representative room\nThe assembly hall is not merely a multifunctional space. As a centrepiece for educational insti-\ntutions, it also plays a representative role. The lighting should create an atmospheric ambience \nand provide a stage for a wide range of events – from theatrical performances to graduation \nceremonies. \nA professional lighting concept is required because assembly halls, foyers, and entrance \nareas are used in so many different ways. Optimum ambient lighting is achieved with relatively \nwide-area light at 200 lux and light intensity uniformity of 0.4. Safety and straightforward ori-\nentation are key. Separately controllable light zones are ideal for visually structuring a spacious \nroom. This enables, for example, the stage area to be well illuminated while the assembly hall \nis darkened. Smart sensor technology saves energy in the long term, particularly in large room \nstructures. Brightness sensors detect natural daylight and switch on artificial light only when \nnecessary. \nA flexibly designed lighting management system also offers the option of zoning and accen-\ntuating individual areas of the room, for example, by using targeted highlights with wall spots. \nVariable light colours and scenes deliver various lighting scenarios and exciting lighting moods \nto suit the occasion. \nLast but not least, emergency and safety lighting is an essential part of lighting design for \nauditoriums and entrance halls. Where necessary, independently powered emergency lighting \nsystems or luminaires with emergency lighting functionality provide immediate orientation, and \nguidance systems show the way outdoors.\nLighting requirements (EN 12464-1)\n• light intensity of at least 200 lx (uniformity of  \n \n0,4 \u002F glare reduction of UGR ≤ 22) \n• vertical lighting (walls) allow for better  \n \norientation and illumination of the room volume \n• use of daylight to save energy (brightness and  \n \nmotion sensors) \n• emergency and safety lighting when needed\nxal.com\u002Fassembly-hall \n",37,{"image":162,"text":163,"number":164},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.38.png","38\nAssembly hall\nGrammar school\nBuchloe, DE – by \nLRO Architekten with  \nlighting design by ratec licht\n",38,{"image":166,"text":167,"number":168},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.39.png","39\nxal.com\u002Fassembly-hall \nMaria-Ward-Schule \nNürnberg, DE –\nby Konzeptlicht, Gregor Sgonina\n",39,{"image":170,"text":171,"number":172},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.40.png","40\nCorridors\nCorridors\nand staircases\n",40,{"image":174,"text":175,"number":176},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.41.png","41\n xal.com\u002Fcorridor-school \nOrientation, ambience, \nand safety\nLighting creates a pleasant atmosphere while ensuring good orientation and safety. Well-\nthought-out lighting design of the building circulation supports students and pupils by intuitively \nhelping them to find their way around their educational institution and feel comfortable. \nAs a visual guidance system, lighting guides people through the building, which is particularly \nimportant in large and initially confusing schools or universities. Sufficient lighting (at least \n100 lux) is essential to feel safe and comfortable and to be able to evacuate the building quickly \nin an emergency. As well as providing general lighting, indirect ceiling lighting or illuminated \nwalls in corridors can make the room appear larger and improve orientation and the quality of \nstay. In stairwells, however, sufficiently bright (at least 150 lux) and glare-free light (UGR ≤ 25) \nmust be ensured. Contrasts help to make steps easily perceptible.\nLight also emphasises important information. Separately switchable accent lights help visually \naccentuate elements such as building plans or noticeboards. Pure functionality is not always \nthe focus. The lighting should also create a pleasant atmosphere where zones are used as \nrecreation areas during breaks in class. \nA building's circulation infrastructure has an important place within the lighting design and in \nthe evaluation of the energy balance. Presence and daylight sensors help to reduce energy \ncosts. For example, they ensure that corridor lighting is only switched on when there is move-\nment, or by using natural daylight and supplementing it with artificial light only when necessary.\nLighting requirements (EN 12464-1)\n• stairs: light intensity of at lease 150 lx  \n \n(uniformity of 0.4 \u002F glare reduction of  \n \nUGR ≤ 25) \n• corridors: light intensity of at least 100 lx,  \n \nuniformity of 0.4 \u002F glare reduction of UGR ≤ 28 \n• presence and daylight sensors to save energy \n• separately switchable accent lighting for  \n \nbuilding plans or noticeboards \n• Plan vertical lighting - illuminated walls in  \n \ncorridors make the space appear larger\nSPADO\nUNICO\nSASSO\nTUBO\nMINO\nMINO\nVELA\nSONO\nLINEA\n",41,{"image":178,"text":179,"number":180},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.42.png","42\nCorridors\nBusiness School \nManchester, UK –\nby BDP Architecture\nMaria-Ward-Schule \nNürnberg, DE –\nby Konzeptlicht, Gregor Sgonina\n",42,{"image":182,"text":183,"number":184},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.43.png","43\n xal.com\u002Fcorridor-school \nMaria-Ward-Schule \nNürnberg, DE –\nby Konzeptlicht, Gregor Sgonina\n",43,{"image":186,"text":187,"number":188},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.44.png","44\nLibrary\nLibrary\n",44,{"image":190,"text":191,"number":192},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.45.png","45\nThe long-term place \nof learning\nStudents often spend many hours of concentrated reading and working in libraries. A friendly \nenvironment is thus just as important as lighting conditions that maintain focus over an extend-\ned period. An appropriate lighting concept noticeably increases the quality of stay and learning. \nThe harmonious light distribution between direct and indirect light creates the best conditions \nfor reading, researching, or working at a computer for extended periods. To ensure that library \nvisitors are not disturbed by other light sources, all luminaires should have exceptional glare \ncontrol (UGR ≤ 16\u002F19). Microprismatic luminaire enclosures counteract direct and reflected glare \nand are ideal for computer workstations or tables with glossy surfaces. \nAbove all, the eyes must not tire during long reading sessions. Using suitable suspended lumi-\nnaires and mobile floor luminaires or switchable table luminaires delivers an adequate lighting \nlevel in reading areas of 500 lux at UGR ≤ 16\u002F19. For extended, focused work, the standard \nrequires a modified illuminance of 750 lux for the reading area.\nAccent lighting helps students orient themselves and find media more quickly. The emphasis \non rows of shelves and signage guides the eye and creates a spatial structure. Libraries in the \nright light thus offer space for extensive research and individual in-depth study. \nLighting requirements (EN 12464-1) \n• bookshelves: light intensity of at least 200 lx,  \n \nuniformity of 0.6 \n• reading area: light intensity of at least  \n \n500 lx - 750 lx, uniformity of 0.6 \n• good glare control at computer workstations  \n \n(UGR ≤ 19) \n• good ambient lighting for building circulation  \n \norientation and a luminance \u003C 3000 cd\u002Fm² \n• accent lighting for shelves \u002F doors for targeted  \n \nperception \n• balanced direct-indirect lighting for  \n \nconcentrated work and reading\nxal.com\u002Flibrary \nMOVE IT 45  \nsystem\nTASK S\nTASK\nMINO\nHEX-O\nTASK table\nVELA\nFRAME\nBETO\n",45,{"image":194,"text":195,"number":196},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.46.png","46\nUniversity Währingerstraße\nVienna, AT –\nby NMPB Architekten ZT GmbH\nLibrary\n",46,{"image":198,"text":199,"number":200},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.47.png","47\nTriplex university library and lending desk\nHeidelberg, DE –\nby ap88 Architekten Partnerschaft mbB  \nwith lighting design by LDE BELZNER HOLMES\nxal.com\u002Flibrary \n",47,{"image":202,"text":203,"number":204},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.48.png","48\nLecture hall\nLecture\nhall\n",48,{"image":206,"text":207,"number":208},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.49.png","xal.com\u002Fhoersaal\n49\n49\nFlexible light for \nmental agility\nLecture halls are central to education and discourse. Successful lighting creates optimal con-\nditions for teaching and presentations by providing good visibility, focussing attention on the \nplenary and supporting various teaching formats. \nNew, teaching methods at universities and technical colleges that use technology place addi-\ntional demands on lighting design. Architecturally, many lecture halls are designed so that they \ncan be completely darkened for projector presentations. As a result, artificial lighting must per-\nform all the more. Dynamic lighting control and pre-programmed light scenes are indispensable \nto create the best working lighting for variable teaching methods. \nSufficient light intensity (300 – 500 lux) is important around the lectern so that lecturers \ncan be easily seen from any seat. If the blackboard is used, it should be illuminated with the \nlowest possible reflection. The lighting requirements in such cases is 500 – 750 lux lux with \nan increased uniformity of ≥ 0.7. The right lighting solution creates conditions where students \ncan take notes without glaring. This is achieved, for example, by profile luminaires arranged in \nparallel above the rows of chairs. In addition to homogeneous basic lighting and very good glare \ncontrol, they ensure a structured and modern appearance. \nLast but not least, safety in lecture halls plays a role. Entrances and exits, stairs and steps must \nbe lit separately so that students can safely enter and leave even a darkened lecture hall. A \nforward-looking lighting concept takes into account the numerous scenarios and remains agile \n– like a curious mind. \nLighting requirements (EN 12464-1) \n• lecture hall: light intensity of at least  \n \n500 – 750 lx, uniformity of 0.6 \u002F \n \nglare reduction of UGR ≤ 19 \n• light in the podium area: light intensity of at  \n \nleast 300 – 500 lx, uniformity of 0.7 \n• blackboard: light intensity of at least 500 lx,  \n \nuniformity of 0.7 \n• ideally individually controllable lighting  \n \n(room light \u002F board light \u002F lectern) \n• orientation lighting during lectures (entrances  \n \nand exits, stairs and steps)\nxal.com\u002Flecture-hall \nUNICO\nFRAME\nMINO\nLINEA\nVELA\nMENO\nSASSO PRO\nUNICO\nSTREAMCUT\n",49,{"image":210,"text":211,"number":212},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.50.png","Instituto de Empresa\nMadrid, ES –\nby Serrano-suñer Arquitectura, \nDmo arquitectos\nBusiness School \nManchester, UK –\nby BDP Architecture\n50\nLecture hall\n",50,{"image":214,"text":215,"number":216},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.51.png","51\nUniversity Währingerstraße\nVienna, AT –\nby NMPB Architekten ZT GmbH\nxal.com\u002Flecture-hall \n",51,{"image":218,"text":219,"number":220},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.52.png","52\nSports hall\nSports\nhall\n",52,{"image":222,"text":223,"number":224},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.53.png","ARENA\nMINO\n53\nWhat light must achieve in \ncompetitions\nA wide range of activities takes place in sports halls from football tournaments to gymnastics \nlessons. The lighting should, therefore, be appropriate for most sports and games while meet-\ning important safety standards. \nLighting design is based on the type of sport that has the most demanding visual task. Different \nregulations apply to sports hall lighting depending on whether the hall is used for school sports \nor for competitive club sports. EN 12464-1 stipulates a light intensity of at least 300 lux with a \nuniformity of 0.6 for normal use. The values are higher for competitions. \nWide-area luminaires or profile luminaires are powerful and well suited for homogeneous illumi-\nnation. In either case, highly efficient luminaires with a neutral white light colour are advisable. \nA key requirement for lighting in sports halls are shock and ball-impact resistant luminaires \nthat do not break when struck by a ball. Because players look upwards in many sports, the \nluminaires must also be highly glare-free (min. UGR ≤ 22). Separate lighting control of individual \nareas is needed in very large halls. It makes it possible to create appropriate lighting scenes for \ndifferent sports, events, or competitions or to switch off certain areas, e.g. where only parts of \ntriple or multi-purpose halls are used. \nLighting requirements (EN 12464-1) \n• for school and sports halls: light intensity of  \n \nat least 300 lx - 500 lx, uniformity of 0.6 \u002F \n \nglare reduction of UGR  ≤ 22 \n• shock and ball-impact resistant luminaires \n• good colour rendering (CRI ≥ 80) with neutral  \n \n \nwhite light colour (4000 K) \n• separately controllable lighting for multi-purpose  \n \nhall use\nxal.com\u002Fsports-hall \n",53,{"image":226,"text":227,"number":228},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.54.png","54\nSports hall\nRaiffeisen Sports Park Hüttenbrennergasse \nGraz, AT – \nby projektCC zt gmbh and lighting design by \nHailight Lichtplanung, Andreas Haidegger\nSports Park Lissfeld \nLinz, AT –  \nby sps architekten with lighting \ndesign by Instaplan Technisches \nBüro für Elektrotechnik\n",54,{"image":230,"text":231,"number":232},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.55.png","55\nxal.com\u002Fsports-hall \nRaiffeisen Sports Park Hüttenbrennergasse \nGraz, AT – \nby projektCC zt gmbh and lighting design by \nHailight Lichtplanung, Andreas Haidegger\n",55,{"image":234,"text":235,"number":236},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.56.png","56\nOutdoor\nOutdoor\n",56,{"image":238,"text":239,"number":240},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.57.png","SONO\nBASO\nDOC\nSTREAMCUT\nxal.com\u002Faussenbereich-schule\n57\n57\nOutdoor safety  \nand orientation\nThe outdoor area of educational institutions is often used as a sport, play, and leisure area. \nPupils and students spend their breaks or free periods there, can let off steam, soak up the sun \nand regenerate their minds. \nLighting fulfils two main functions here: safety and orientation. The top priority in outdoor light-\ning design is the prevention of accidents. Lighting can be used to draw attention to potentially \ndangerous spots such as steps, obstacles, or garage exits, making them clearly visible even in \npoor lighting conditions. \nSteps or depressions are best identified by a glare-free, sufficiently bright light. Contrasts \nhelp reveal the obstacle's true dimensions. Paths, entrances, or property boundaries can be \nclearly marked with bollard luminaires. Shock resistant and weatherproof surface-mounted wall \nluminaires are suitable for the building facade. These luminaires also function excellently as \nsignposts on outside staircases. In general, steps and railings can be accentuated by light and \nthus made even safer. \nOutdoors, lighting is subject to great stress – especially from the weather. Luminaires should \nbe shock resistant, durable, and impervious to water, insects, and dust. As exterior lighting is \nalso part of the initial visual impression, it should complement the architecture of the building \npositively. Lighting design is, therefore, about functionality and the overall aesthetic effect.\nLighting requirements \n• luminaires with greater protection against  \n \nwater, insects, and dust (min. IP 44 \u002F 54) \n• good illumination of entrances, exits, and  \n \nstairs for improved safety \n• glare-free and uniform light for better  \n \norientation \n• accentuated facade lighting completes the  \n \narchitecture’s overall aesthetic effect\n \nxal.com\u002Foutdoor-school \n",57,{"image":242,"text":243,"number":244},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.58.png","58\nOutdoor\nWasgenring secondary school\nBasel, CH – \nby Stähelin Partner Architekten AG\nSports park Lissfeld \nLinz, AT –  \nby sps architekten with lighting design by\nInstaplan Technisches Büro für Elektrotechnik\n",58,{"image":246,"text":247,"number":248},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.59.png","University Research Institute  \nUlm, DE – \nby bizer architekten\n59\nxal.com\u002Foutdoor-school \n",59,{"image":250,"text":251,"number":252},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.60.png","suspended\nMINO \nsuspended\nsurface\nTASK S system\nVELA \nsuspended\nBETO system\n60\nEducational institutions\nIt is well-known that light strengthens general well-being \nand positively influences concentration and performance. \nThe lighting choice is therefore especially essential in \nschools for its biological benefit and thus successful \nlearning. \nPale lighting scenes in classrooms should be consigned \nto the past. Natural daylight plays an important role as it \nchanges continuously in intensity and colour temperature. \nCold light has an activating effect, while warm light is \ncalming for the pupils. \nWhen artificial light adapts dynamically to this process and \ntakes into account the different teaching units, it increases \nboth well-being and successful learning. Whether mathe-\nmatics lessons, homework, creative units, or breaks – \nbiodynamic light gives young people a boost in their every-\nday school life. \nWarm white 2700 K\nDaylight white 5600 K\nActivity\nRelaxation\nAppropriate lighting  \nfor schools\n",60,{"image":254,"text":255,"number":256},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.61.png","61\nxal.com\u002Flight-colours-school\nPromoting creativity and  \nconcentration with light colours \nLighting solutions for biodynamic light enable much more \nthan just changing the light at the push of a button. The \nintensity and colour of the light can be adapted to suit the \nclassroom situation. \nCold white, cool light colours have an activating effect \nand promote concentrated work (5000 K). They are par-\nticularly suitable for schoolwork or mathematics lessons, \nfor example. Warm light colours (between 2700 K and \n3000 K), however, have an inspiring, calming, and relaxing \neffect, thus supporting creative work such as art classes. \nPre-programmed lighting scenes can easily be selected at \nthe touch of a button. Teachers can respond to the activ-\nities and needs of pupils and have a positive influence on \ntheir well-being and successful learning. All XAL's Tunable \nWhite luminaires already meet exactly these requirements. \nA sky in the classroom\nAt XAL, we work intensively on the effect of light on the \ncircadian rhythm (day-night rhythm). Together with WIEN \nENERGIE and ASCR (Aspern Smart City Research), the \npositive effect on students has been proven.\nAn artificial sky is created in the classroom with a specially \ndeveloped wall profile luminaire. A pre-programmed \ndynamic light (from cool white light in the morning to warm \nwhite light in the evening) imitates the natural course of \nthe day. The light intensity is reduced during the breaks to \nachieve the most relaxing effect possible. The excellent \ncolour rendering of the LEDs (Re ≥ 95) makes objects in \nthe room look alive and encourages children's curiosity. In \naddition to the bright ceiling illumination, supplementary \nspotlights directed at the walls are essential. Only these \ndirect spotlights create the impression of existing sunlight \nwhich has a stimulating effect.\nA simple switch interface ensures that the lighting scene \ncan be set according to requirements. Teachers choose \nfrom the 'concentrated work', 'creative work', 'break', \nand 'relaxation' programmes. Additional button symbols \nfor switching the table light on and off and spotlights for \nwhen sitting in circles complete the touch interface. This \ndelivers the greatest possible flexibility for the lessons. \n1 concentrated work\n2 creative work\n3 break\n4 relaxation\n",61,{"image":258,"text":259,"number":260},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.62.png","recessed\nsuspended\nUNICO L6 pro\nTASK S \nsuspended\nsuspended\nBETO system\nTASK S system \n62\nEducational institutions\nModern teaching methods are diverse and varied, making \nflexible lighting all the more important. This is where a \nlighting management system is particularly useful. Lighting \nscenes can be stored as programmes and teachers can \ncall up and change them simply by pressing a button or \nusing a control display, whether for a teacher-centred \nlecture, evening class, or media presentation.\nThe board light should be manually controllable, inde-\npendently of the room light, because an optimal, re-\nflection-free view from any place is crucial. Illuminance \ncan be raised from the minimum value of 500 lux to the \nmodified value of 1000 lux by means of a control element \ndepending on the requirements, for example during tests. \nIf there is a need to take notes or work in groups during a \nlesson, the light can be dimmed for a 'Multimedia' scene in \nthe board area and intensified on the table surface. This \nallows teachers to provide ideal learning and working con-\nditions at the touch of a button to best meet the class's \nneeds.\nHarmonious light  \nthanks to modern  \nsensor technology\nClever lighting design offers many advantages for learners \nand teachers. This begins with the use of natural daylight, \nwhich is perceived as more pleasant and promotes con-\ncentration. It extends to significant energy savings through \nautomatic switching off luminaires in empty rooms. Flexible \nlighting management allows the selection of different \nlighting programmes to suit the specific teaching methods \nand to best support pupils in their learning. \nLighting solutions that can be both automated – for \nexample, in brightness management using smart sensor \ntechnology – and manually adjusted by speakers are ideal. \nA further advantage of modern sensors is the possibility \nof evaluating data. This allows information about room and \nenergy use to be collated and educational institutions to \nbe optimised accordingly. A smart classroom does one \nthing above all: It adapts to people.\nUniform brightness is a room's most pleasant lighting at-\nmosphere. Daylight is optimal for well-being and attention, \nwhich is supplemented by artificial light in places farther \naway from the window.\nBrightness sensors in the luminaires measure the naturally \nincidental light and homogenise the lighting in the room. \nThis creates a positive atmosphere while saving energy.\nLuminaires often remain lit even when classrooms are \nunoccupied, for example during free periods or breaks. \nPresence sensors activate the light when people enter the \nroom and switch the light off when they leave. The same \nprinciple can be used to reduce energy consumption for \ncorridor and WC lighting. Instead of switching off the cor-\nridor lighting completely, it can be dimmed to a minimum \nlevel during lessons.\nBoard light\nAmbient light\nMultimedia\nThe best light anywhere\nAdaptive classroom lighting\n",62,{"image":262,"text":263,"number":264},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.63.png","PS\n63\nxal.com\u002Fsmart-school \nThe right lighting solution for every room\nA good lighting solution adapts to people and the environ-\nment. XAL luminaires integrate into the existing building \ncontrol system as well as into the classroom's architec-\nture. Sensor-controlled ZigBee luminaires thus avoid \nunsightly wiring in historic buildings and blend in visually. \nThe luminaires have a further advantage. They can be in-\ntegrated into any system – whether a stand-alone solution \nfor individual classrooms or a comprehensive management \nsystem for all trades. \nPlease get in touch for tailored consultation for your \nproject. Please contact us at controls@xal.com\nStand-alone: customised and optimised\nFlexible lighting management, ideal for individual class-\nrooms, is delivered by our DALI-controlled luminaires \nwith integrated multi-sensors for brightness or presence \ncontrol. The light is divided into direct and indirect compo-\nnents to achieve uniform illumination. Different scenes can \nbe set and activated for blackboard presentations, table, \nor room lighting. Launching these scenes is performed via \na Bluetooth app or wall switch. \nWireless stand-alone: easy retrofitting\nWireless multi-sensors work with Bluetooth. This means that \nthey can be retrofitted without making structural changes to \nthe luminaires. Presence sensors save energy by automat-\nically switching on and off. The brightness is regulated by \npre-programmed groups and scenes and adjusted to the \nincidence of daylight. \nTotal IoT centrally controlled solution\nControlling multiple rooms simplifies lighting management \nand can be linked to windows, blinds, and other equip-\nment. Further functions include Human-Centric Lighting, \nair quality and noise measurement, and web visualisation. \nSensor\n3\nPS\nDALI Power Supply\n1\nDALI 2 Controller\n1\nSensor\n3\nSwitchcoupler\n1\nWireless Module\n13 (per luminaire and sensor)\nSensor\n2\nSwitchcoupler\n1\nLight Management Set\n1\nIoT Sensor\n1\nCommissioning\n1\n",63,{"image":266,"text":267,"number":268},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.64.png","system inlay\nMOVE IT acoustic\nsuspended\nsuspended\nsurface \u002F suspended\nsuspended\nMUSE acoustic\nTASK acoustic\nHEX-O acoustic\nSONIC acoustic\nsurface \u002F suspended\nMINO CIRCLE\n64\nEducational institutions\nAcoustics for  \neducational institutions\nConcentrated, effective learning with good acoustics\nSeeing and hearing are key to perception. Optimal room \nacoustics are as essential as lighting for teaching and \nsuccessful learning. Learning in educational institutions is \nstill based on communication, even in the multimedia age \nof indispensable mobile devices. \nNew didactics of reading and writing, as well as kinaes-\nthetic forms of teaching, are – in themselves – already \nlouder than teacher-centred instruction. A new challenge. \nOptimal room acoustics improve speech and reading com-\nprehension as well as memory performance, lead to lower \nnoise stress and reduce voice and hearing problems. \nLimitless acoustics\nAcoustics are complex and affects well-being, the daily \nwork routine, and human health. The requirements often \ncannot be covered by the product portfolio of a single \ncompany. Therefore, we work with a network of different \npartners to perfectly coordinate light and acoustics. We \noffer acoustic planning in three service packages, which \ninclude different services depending on room size and \nspecific project requirements. We design different variants \nfor each project, including an acoustically optimised best-\ncase scenario. If you have any questions or would like \npersonalised advice on your project, please contact us at \nacoustics.planning@xal.com.\nActivity-based acoustic design\nActivities in a classroom differ from those in specialised \nrooms, in the canteen, in general shared spaces, or in a \nsports hall. Therefore, each room must be considered \nseparately. The most important indicators are the current \nnoise level, measured in decibels [dB], the reverberation \ntime (seconds [s]) and the speech intelligibility – Speech \nTransmission Index (STI). When planning classrooms, the \nthree influencing factors of activity, people, and space \nmust be considered. How many people is the room intend-\ned for? Which teaching or learning methods are used? \nAre machines or other equipment used? How is the room \nstructured? All these factors have a significant influence \non the interior design and thus on human well-being and \nhealth.  \n",64,{"image":270,"text":271,"number":272},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.65.png","65\n xal.com\u002Facoustic-school\nClassrooms\nA classroom must allow for mutual intelligibility of students and teach-\ners. The Speech Intelligibility Index (STI) indicates the percentage of \nspoken information reaching the listener. It lies in the range between \n0 (incomprehensible) and 1 (excellent) and should be adapted to the \ndifferent groups in the room. It is important to reduce the reverber-\nation time, especially in larger classrooms, and to direct the sound \nto achieve good speech intelligibility throughout the room. The STI \nnominal value in teaching classes is regulated by the DIN 60286-16 \nstandard and is at least 0.62. In the equipped simulation, the STI is 0.71 \n– even complex messages and unknown vocabulary can thus be very \nwell captured. \nCafeteria and canteen\nEat, drink, and relax. Many people meet in the cafeteria. High sound \nlevels are created by conversations or the clinking of crockery and the \nconstant coming and going of people. The reverberation time must be \nreduced to enable conversations and to minimise the propagation of \nsound into adjacent areas. The reverberation time is regulated by the \nstandards DIN 18041 and ÖNORM B 8115-3. Depending on the dimen-\nsions, there is a specified maximum reverberation time of about 0.5 \nseconds. The reverberation time of the empty canteen is 2.58 s in our \nsimulation, which we dropped to 0.55 s in the equipped room.\nCorridors and shared spaces\nThese spaces often represent a building's heart and are often used \nas communication hubs. They often set the atmosphere of the entire \nbuilding. A corridor often serves as a hangout space and is used as a \nlearning area and group workspace during lessons. A high noise level \nin the corridor disturbs those who are in the corridor and anyone in \nadjacent rooms. The measures taken in this simulation result in a 10dB \nSPL reduction. People in this area can study in peace and quiet without \ndisturbing adjacent classes. \nSports halls\nSports, especially competitions and ball sports, are often associated \nwith high sound levels. There is a tendency to also slightly underesti-\nmate how important it is to be able to give clear and prompt instruc-\ntions without having to shout. This applies to teachers and trainers who \nspend extended periods in the sports hall, and it also helps to prevent \naccidents. A very good reverberation time and speech intelligibility is \ndelivered by a well-thought-out acoustic concept. In this simulation, the \nreverberation time of over 4 seconds in an empty room is reduced to \n1.1 seconds. This also has a very positive effect on speech intelligibility. \nThe STI increases from 0.48 to over 0.7. \nSpecialised classrooms\nMusic lessons, laboratories, workshops, computer classes: Specialised \nclassrooms of all kinds are rooms with the most diverse requirements \nin terms of acoustics, hygiene, and light. People are lecturing, requir-\ning good speech intelligibility, and loud equipment is being used. The \nreduced reverberation time also lowers the sound pressure level. This \nhappens both through the reduction of reverberation and calmer behav-\niour of those in the room. We achieved a 10dB reduction in the sound \npressure level (SPL) in our example, thanks to acoustic measures. This \ncorresponds to a halving of the perceived volume. \nTASK acoustic \nwall\nTASK acoustic \nTASK acoustic\nTASK acoustic\nMUSE acoustic\nSTI 0.71\nwithout acoustic elements: STI 0.48\nSTI 0.7\nwithout acoustic elements: STI 0.48\nreverberation time 0.55 s\nwithout acoustic elements: 2.58 s\nSPL reduction of 10 dB\nSPL reduction of 10 dB\n1.0\n0.7\n0.4\n0.9\n0.6\n0.3\n0.8\n0.5\n0.2\n0.1\nSTI\n1.0\n0.7\n0.4\n0.9\n0.6\n0.3\n0.8\n0.5\n0.2\n0.1\nSTI\n3.0\n1.8\n0.6\n0.2\n2.6\n1.4\n2.2\n1.0\nT- 30\nS\n75\n60\n70\n55\n65\n50\nSPL\ndb\n75\n55\n65\n50\n60\n35\n40\n45\ndb\nSPL\n",65,{"image":274,"text":275,"number":276},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.66.png","150 lx\n150 lx\n75 lx\n150 lx\n300 \u002F 500 lx\n500 – 750 lx\n66\nClassroom  \nplanning examples\nLighting requirements\n• equal visual conditions in every seat \n• variable light intensity (500 – 1000 lx)  \n• board lighting with high uniformity \n• good facial recognition  \n• raised cylindrical illuminance levels and good modelling \n• good glare control (UGR ≤ 16\u002F19) \n• optional: dynamic light (TW D\u002FI for HCL planning  \n \nconcepts) and pre-programmed lighting scenes \n• optional: highly efficient luminaires with daylight\u002Fpresence  \n \nsensor technology for low energy consumption\nWe are on-site for you – simulated in this case. You will \nfind a selection of different simulations of a classroom \nwith common structural conditions on the following pages. \nThey are based on a 72 m2 lecture hall for 24 learners, with \na blackboard, and a table for the lecturer(s). \nConcrete and plasterboard ceilings or grid ceilings are \nsimulated in combination with various mounting variants \nfrom several luminaire series: recessed, surface-mounted, \nand suspended. \nStandard classroom\nRoom dimensions\n9.5 × 7.5 m (72 m2)  \nRoom height: 3 m\nEquipment\nBoard W \u002F H: 3.3 × 1.2 m teaching aid cabinet \n24 pupils (double tables or single tables)\n* Modelling factor: The modelling describes the relationship between cylindrical \nand horizontal illuminance Eh at one point and should be in an interval between \n0.30 and 0.60. \nMeasured surface\nLight intensity \nVisual task horizontal  \n(height of measuring plane 0.75 m)\nEm 300 – 500 lx \u002F U0 0.6 \nVertical board\nEm 500 – 750 lx \u002F U0 0.7\nVertical walls and  \nteaching aid cabinet  \n(height of measuring plane 0.5 – 2 m)\nEm 150 lx \u002F U0 0.1\nCeiling\nEm 100 lx \u002F U0 0.1\nCylindrical light intensity \nEZ 150 lx \u002F U0 0.1\n \nModelling factor* \n UGR observer\n0.3 – 0.6\n≤ 19\nSpecifications\nClassrooms\n",66,{"image":278,"text":279,"number":280},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.67.png","recessed\nUNICO L6 basic \nwallwasher floor\nUNICO Q9 basic\nrecessed\n75\n100\n150\n300\n750\n200\n500\n1000\n[lx]\nUNICO\n67\nCeiling\nPlasterboard ceiling \u002F Concrete ceiling\nVisual comfort\n3000 K, 4000 K\nCRI ≥ 90 \u002F UGR ≤ 19 \u002F 65° ≤ 3000 cd\u002Fm²\nOptional \nMotion and daylight sensor\nUSPs\nHigh quality of stay,  \nbest lighting quality\nMeasured surface\nLight intensity \nUniformity\nVisual task \nRoom horizontal\nEm 520 lx\nU0 0.70\nBoard vertical\nEm 515 lx\nU0 0.71\nCeiling\nEm 110 lx\nU0 0.60\nWalls vertical \nEm ≥ 150 lx\nU0 ≥ 0.50\nTeaching aid cabinet\nEm ≥ 150 lx\nU0 0.57\nCylindrical light \nintensity\nEm ≥ 250 lx\nU0 ≥ 0.90\nQuantity\nLuminaire \nDimming level\n12\nUNICO Q9 basic trim, flood \nsquare (UGR ≤ 19) 4000 K, 36 W\n75 %\n4\nUNICO L6 (WFW) \n4000 K, 22.9 W\n100 %\nSystem performance \n526 W\npower consumption\n5.9 W\u002Fm2\nSystem dimmed\nModelling factor\n0.40\nUGR (Viewer)\n≤ 10\nxal.com\u002Fclassrooms \n",67,{"image":282,"text":283,"number":284},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.68.png","ceiling\nBETO system\nceiling\nBETO blackboard \nsystem\n75\n100\n150\n300\n750\n200\n500\n1000\n[lx]\nBETO\n68\nCeiling\nPlasterboard ceiling \u002F Concrete ceiling\nVisual comfort\n3000 K, 4000 K\nCRI ≥ 80 \u002F UGR ≤ 19 \u002F 65° ≤ 3000 cd\u002Fm²\nOptional \nMotion and daylight sensor\nUSPs\nPleasant feeling of space\nHighest visual comfort\nMeasured surface\nLight intensity \nUniformity\nVisual task \nRoom horizontal\nEm 540 lx\nU0 0.68\nBoard vertical\nEm 520 lx\nU0 0.77\nCeiling\nEm 115 lx\nU0 0.55\nWalls vertical \nEm ≥ 150 lx\nU0 ≥ 0.45\nTeaching aid cabinet\nEm 275 lx\nU0 0.60\nCylindrical light \nintensity\nEm ≥ 240 lx\nU0 ≥ 0.82\nQuantity\nLuminaire \nDimming level\n3\nBETO system, 6800 mm\n4000 K, 104 W\n75 %\n1\nBETO blackboard system, 6800 mm \n4000 K, 148 W \n75 %\nSystem performance \n468 W\npower consumption\n5.3 W\u002Fm2\nSystem dimmed\nModelling factor\n0.43\nUGR (Viewer)\n≤ 16.6\nClassrooms\n",68,{"image":286,"text":287,"number":288},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.69.png","ceiling\nTASK 600 round\nrecessed\nUNICO L6 basic \nwallwasher floor\nTASK round\n75\n100\n150\n300\n750\n200\n500\n1000\n[lx]\n69\nxal.com\u002Funterrichtsraeume\nClassrooms\nMeasured surface\nLight intensity \nUniformity\nVisual task \nRoom horizontal\nEm 560 lx\nU0 0.69\nBoard vertical\nEm 575 lx\nU0 0.72\nCeiling\nEm 120 lx\nU0 0.15\nWalls vertical \nEm ≥ 185 lx\nU0 ≥ 0.60\nTeaching aid cabinet\nEm 280 lx\nU0 0.76\nCylindrical light \nintensity\nEm ≥ 200 lx\nU0 ≥ 0.90\nQuantity\nLuminaire \nDimming level\n9\nTASK 600 round ceiling\n4000 K, 40.7 W\n90 %\n3\nUNICO L6 basic (WWF) \n4000 K, 22.9 W\n100 %\nSystem performance \n438 W\npower consumption\n5.6 W\u002Fm2\nSystem dimmed\nModelling factor\n0.43\nUGR (Viewer)\n≤ 16.2\nCeiling\nPlasterboard ceiling \u002F Concrete ceiling\nVisual comfort\n3000 K, 4000 K\nCRI ≥ 80 \u002F UGR ≤ 19 \u002F 65° ≤ 3000 cd\u002Fm²\nOptional\nMotion and daylight sensor\nUSPs\nPleasant feeling of space\nDesign variety (types & sizes)\n",69,{"image":290,"text":291,"number":292},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.70.png","suspended\nTASK S linear \nTASK S\n75\n100\n150\n300\n750\n200\n500\n1000\n[lx]\nrecessed\nUNICO L6 basic \nwallwasher floor\nUnterrichtsräume\n70\nxal.com\u002Fclassrooms \nMeasured surface\nLight intensity \nUniformity\nVisual task \nRoom horizontal\nEm 550 lx\nU0 0.67\nBoard vertical\nEm 535 lx\nU0 0.75\nCeiling\nEm 350 lx\nU0 0.30\nWalls vertical \nEm ≥ 200 lx\nU0 ≥ 0.50\nTeaching aid cabinet\nEm 300 lx\nU0 0.65\nCylindrical light \nintensity\nEm ≥ 235 lx\nU0 ≥ 0.72\nQuantity\nLuminaire \nDimming level\n12\nTASK S suspended D\u002FI soft \n1748 mm, 4000 K, 87,5 W\n65 %\n3\nUNICO L6 basic (WWF) \n4000 K, 22.9 W\n85 %\nSystem performance \n596 W\npower consumption\n5.7 W\u002Fm2\nSystem dimmed\nModelling factor\n0,46\nUGR (Viewer)\n≤ 17.0\nCeiling\nPlasterboard ceiling \u002F Concrete ceiling\nVisual comfort\n3000 K, 4000 K\nCRI ≥ 80 \u002F UGR ≤ 19\nOptional\nMotion and daylight sensor\nUSPs\nPleasant feeling of space\nFew connection points\n",70,{"image":294,"text":295,"number":296},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.71.png","recessed\nFRAME 100 system\nrecessed\nFRAME 100 system \nwallwasher\n75\n100\n150\n300\n750\n200\n500\n1000\n[lx]\nFRAME\n71\nxal.com\u002Funterrichtsraeume\nClassrooms\nMeasured surface\nLight intensity \nUniformity\nVisual task \nRoom horizontal\nEm 550 lx\nU0 0.63\nBoard vertical\nEm 535 lx\nU0 0.70\nCeiling\nEm 115 lx\nU0 0.65\nWalls vertical \nEm ≥ 160 lx\nU0 ≥ 0.40\nTeaching aid cabinet\nEm 220 lx\nU0 0.60\nCylindrical light \nintensity\nEm ≥ 215 lx\nU0 ≥ 0.80\nQuantity\nLuminaire \nDimming level\n3\nFRAME 100 system 6000 mm\n(UGR ≤ 19), 4000 K, 103.5 W\n80 %\n1\nFRAME 100 wallwasher system \n3000 mm, 4000 K, 100 W  \n100 %\nSystem performance \n512 W\npower consumption\n6.1 W\u002Fm2\nSystem dimmed\nModelling factor\n0.45\nUGR (Viewer)\n≤ 17.8\nCeiling\nPlasterboard ceiling \u002F Concrete ceiling\nVisual comfort\n3000 K, 4000 K\nCRI ≥ 80 \u002F UGR ≤ 19\nOptional\nMotion and daylight sensor\nUSPs\nPleasant feeling of space\nFew connection points\n",71,{"image":298,"text":299,"number":300},"\u002Fmedia\u002Fimages\u002F25\u002Fc1c76f21bc43905e8d97e10ad826ab-285e0c0ebd.72.png","recessed\nMITA square\nrecessed\nSQUADRO 1 × 2\nwallwasher floor\nMITA 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