What Can Architects Do To Design Safer Classrooms For Our Children? Part 4: Safety Guidelines For Schools

ILMA Classroom 11.pngPhoto Source: The National Association of School Psychologists (NASP)

The Following is Based on the Final Report of the Sandy Hook Advisory Commission

School Site Perimeter Standards

  1. Crime Prevention Through Environmental Design (CPTED) is a crime prevention strategy that uses architectural design, landscape planning, security systems, and visual surveillance to create a potentially crime free environment by influencing human behavior and should be applied when appropriate.
  2. Fencing, landscaping, edge treatment, bollards, signage, exterior furnishings and exterior lighting may be used to establish territorial boundaries and clearly delineate areas of public, semi-public, semi-private, and private space.

Access Control

  1. School boundaries and property lines shall be clearly demarcated to control access to a school facility and shall clearly delineate areas of public, semi-public, semi-private, and private space.
  2. Where a school is a shared use facility that serves the community, internal boundaries shall be clearly defined to establish a distinct perimeter for both the school and the shared use facilities with separate and secure access points that are clearly defined. Boundaries may be defined by installing fencing, signage, edge treatment, landscaping, and ground surface treatment.
  3. The number of vehicle and pedestrian access points to school property shall be kept to a minimum and shall be clearly designated as such.
  4. Directional signage shall be installed at primary points of entry to control pedestrian and vehicular access and to clearly delineate vehicular and pedestrian traffic routes, loading/unloading zones, parking and delivery areas. Signage should be simple and have the necessary level of clarity. Signage should have reflective or lighted markings.
  5. A means shall be provided to achieve and enforce identity authentication and entry authorization at locations and areas established by school operations protocols.

Surveillance

  1. The design shall allow for the monitoring of points of entry/egress by natural and/or electronic surveillance during normal hours of operation and during special events.
  2. At minimum, electronic surveillance shall be used at the primary access points to the site for both pedestrian and vehicular traffic.
  3. All points of vehicular entry/egress shall be adequately illuminated to enhance visibility for purposes of surveillance.
  4. Designated pedestrian and vehicular traffic routes shall be adequately illuminated to reinforce natural and or electronic surveillance during evening hours.
  5. Locate access points in areas of high visibility that can be easily observed and monitored by staff and students in the course of their normal activities. Natural surveillance may be maximized by controlling access points that clearly demarcate boundaries and spaces.
  6. Video surveillance systems may be used around the site perimeter to provide views of points of entry/egress and as a means to securely monitor an area when natural surveillance is not available.
  7. Lighting should be sufficient to illuminate potential areas of concealment, enhance observation, and to provide for the safety of individuals moving between adjacent parking areas, streets and around the school facility.
  8. Consider the design of video surveillance systems which have the ability to be used locally (on site) by emergency responders and viewed off-site at appropriate locations.

Parking Areas and Vehicular and Pedestrian Routes

  1. At the minimum, electronic surveillance shall be used at the primary access points to the site for both pedestrian and vehicular traffic.
  2. Designated pedestrian and vehicular points of entry/egress and traffic routes shall be adequately illuminated to reinforce natural and or electronic surveillance.
  3. Signage shall be posted at all vehicular access points and in delivery zones, parking areas and bus loading/unloading zones with rules as to who is allowed to use parking facilities and when they are allowed to do so. Signage should be simple and have the necessary level of clarity. Signage should have reflective or lighted markings.
  4. Parking areas shall be adequately illuminated with vandal resistant lighting.
  5. Parking shall be prohibited under or within the school building.
  6. Adequate lighting shall be provided at site entry locations, roadways, parking lots, and walkways from parking to buildings.
  7. Gas service rooms, exterior meters/regulators shall be secured.
  8. External access to school facilities shall be kept to a limited number of controlled entrances. Vehicular circulation routes shall be separated and kept to a minimum of two routes per project site for purposes of separating service and delivery areas from visitors‘ entry, bus drop-off, student parking and staff parking. Circulation routes shall be separated, clearly demarcated, and easily supervised. Provide vehicle interdiction devices at building entries to preclude vehicle access into the building.
  9. A drop-off/pick-up lane shall be designated for buses only with a dedicated loading and unloading zone designed to adequately allow for natural and/or electronic surveillance and to avoid overcrowding and accidents.
  10. Design entry roads so that vehicles do not have a straight-line approach to the main building. Use speed-calming features to keep vehicles from gaining enough speed to penetrate barriers. Speed-calming features may include, but are not limited to, speed bumps, safety islands, differing pavement surfaces, landscape buffers, exterior furnishings and light fixtures.
  11. Signage text should prevent confusion over site circulation, parking, and entrance location. Unless otherwise required, signs should not identify sensitive or high risk areas. However, signs should be erected to indicate areas of restricted admittance and use of video surveillance.
  12. Parking areas should be designed in locations that promote natural surveillance. Parking should be located within view from the occupied building, while maintaining the maximum stand-off distance possible.
  13. Locate visitor parking in areas that provide the fewest security risks to school personnel. The distance at which a potentially threatening vehicle can park in relation to school grounds and buildings should be controlled.
  14. Consider illuminating areas where recreational activities and other nontraditional uses of the building occur. If video surveillance systems are installed, adequate illumination shall be designed to accommodate it.
  15. Consider blue light emergency phones with a duress alarm in all parking areas and athletic fields. If utilized, blue light emergency phones shall be clearly visible, readily accessible and adequately illuminated to accommodate electronic surveillance.
  16. Review vehicle access routes to the school and the site civil design with emergency responders to address their incident response requirements.
  17. Design walkways from all parking areas so that they can be observed from within the school by appropriate school staff.

Recreational Areas – Playgrounds, Athletic Areas, Multipurpose Fields

  1. The design shall allow for ground level, unobstructed views, for natural and/or electronic surveillance of all outdoor athletic areas, playgrounds and recreation areas at all times.
  2. Pre-kindergarten and kindergarten play areas shall be separated from play areas designed for other students and physically secured.
  3. Athletic areas and multipurpose fields at elementary school buildings shall contain a physical protective barrier to control access and protect the area.
  4. Playgrounds and other student gathering areas shall be located away from public vehicle access areas, such as streets or parking lots by a minimum of fifty (50) feet unless prohibited by site constraints.
  5. Consider a physical protective barrier around athletic areas and multipurpose fields at secondary school buildings to control access and protect the area.
  6. Locate access points to recreational areas in areas of high visibility that can be easily observed and monitored by staff and students in the course of their normal activities. Natural surveillance may be maximized by controlling access points that clearly demarcate boundaries and spaces.
  7. Pre-K and K play areas should be designed so that they have visual sight-lines to school staff. Fencing should not diminish this visual connection.
  8. Review the design of these areas with emergency responders to address their incident response requirements.

Communication Systems

  1. All classrooms shall have two way communications with the administrative office.
  2. All communication systems shall be installed in compliance with state building and fire code requirements.
  3. Emergency Communication Systems (ECS) and/or alarm systems shall have redundant means to notify first responders, supporting agencies, public safety officials and others of an event to allow for effective response and incident management. Alarm systems must be compatible with the municipal systems in place. These systems may include radio, electronic, wireless or multimedia technology which provides real time information (such as audio, visual, mapping and relevant data) directly to first responders. Points of Broadcast input for these systems shall be reviewed with emergency responders.  A minimum of 2 shall be provided.
  4. Emergency Communication Systems (ECS) shall be installed and maintained in accordance with NFPA 72, 2010, or the most current fire code standard adopted by the local/state construction code authority. ECS may include but is not limited to public address (PA) systems, intercoms, loudspeakers, sirens, strobes, SMS text alert systems, and other emerging interoperable resource sharing communication platforms. The design of these systems shall be reviewed with emergency responders.
  5. All new buildings shall have approved radio coverage for first responders within the building based upon the existing coverage levels of communication systems at the exterior of the building. The system as installed must comply with all applicable sections of the Federal Communication Commission (FCC) Rules for Communication Systems and shall coordinate with the downlink and uplink pass band frequencies of the respective first responders. Perform a radio audibility and intelligibility test and modify system design accordingly.
  6. All in-building radio systems shall be compatible with systems used by local first responders at the time of installation.
  7. Call buttons with direct intercom communication to the central administrative office and/or security office should be installed at key public contact areas.
  8. Develop a strategy and “security team” and equip them with hand-held radios so they can be effective participants in the radio communications system.

School Building Exterior – Points of Entry/Egress and Accessibility

  1. Points of entry/egress shall be designed to allow for monitoring by natural and/or electronic surveillance during normal hours of operation and during special events.
  2. At minimum electronic surveillance shall be used at the primary points of entry.
  3. Lighting shall be sufficient to adequately illuminate potential areas of concealment and points of building entry, and, enhance natural and/or electronic surveillance, and discourage vandalism.
  4. Consider blue light emergency phones with a duress alarm along the building perimeter as needed to enhance security. If utilized, blue light emergency phones shall be clearly visible, readily accessible and adequately illuminated to accommodate electronic surveillance.
  5. Consider the use of forced entry resistance glazing materials for windows and glazed doors using laminated glass and/or polycarbonate to significantly improve forced entry delay time beyond standard glazing techniques. A five (5) minute forced entry solution should be the design standard.

Main Entrance / Administrative Offices / Lobby

  1. Main entrances shall be well lit and unobstructed to allow for natural and/or electronic surveillance at all times.
  2. The design shall allow for visitors to be guided to a single control point for entry.
  3. The main entrance assembly (glazing, frame, & door) shall be forced entry resistant to the project standard, with a forced entry time rating as informed by local law enforcement response timing.
  4. Plans shall carefully address the extent to which glazing is used in primary entry ways, areas of high risk and areas of high traffic and the degree to which glazing is installed or treated to be bullet, blast, or shatter resistant to enhance the level of security. The district‘s priorities for the use of natural surveillance, electronic surveillance, natural light and other related security measures may affect this decision and the overall level of security.
  5. Main entrance doors shall be capable of being secured from a central location, such as the central administrative office and/or the school security office.
  6. Video surveillance cameras shall be installed in such a manner to show who enters and leaves the building and shall be monitored at locations which are attended whenever the school is occupied.
  7. The design shall allow for providing visitor accessibility only after proper identification.
  8. The use of vestibules with forced entry resistant doors and glazing to the project standard should be the design standard.
  9. The central administrative offices and/or security offices should have an unobstructed view of the main entrance lobby doors and hallways. If feasible, administrative offices abutting the main entrance should be on an exterior wall with windows for natural surveillance of visitor parking, drop off areas, and exterior routes leading to the main entrance.
  10. Walls, forced entry resistant to the project standard, should be hardened in foyers and public entries. Interior and exterior vestibule doors should be offset from each other in airlock configuration.
  11. Use vestibules to increase security. The entrance vestibule shall have both interior and exterior doors that are lockable and controllable from a remote location and be designed to achieved enhanced force entry performance as identified to the project forced entry standards.
  12. When possible, the design should force visitors to pass directly through a screening area prior to entering or leaving the school. The screening area should be an entrance vestibule, the administration/reception area, a lobby check in station, an entry kiosk, or some other controlled area. This controlled entrance should serve as the primary control point between the main entrance and all other areas of the school.
  13. Control visitor access through electronic surveillance with intercom audio and remote lock release capability at the visitor entrance.
  1. Restrict visitor access during normal hours of operation to the primary entrance. If school buildings require multiple entry points, regulate those entry points with no access to people without proper identity authentication and entry authorization. Consider an electronic access control system for authorized persons if multiple entry points are utilized during normal hours of operation.
  2. Install a panic/duress alarm or call button at an administrative/security desk as a protective measure.
  3. Proximity cards, keys, key fobs, coded entries, or other devices may be used for access control of students and staff during normal hours of operation. The system may be local (residing in the door hardware) or global (building or district- wide). Prior to installing a customized door access control system refer to the local authority having jurisdiction for compliance with state building and fire code.
  4. Consider sensors that alert administrative offices when exterior doors at all primary and secondary points of entry are left open.
  5. Consider radio frequency access control devices at primary points of entry to allow rapid entry by emergency responders. Review this technology with the emergency responders which serve the school facility.
  6. Where “forced entry” required construction is required, the forced entry delay time shall be based on the ERTA, and have the forced entry designs informed/validated by a licensed architect, professional engineer or qualified security consultant.
  7. Provide closers on these doors so that they automatically return to a closed, latched, and locked position to preclude unauthorized entry.

Exterior Doors

  1. The design shall allow for the points of entry/egress to be monitored by natural and/or electronic surveillance during normal hours of operation and during special events.
  2. Lighting at these entry points shall be sufficient to illuminate potential areas of concealment, enhance natural and/or electronic surveillance, discourage and protect against vandalism.
  3. Tertiary exterior doors shall be hardened to be penetration resistant and burglar resistant.
  4. All exterior doors shall be equipped with hardware capable of implementing a full perimeter lockdown by manual or electronic means and shall be numbered per the SSIC standards.
  5. All exterior doors shall be easy to lock and allow for quick release in the event of an emergency by authorized personnel and emergency responders.
  6. All exterior doors that allow access to the interior of the school shall be numbered in sequential order in a clockwise manner starting with the main entrance. All numbers shall be visible from the street or closest point of entry/egress, contrast with its background and be retro-reflective.
  7. Doors vulnerable to unauthorized access may be monitored by adding door contacts or sensors, or may be secured through the use of other protective measures, such as delayed opening devices, or video surveillance cameras that are available for viewing from a central location, such as the central administrative office and/or security office.
  8. Specify high security keys and cylinders to prove access control.
  9. Provide closers on these doors so that they automatically return to a closed, latched, and locked position to preclude unauthorized entry.

Exterior Windows/Glazing/Films

  1. Windows may serve as a secondary means of egress in case of emergency. Any “rescue window” with a window latching device shall be capable of being operated from not more than forty-eight (48) inches above the finished floor.
  2. Each classroom having exterior windows shall have the classroom number affixed to the upper right-hand corner of the first and last window of the corresponding classroom. The numbers shall be reflective, with contrasting background and shall be readable from the ground plain at a minimum distance of fifty (50) feet.
  3. Plans shall carefully address the extent to which glazing is used in primary entry ways, areas of high risk and areas of high traffic and the degree to which glazing is installed or treated to be bullet, blast, or shatter resistant to enhance the level of security. The district‘s priorities for the use of natural surveillance, electronic surveillance, natural light and other related security measures may affect this decision and the overall level of security.
  4. Design windows, framing and anchoring systems to be shatter resistant, burglar resistant, and forced entry resistant to the project forced entry standards, especially in areas of high risk. Whenever feasible, specify force entry resistant glazing on all exterior glazing.
  5. Resistance for glazing may be built into the window or applied with a film or a suitable additional forced entry resistant “storm” window.
  6. Classroom windows should be operable to allow for evacuation in an emergency. Review with the authority having jurisdiction and fire department to balance emergency evacuation, external access, and security requirements.

School Building Interior

  1. Interior physical security measures are a valuable part of a school‘s overall physical security infrastructure. Some physical measures such as doors, locks, and windows deter, prevent or delay an intruder from freely moving throughout a school and from entering areas where students and personnel may be located. Natural and electronic surveillance can assist in locating and identifying a threat and minimizing the time it takes for first responders to neutralize a threat.
  2. The design shall provide for controlled access to classrooms and other areas in the interior that are predominantly used by students during normal hours of operation to protect against intruders.
  3. All interior room numbers shall be coordinated in a uniform room numbering system format. Numbering shall be in sequential order in a clockwise manner starting with the interior door closest to the main point of entry. Interior room number signage shall be wall mounted. Additional room number signage may be ceiling or flag mounted. Interior room number signage specifications and installation shall be in compliance with ADA standards and other applicable regulations as required.
  4. Record documentation drawings shall be kept which include floor plans with the room numbering system. These drawings shall be safeguarded but available for emergency responders. Review opportunities for emergency responders agencies to have these drawings as well.
  5. Review design opportunities to create interior safe havens with forced entry resistant walls and doors. These may be libraries, auditoriums, cafeterias, gyms or portions of school wings or blocks of classrooms.
  6. Establish separate entrance and exit patterns for areas that have concentrated high- volume use, such as cafeterias and corridors, to reduce time required for movement into and out of spaces and to reduce the opportunity for personal conflict. Separation of student traffic flow can help define orderly movement and save time, and an unauthorized user will perceive a greater risk of detection.
  7. Consider intruder doors that automatically lock when an intruder alarm or lockdown is activated to limit intruder accessibility within the building. If installed, intruder doors shall automatically release in the event of an emergency or power outage and must be equipped with a means for law enforcement and other first responders to open as necessary.

Interior Surveillance

  1. An intrusion detection system shall be installed in all school facilities.
  2. If video surveillance systems are utilized, the surveillance system shall be available for viewing from a central location, such as the central administrative office and/or the school security office, and at points of emergency responder incident management. Review these locations with emergency responders in the design phase.
  3. Consider electronic surveillance in lobbies, corridors, hallways, large assembly areas, stairwells or other areas (such as areas of refuge/safe havens) as a means to securely monitor those areas when natural surveillance is not available.
  4. The design of a school facility should allow for the designation of controlled hiding spaces. A controlled hiding place should create a safe place for students and personnel to hide and protect themselves in the event of an emergency. The controlled hiding space should be lockable and readily accessible. A controlled hiding space could be a classroom or some other designated area within the building.
  5. Design interior hallways and adjacent spaces to provide situational awareness of hallway conditions from these rooms, but also provide means to eliminate vision into these rooms as activated by room occupants.

Classroom Security

  1. All classrooms shall be equipped with a communications system to alert administrators in case of emergency. Such communication systems may consist of a push-to-talk button system, an identifiable telephone system, or other means.
  2. Door hardware, handles, locks and thresholds shall be ANSI/BHMA Grade 1.
  3. All classroom doors shall be lockable from the inside without requiring lock activation from the hallway, and door locks shall be tamper resistant.
  4. Classroom door locks shall be easy to lock and allow for quick release in the event of an emergency.
  5. Classroom doors with interior locks shall have the capability of being unlocked/ released from the interior with one motion.
  6. All door locking systems must comply with life safety and state building and fire codes to allow emergency evacuation.
  7. Provide doors between adjacent classrooms to provide means of moving classroom occupants from one classroom to the next as a means to relocate students and teachers from an impending hallway threat. Provide such doors with suitable locking hardware to preclude unauthorized tailgating.
  8. Provide closers on these doors so that they automatically return to a closed, latched, and locked position to preclude unauthorized entry.
  9. If classroom doors are equipped with a sidelight, the glazing should be penetration/forced entry resistant to the project forced entry standard.
  10. If interior windows are installed to provide lines of sight into/out of classrooms or other populated areas, certain factors should be taken into consideration relating to the size, placement and material used for those windows, including:
  11. Minimizing the size of windows or the installation of multiple interspersed smaller windows with barriers in a larger window area to deter intruder accessibility.
  12. Placing windows at a sufficient distance from the interior locking mechanism to prevent or make difficult the opening of a door or lock from outside.
  13. Concealing or obstructing window views to prevent an assailant‘s ability to ascertain the status or presence of persons inside of a classroom during lockdown.
  14. Hardening window frames and glazing to the project forced entry standards to lessen window vulnerability.

Large Assembly Areas (gym, auditorium, cafeteria, or other areas of large assembly)

  1. Points of entrance and egress shall be clearly demarcated and designed to meet the project forced entry standards.
  2. Lighting shall be sufficient to illuminate potential areas of concealment, enhance natural and/or electronic surveillance, discourage vandalism and protect against vandalism.
  3. Electronic surveillance should be used in large assembly areas and at all exit doors to securely monitor those areas when natural surveillance is not available.

Shared Space or Mixed Occupancy (library, BOE, mixed use or other community service)

  1. Shared space shall have separate, secure and controllable entrances.
  2. The design of shared space should prevent unauthorized access to the rest of the school.
  3. The design of shared space shall allow for the monitoring of points of entry/egress by natural and/or electronic surveillance during normal hours of operation.

Roofs

  1. The design shall allow for roof accessibility to authorized personnel only.
  2. Access to the roof should be internal to the building. Roof access hatches shall be locked from the inside.
  3. If external access exists, roof ladders should be removable, retractable, or lockable. Screen walls around equipment or service yards should not provide easy access to the roof or upper windows.
  4. Provide adequate lighting and controls for roof access means and roof access points into the school.

Critical Assets/Utilities

  1. Screens at utilities, such as transformers, gas meters, generators, trash dumpsters, or other equipment shall be designed to minimize concealment opportunities and adequate to preclude unauthorized access. Installation of screens at utilities shall be compliant with utility company requirements.
  2. Access to building operations systems shall be restricted to designated users with locks, keys and/or electronic access controls. Secure all mechanical rooms with intruder detection sensors.
  3. Loading docks shall be designed to keep vehicles from driving into or parking under the facility.
  4. Spaces with critical systems shall be provided appropriate graphics to be recognizable to emergency responders.
  5. Gas meter/regulator rooms shall be provided with forced entry resistant doors and to the project standards.
  6. Gas leak detection systems/sensors shall be installed wherever gas metering or appliances are installed.
  7. Shipping and receiving areas shall be separated from all utility rooms by at least fifty (50) feet unless prohibited by site constraints. If a site is determined to be physically constrained from reasonably meeting the fifty (50) foot separation requirement, maximize the separation distance between the receiving area and the utility room to the greatest extent possible. Utility rooms and service areas include electrical, telephone, data, fire alarm, fire suppression rooms, and mechanical rooms.
  8. Critical building components should be located away from vulnerable areas. Critical building components may include, but are not limited to:
    1. Emergency generator;
    2. Normal fuel storage;
    3. Main switchgear;
    4. Telephone distribution;
    5. Fire pumps;
    6. Building control centers;
    7. Main ventilation systems if critical to building operation.
    8. Elevator machinery and controls.
    9. Shafts for stairs, elevators, and utilities.

Security Infrastructure and Design Strategies

  1. The design shall include special rooms for hazardous supplies that can be locked.
  2. The design shall include secured spaces, closets, cabinets or means of protection to minimize the use of dangerous objects from shop, cooking or other similar occupancies.
  3. Egress stairwells should be located remotely and should not discharge into lobbies, parking or loading areas.
  4. Trash receptacles, dumpsters, mailboxes and other large containers shall be kept at least thirty (30) feet from the building unless prohibited by site constraints. If a site is determined to be physically constrained from reasonably meeting the thirty (30) foot separation requirement, maximize the separation distance to the greatest extent possible.

(Source: Final Report Of The Sandy Hook Advisory Commission)

Look out for our next post about “What Architects Can Do to Design Safer Classrooms for Our Children.”

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
FRANK CUNHA III
I Love My Architect – Facebook

 


What Can Architects Do To Design Safer Classrooms For Our Children? Part 3 Actions We Can Take To Promote Safe And Successful Schools

 ILMA Classroom 05.png

Photo Source: S&S Worldwide

Policies and funding that support comprehensive school safety and mental health efforts are critical to ensuring universal and long-term sustainability. However, school leaders can work toward more effective approaches now by taking the following actions:

  1. Work with School Leadership to promote, develop and establish a “Safety Team” that includes key personnel: principals, teachers, school-employed mental health professionals, instruction/curriculum professionals, school resource/safety officer, and a staff member skilled in data collection and analysis.
  2. Work with the school’s “Safety Team” assess and identify needs, strengths, and gaps in existing services and supports (e.g., availability of school and community resources, unmet student mental health needs) that address the physical and psychological safety of the school community.
  3. Assist with the evaluation of the safety of the school building and school grounds by examining the physical security features of the campus.
  4. Safety Team should review how current resources are being applied.
  5. Are school employed mental health professionals providing training to teachers and support staff regarding resiliency and risk factors?
  6. Do mental health staff participate in grade-level team meetings and provide ideas on how to effectively meet students’ needs?
  7. Is there redundancy in service delivery?
  8. Are multiple overlapping initiatives occurring in different parts of the school or being applied to different sets of students?
  9. Safety Team should implement an integrated approach that connects behavioral and mental health services and academic instruction and learning (e.g., are mental health interventions being integrated into an effective discipline or classroom management plan?).
  10. Safety Team should provide adequate time for staff planning and problem solving via regular team meetings and professional learning communities. Identify existing and potential community partners, develop memoranda of understanding to clarify roles and responsibilities, and assign appropriate school staff to guide these partnerships, such as school-employed mental health professionals and principals.
  11. Safety Team should provide professional development for school staff and community partners addressing school climate and safety, positive behavior, and crisis prevention, preparedness, and response.
  12. Safety Team should engage students and families as partners in developing and implementing policies and practices that create and maintain a safe school environment.
  13. As Architects we can assist the “Safety Team” by utilizing strategies developed by Crime prevention through environmental design(CPTED), a multi-disciplinary approach to deterring criminal behavior through environmental design. CPTED strategies rely upon the ability to influence offender decisions that precede criminal acts. Generally speaking, most implementations of CPTED occur solely within the urbanized, built environment. Specifically altering the physical design of the communities in which humans reside and congregate in order to deter criminal activity is the main goal of CPTED. CPTED principles of design affect elements of the built environment ranging from the small-scale (such as the strategic use of shrubbery and other vegetation) to the overarching, including building form of an entire urban neighborhood and the amount of opportunity for “eyes on the street”.

ILMA Classroom 06.png
Image Source: School Security – Threat and Vulnerability Assessments

Sources:

The National Association of School Psychologists (NASP)

The National Association of School Psychologists (NASP) School Violence Prevention

The National Association of School Psychologists (NASP) Framework For Safe Schools

ILMA Classroom 10.pngILMA Classroom 09.pngILMA Classroom 08ILMA Classroom 07

Look out for our next post about “What Architects Can Do to Design Safer Classrooms for Our Children.”

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
FRANK CUNHA III
I Love My Architect – Facebook

 

 

 

 

 

 

 


Our Exclusive ILMA Interview with Matthew B. Jarmel, AIA, MBA of @JarmelKizel

Mr. Jarmel is an Architect, Real Estate Developer, Renewable Energy Enthusiast, Entrepreneur and Owner of Jarmel Kizel Architects and Engineers Inc.

He received a Bachelors of Architecture from NJIT in 1990 and an MBA from Rutgers University in 1994. He can be found online at the following social media sites: LinkedIn, Facebook and Twitter.

About the Firm

Since the firm’s founding in 1975, Jarmel Kizel has worked its way from the inside out; originally concentrating on the interior design of corporate offices and since has grown into a full-service Architectural, Engineering, and Interior Design firm that provides a single point of accountability for all aspects of design services. The firm’s size and abilities enable it to handle a broad spectrum of projects while allowing the principals to put their seal on every one. With in-house Civil, Structural, Mechanical, Electrical, Plumbing and Fire Protection Engineering, clients can look to Jarmel Kizel to have all aspects of their projects designed and managed by one firm.

Today the firm provides a unique service platform that provides a single point of accountability for architectural and engineering services formatted to assist clients with managing their project’s design needs from site design and land entitlements to building design through construction oversight.

ILMA INTERVIEW

When and why did you decide to become an Architect?     

I knew when I was in Junior High School that I wanted to become an architect.  I grew up in the industry in that my father is a commercial interior designer, he actually founded our firm in 1975, and I was exposed to design and construction at a very early age.  My dad totally remodeled our home and he had my brother Richard, who is a civil engineer and partner in our firm, and myself helping and working with tools. 

What were some of the challenges of achieving your dream?  

The architectural and engineering industry can be very rewarding.  There is tremendous emotional fulfillment to see your ideas first take shape on paper and then through construction.  I take great pride driving by a building our firm has designed and saying we did that.  Despite the rewards the business of architecture can be very difficult.  Our industry is first hit by a recession, hardest hit and usually the last to recover.   One of the greatest challenges of working in the profession is learning how to batten down the hatches and weather the economic storms when they come. 

Any memorable clients or project highlights?  

I have many projects I am proud of many clients that I respect and that have become good friends and even partners over the years.  Some of the more notable projects I have worked on include designing the Bear Stearns Campus in Whippany, NJ.  This project was developed over years and ultimately included approximately 700,000 sf of office and data center space in five buildings, two of which we designed and the rest we designed major renovations to.  Unfortunately Bear Stearns does not exist anymore but the campus is still there.  We also were fortunate to design the first major redevelopment project in Plainfield, NJ where we designed four buildings for the Union County Improvement Authority that included a 100,000 sf office building, two retail buildings totaling 40,000 sf and a parking structure.   This project acted as a catalyst for new development in the city.   Over the last several years the firm has been very active in NYC designing many mixed use large scale projects, we have a 17 story building under construction in Queens right now.   One of my most memorable clients is The Learning Experience.   The Learning Experience is a national and soon to be international brand of child development centers.  We designed their first center 16 years ago and have since completed over 200 projects throughout the country for them.  Because of the volume of projects we have completed for them, about 70 in NJ alone, I gained tremendous experience in land entitlements and have become an expert in land entitlement strategy.

How does your family support what you do?    

The creative process can be very time consuming, running a business and being creative magnifies the time required to be an architect.  Some days I leave the house at 7 and if I have a hearing don’t get home until midnight.   Other times I am hopping on an airplane and away overnight.   My family is supportive in that they understand the taxing requirements of the job.   With that said everything I do is for my family.  So I make sure my wife and children get the attention they need from me and we plan as much quality time as possible.

How do Architects measure success?     

Some might say you measure the success of an architect by the quality and aesthetic of the buildings he or she designs, or by how much wealth and fame they have obtained.  To me a successful architect you have to be a strong leader, a strong communicator and be able to balance the aesthetic and technical issues of a building’s design all while understanding the functional and economical goals of your client.  The architect that can achieve this can become successful.  Ultimately success is measured by obtaining the respect of your peers, clients and even contractors in the industry.  

What matters most to you in design?      

Achieving my clients goals of function and budget while creating a building that is safe and attractive.   

What do you hope to achieve over the next 2 years? 5 years?  

Our firm has developed strong skills in real estate development which include land entitlements and real estate economics.   Many times we set the strategy for how to present a project to planning and zoning boards, explain the process to our clients and even their attorneys, advise on PILOT and other incentives, building valuation and assist in making introduction to equity investors and lenders.   These skills make us stand out from our competitors but not necessarily obtain higher fees.  Our goal for the next 2 to 5 years is to expand our Real Estate Advisory services to create additional revenue as a “Fee Developer” and on our own development account.

Who is your favorite Architect? Why?     

I respect the design styles of many current and historic architects.  I am a big fan of the Chicago School and of those architects Louis Sullivan is probably my favorite.  I like this style for the buildings of the time were the first commercial buildings and first to break away from using ancient detailing by employing and emphasizing technology in design.

Do you have a coach or mentor?

I do not have a specific coach or mentor but I like to bounce ideas off of my team, clients and friends.  

What is your favorite historic and modern (contemporary) project? Why?  

My favorite historic building is the Roman Pantheon.  It was built around 113 AD and has the largest unreinforced concrete dome ever made which has a giant hole in the center that allows the sun and the moon to shine in along with the rain.  It still stands 2000 years later.  The Romans were great builders, they invented concrete, experimented with reinforcing concrete with brass chains and even developed zoning rules and regulations.   As far as contemporary buildings there are so many that I love.   I lean towards high rise sky scrapers

Where do you see the profession going over the next few decades?

Although new technologies are implemented in the profession and we go through these stages where we preach design build vs a separation between design and construction professionals the industry has not changed much in my career.  I find it interesting that Ayn Rand’s “The Fountainhead” which was written in the 40’s and takes place in the 20’s and uses the architectural industry as a back story to promoting her political views speaks to many of the same type of players and issues in the industry today.  There are developers, contractors, politicians and architects.  There are residential, public and commercial buildings and she even tackles issues such as affordable housing.  All the same issues we deal with today.   I do not see major changes in the business of the profession.  Although I do see major technical influences which will affect the way we design and build buildings.  There is a robot that lays brick now.  I think as the world gets smaller through technology building codes and licensing laws will become more standardized.

What type of technology do you see in the design and construction industries?

The use of BIM is becoming the most prevalent tool used in the design of buildings.  It allows architects and engineers to work in 3 dimensions, quickly and efficiently to improve coordination and actually see the building take shape on the screen.  Despite my comment about the brick laying robot above most construction is still done with heavy machinery and by hand.  However, technology has taken over the management of projects from creating schedules, to tracking financing and creating a database of information.  

Who / what has been your greatest influence in design?      

This answer may seem odd to most architects but my great influence in design arrives from an understanding of real estate economics tied to a building’s function and economics.   When a student at NJIT I took an elective in real estate development.  It was taught by a gentleman who ran the development arm of a now defunct savings and loan so we will allow him to remain nameless.  However, he was very influential in that he said he hated architects and found them to be a necessary evil in the process because the law forced them on him to use.  Obviously, this got most of the students in the class upset but I wanted to know why he felt that way.  He thought that architects only cared about what the building looked like and had no understanding or really care for what it might cost to build, what’s its function was to be or how it generated revenue for its owners.  He introduced me to the business side of why clients build in the first place.  This motivated me to go on and obtain an MBA with a concentration in real estate development and urban land use after architectural school.  I feel that the business education in conjunction with my architectural education make me a stronger architect and have been the most influential on my design.

Which building or project type would you like to work on that you haven’t been part of yet?     

I have been fortunate to work on almost any type of commercial project.  I would like to be exposed to more hospitality projects.

How do you hope to inspire / mentor the next generation of Architects?   

I hope to mentor the next generation of architects in a way that they can understand the business goals of the client and why they are building so that they can better respond to the client’s needs I also want to mentor them to be strong leaders and great communicators.

What advice would you give aspiring architects (K-12)? College students? Graduates?

I would advise them to not only pursue their dream of designing buildings but to learn about the profession as a whole, to learn about the process of becoming an architect and career choices in the industry.  When I was in school no one told me how to become a licensed architect I had to figure it out on my own.

What does Architecture mean to you?     

It is my profession, it is my life!

What is your design process?     

First understand the client’s program goals and budget, then study the site and zoning constraints, roll up my sleeves and dive in.

If you could not be an Architect, what would you be?     

A civil engineer and or real estate developer.

What is your dream project?     

A really tall building in a major city that becomes a landmark for years to come.  If I can be a partner in its ownership even better.

What advice do you have for a future Executive leader?     

Respect and care about the people you are leading, be kind but stern.

What are three key challenges you face as a leader in business today and one trend you see in your industry?     

All challenges revolve around people.  First finding qualified people, there is a tremendous shortage of qualified architects and engineers, second finding people that can see the big picture first before the crawl into the details and finally finding people that can communicate effectively.   As far as trends see my answer to where I see the industry going above

What one thing must an executive leader be able to do to be successful in the next 3 years?      

I am optimistic that we are at the beginning of a sustainable economic growth period.  This will provide many of us with significant projects to choose from and an even more challenging labor shortage.  An executive leader will need to be able to recruit talent and keep them motivated to stay.

What are some executive insights you have gained since you have been sitting in the executive leadership seat – or what is one surprise you have encountered as the world of business continues to morph as we speak?     

I do not know if I am any smarter today at 50 then I was when I got out of school in my early 20’s what I have gained is life experience.  The most important lesson is that people will surprise you. Some will impress you, some will disappoint you, some will be loyal and others not.  I have seen some crazy things happen some good and some bad.   Just when I think I have seen everything someone surprises me. 

Final Thoughts on How to Be Successful?      

Learn your trade, be good at and then learn to be a good communication and leader and business person.

For more exclusive ILMA interviews click here.

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
FRANK CUNHA III
I Love My Architect – Facebook

Gift Ideas from ILMA


Wall Street Journal Headlines – October 6, 2017 by @FrankCunhaIII

  1. Russian Hackers Steal NSA Spy Secrets
  2. US Shale Companies Ease Up on Drilling
  3. End year at 9.69 million barrels a day, down from 9.82
  4. Amazon.com
    • Hiring 50,000 office workers, mostly software developers
  5. Illegal Entry to US Gets Rarer, Riskier
    • President’s harder line, longer-term trends make SW border tougher to sneak across
  6. Price Pressures for Renters Begins to Ease Down
    • Those that spend more than 30% of incomes on rent
    • Fell from 48.9% to 47.7% between 2012 and 2015
  7. Iraq Drives ISIS From Stronghold
  8. Turkey Arrests US Consulate Worker
  9. Saudis, Russia Get Closer
  10. NATO to Increase Funding for Counterterror Programs
  11. Catalan Parliament Session Blocked
  12. Prospects for a Gun – Measure Deal Grow
  13. Legislation restricting rifle accessory used in L.V. gunman draws GOP support
  14. Columbia Sets $100M to Diversify Faculty
  15. Ishiguro’s Quiet Power Claims the Nobel Prize
  16. Opinion – Why America Needs Tax Reform
  17. Trump needs to stress the growth payoff and rebut falsehoods from critics at the Tax Policy Center.
  18. Finge Clips Rank High on YouTube
    • Google looking to promote more reliable content
  19. Uber Steers Steadier Course
  20. Forget bitcoin, IMFcoin could be the digital future of SDRs
    • IMF – International Monetary Fund
    • SDR – Special Drawing Rights (ISO 4217currency code XDR, also abbreviated SDR) are supplementary foreign-exchange reserve assets defined and maintained by the International Monetary Fund (IMF). The XDR is the unit of account for the IMF, and is not a currency per se.
  21. Ship Building Alliance to Target Asia
  22. SpaceX Aims to Launch at Fast Pace
    • Planning 30 launches next year (50% of total)
    • There are about 60 launches each year
  23. Netflix Raises Prices as Content Tab Balloons
  24. Honeywell Pursues Purchase of Evoqua
    • Honeywell International Inc. is an American multinational conglomerate company that produces a variety of commercial and consumer products, engineering services and aerospace systems for a wide variety of customers, from private consumers to major corporations and governments. The company operates four business units, known as Strategic Business Units – Honeywell Aerospace, Home and Building Technologies (HBT), Safety and Productivity Solutions (SPS), and Honeywell Performance Materials and Technologies.
    • Evoqua is the global leader in helping municipalities and industrial customers protect and improve the world’s most fundamental natural resource: water. We have a more than 100-year heritage of innovation and industry firsts, market-leading expertise, and unmatched customer service. Our cost-effective and reliable treatment systems and services ensure uninterrupted quantity and quality of water, enable regulatory and environmental compliance, increase efficiency through water reuse, and prepare customers for next-generation demands.
  25. Nostalgic Beef Slogan Makes Cut
    • “It’s What’s For Dinner” Slogan
    • Beef consumption in the US declined 15% in the decade through 2015
  26. Facebook Cut Russia from Report on Election
    • FB under fire for playing down role of influence campaigns
  27. Equifax timeline Criticized
  28. New Federal Rule Clamps Down on Payday Loans
  29. OPEC Pushes Russia to Stick to Plan
    • The Organization of Petroleum Exporting Countries is a group consisting of 12 of the world’s major oil-exporting nations.
    • OPEC was founded in 1960 to coordinate the petroleum policies of its members, and to provide member states with technical and economic aid.
  30. Treasury Yields Climb to 3-Month High
  31. Financial, Tech Stocks Fuel Rally
  32. Data Center Firm “Switch” Prices IPO Above Range, Raises $531 Million
    • Switch Inc.
    • Pricing is latest sign of strengthening in tech initial public offering space.
    • The data-center company that powers businesses of Amazon.com Inc., eBay Inc. and other tech companies is the latest to cash in on a renewed interest among investors in technology IPOs.
    • After pricing above the $14-to-$16 range it initially outlined to investors, Las Vegas-based Switch Inc.’s initial public offering raised roughly $531 million Thursday, excluding shares allotted to underwriters.
    • Shares sold at $17 apiece, valuing the company at roughly $4.2 billion.
    • NASDAQ
    • IPO Price
  33. Gold Loses Luster as Global Angst Eases
  34. Bad Timing for Monte Dei Paschi
    • Banca Monte dei Paschi di Siena
    • Known as BMPS or just MPS is the oldest surviving bank in the world and the third largest Italian commercial and retail bank by total assets.
    • BMPS and Banco BPM, Banco BPM overtook BMPS as the third largest bank in terms of total assets on 31 December 2016. Since the end of 2016, BMPS has been struggling to avoid a collapse.
    • Founded in 1472 (545 years ago) by the magistrates of the city state of Siena, Italy, as a “mount of piety”, it has been operating ever since. In 1995 the bank, then known as Monte dei Paschi di Siena, was transformed from a statutory corporation to a limited company called Banca Monte dei Paschi di Siena (Banca MPS).
    • The Fondazione Monte dei Paschi di Siena was created to continue the charitable functions of the bank and to be, until the bailout in 2013, its largest single shareholder.
    • Today Banca MPS has approximately 2,000 branches, 26,000 employees and 5.1 million customers in Italy, as well as branches and businesses abroad. A subsidiary, MPS Capital Services, handles corporate and investment banking.
  35. This Market Bubble Isn’t Everything It Appears to Be

An Exclusive Interview with Architect @FrankCunhaIII

Frank-ModernHouse.jpg

Ask the Architect

An Exclusive Interview with Architect Frank Cunha III

by Denise Franklin 

Follow Denise Franklin on Twitter

Frank Cunha III, AIA, NCARB is a Registered Architect licensed in CT, DC, DE, FL, MD, NJ, NY, PA and is currently seeking reciprocity in VA as well.  Mr. Cunha is the founder of FC3 Architecture + Design, established in 2005 to serve its clients in various markets, including commercial and residential projects. He writes / blogs for I Love My Architect and Just Architecture.

You can find him online at:

  What was it about Architecture that helped you decide it was the field for you?

I always loved to draw as a child and I always loved to build.  Give me scraps of cardboards and leftover bricks and sticks in the backyard and my imagination would take over.  I was always fascinated with churches and castles.  They have a very obvious Archetype, and from a very early age I always imagined that I too would be able to one day shape the design of our cities and how people inhabit them.  Even when I travel, it is the Architecture that defines the people and the place (unless you are in the wilderness, where nature rules supreme).  In the city, man (men and women) are able to shape the world we live in.  With this ability comes great responsibility not just freedom to do whatever we want.  The industrial and post-industrial eras have taught us that!

FC3 Interview 03

How long have you been in the profession?

 After 5 years of Architecture school and after 3 years of internship and after passing my NCARB IDP Architecture Exam I “officially” became a Registered Architect in January 2004.  It was not easy but it was worth it.  Going through the arduous process allowed me to learn the different aspects of being an Architect.

FC3 Interview 04

It appears that Architecture incorporates many fields of study, for example; astronomy, meteorology, geography and I am sure there is much more.  Could you explain?

FC3 Interview 05

Throughout history, especially before technology and social media distractions, civilizations, would honor the heavens by building monuments.  Examples of this can be seen all over the world and there are plenty of interesting websites that address this. 

Astronomy is one of the oldest sciences so it is no wonder that early civilizations would use the mathematics from the heavens to orient their buildings and monuments. Many pre-historic cultures left behind astronomical artifacts such as the Egyptian and Nubian monuments, and early civilizations such as Babylonians, Greeks, Chinese, Indians, and Maya performed methodical observations of the night sky. Climatology, the study of atmospheric science, is another extension coming out from Astronomy. In Architecture both the disciplines that is astrology and climatology, leads to a concept known as Vastu.

If you want to learn more about these interdisciplinary studies, you can click here or click here.  

FC3 Interview 06

FC3 Interview 07

Today, Architects still consider orientation when placing a building and the building components on the site. The building’s orientation can even help Architects obtain LEED credits from the US Green Building Council, an organization that promotes sustainable design and construction around the world.

 Is there a deciding factor for you when agreeing to take part in projects?

FC3 Interview 08

 One thing I have learned over the past 15 years in the field of Architecture is that there are many components to accepting and working on a project.  While we all need to make money to eat and survive, here are a few things that should be considered before agreeing to take on a project:

  1. Is there a chemistry between the client and the designer, i.e., do you like each other? Can you work well together?
  2. Is the project exciting and challenging?
  3. Can I assemble the right team to complete the project effectively? And do we have the right fee to allow our design team to perform the project effectively?

If the answer to any of these is “no” then I keep looking for another opportunity.  Every time an opportunity passes, two or more new ones appear.  Don’t be hasty just for the sake of getting a project!

 The projects you are sharing today are they based on specific concepts?

 As a young Architect my aesthetic and design concepts are still evolving.

Although we do not force my designs on my clients, we do have some underlying principals we like to maintain on our projects whenever feasible.  

FC3 Architecture takes a Holistic approach to each individual project to meet the client’s specific needs.   We work with our team of expert consultants to bring the most value to the client through rigorous, integrated design practices.  It is our mission to explore and develop the “Architectural Design Aesthetics” & “Building Tectonics  Systems” to engage the following issues on a project-by-project basis, where applicable, to discover and address the project requirements established by the client and the Architect during the Pre-Design phase:

  • Program / Livability / Functional
  • Provide efficient space planning to maximize client’s programmatic needs (don’t over build)
  • Contextual/Site 
  • Determination of most effective use of a given site
  • Optimize access to the site
  • Maximize land, views, lighting, wind, water elements, other natural features, etc.
  • Provide guidance for best use of materials, structure, and form
  • Properly integrate new design into existing contextual surroundings
  • Sustainable / Environmental
  • Coordinate with client’s abatement team when required
  • Coordinate with client’s commissioning team when required
  • Provide guidance and integration on current sustainable trends
  • Sustainable Design
  • Energy Use & Conservation
  • Waste Management
  • Selection of Materials – Reuse, Recycling, Renewable sources, etc.
  • Water Use & Conservation
  • Structural / Tectonic
  • Coordinate with structural team to develop integrated structural design
  • Coordinate with MEP team to develop integrated MEP design
  • Coordinate with other industry experts as needed to meet project goals
  • Historic / Preservation
  • When required, document and research preservation of historic elements
  • Provide design details that are sensitive to preexisting building/site elements
  • Engage our expert consultant team as may be required
  • Economic / Legalization
  • Provide assistance in developing a feasibility study
  • Assist client’s legal counsel with Planning/Zoning Board approvals
  • Constructability / Management
  • Assist client with project schedules and budgets throughout the project
  • Engage our expert construction/project management team as may be required

Frank-ModernHouse-02.jpg

For anyone in school considering Architecture as a profession, check out this great article by my colleague, William Martin, AIA.

Click here to see some of Frank’s recent featured projects.

Click here to read more “Ask the Architect” articles.


NEWS FLASH – @FrankCunhaIII Update

Dear friends, clients, and colleagues,

We are happy to report that Frank Cunha III, founder of FC3Architecture and I Love My Architect, is currently seeking reciprocity as a Registered Architect in the following states:

  • District of Columbia
  • Florida
  • Maryland
  • Virginia

Once processed and finalized, Frank will be able to legally practice Architecture in the states listed above, along with the the states he is currently licensed:

  • Connecticut
  • Delaware
  • New Jersey
  • New York
  • Pennsylvania

Additionally, Frank Cunha III, has become a USGBC Green Associate (click here for more information).

FC3USGBC

Join us in congratulating Frank on his new accreditation and wishing him luck on his future licenses!

I.L.M.A. Team
I Love My Architect – Facebook

Also Check Out These Great Links:


Before and After – 2 Dramatic Transformations Designed by @FC3ARCHITECT

Commercial Transformation

The client is looking for modest cost effective design solutions to enhance his storefront on a main street of an urban center.

Existing Photograph

Existing Photograph

Latest Rendering - March 10, 2013

Proposed Improvements

Residential Transformation

This home was impacted by Hurricane Sandy.  The repairs and alternations will include aesthetic enhancements and updates.

Linden - Ranch Transformation

EXISTING ELEVATIONS:

linden - existing

PROPOSED ELEVATIONS:

linden-proposed-01

linden-proposed-02

Also Check Out:

My Personal Architecture Portfolio

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


Best Toys for Architects….Countdown

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Hardware:

5. The “lazzzer” – documenting existing condition dimensions has never been easier, my brand of choice: Hilti

4. The laptop – today’s technology allows us to “Architect” on the go, great models available for both pc and mac platforms but be sure to max out RAM, video, and get a solid state harddrive; if you are going with a mac like me, check out this sound advise

3. Twin 30″ displays – for cad work and photoshop at the office, today there are great choices under $1,000 for each display

2. Mobile phone – responding to clients and contractors on the go, from Blackberrys to iPhones to Droids, Architects cannot be productive without one

1. The Tablet – great for referencing drawings in the field, meeting minutes, and notes, I love my iPad, it’s my favorite device, most effective for the price and syncs with all my other hardware, can’t image living without it, next time I’m upgrading from Wifi to a network plan so I can be limitless

Software:

5. Microsoft Project – manage projects utilizing this software to track milestones, durations, critical path activities, delays and recovery, from predesign to post-occupancy

4. Microsoft Suite – boring, yes, but still most effective way to prepare proposals, spreadsheets, and presentations

3. Adobe Photoshop – makes our cool projects look even cooler

2. Adobe Acrobat Pro – this is an unbelievable investment to help organize data for printing, distribution, and easy access, I can’t image not being able to use this software

1. Autodesk Revit – allows us to design and document our designs in 3-D, visualizing and presenting our ideas in a way unimaginable 20-30 years ago. Clients love the 3-D renderings and Architects love the ability to coordinate between plan, elevation, and section. It’s definitely worthy of the investment dollars to gain productivity and the ability to design in a “real” three dimension environment – You get to build the building “virtually” before building the building.

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


SHOULD I HIRE AN AIA ARCHITECT FOR MY BUILDING PROJECT?

Ask the Architect


by Frank Cunha III

What do Architects do? And how can they help me and my business?

Few people realize how complicated it is to build-that is until they find themselves lost in a maze of design options, building codes, zoning laws, contractors and so on. No two building projects are exactly alike, so there is no single clear-cut path to follow. Whether you’re about to expand your current facility, adapt an existing structure to a new use, or construct an entirely new building, your building project represents a major investment that will affect the productivity and efficiency of your organization for years. Smart decision-makers know that the way to maximize such an investment begins with consulting an architect. Architects are the only professionals who have the education, training, experience and vision to maximize your construction dollar and ease the entire design and construction process.

American Institute of Architects

The American Institute of Architects

Why an AIA Architect?

Look for the AIA initials after the name of any architect you consider for your project. AIA architects remain current with professional standards through continuing education and subscribe to a Code of Ethics and Professional Conduct that assure clients, the public, and colleagues of their dedication to high standards in professional practice.

Involving an AIA architect at the earliest stage in project planning can allow for a better opportunity to analyze your needs, develop effective solutions, and propose more ways to reduce costs from the beginning. With a broad understanding of design and construction, an AIA architect can help guide you through the entire process more smoothly.

How Can an AIA Architects Help Me?

  1. Clarify and define your building needs.
  2. Look ahead.
  3. Manage your project.
  4. Maximize your investment.
  5. See the big picture.
  6. Solve problems.
  7. The Architect can save you money.

“The Architect can make your life easier.”

3-D Modeling

3-D Modeling    Image: Design DCA

Why Are the Architect’s design services a wise investment for the money, not just an added cost to my project?

  1. A well-conceived project can be built more efficiently and economically.
  2. An energy efficient buildings can save you money on fuel bills down the road.
  3. The architect can work with your budget and help you select the appropriate materials and workmanship at a fair price.
  4. An architect can help you choose materials and finishes that are durable as well as beautiful, saving on frequent maintenance and replacement costs.
  5. Living or Working in a space that meets your needs and is well designed will make you ( and/or your family, tenants, employees, customers) happy.
  6. Great design sells.
  7. Finally, The Architect can make your life easier.

Important Links:

We would love to hear from you on what you think about this post.  We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


What is a High Performance School?

Ask the Architect


by Frank Cunha III

What is a High Performance School?

A “High Performance School” is a well-designed facility can enhance performance and make education more enjoyable and rewarding. A “High Performance School” is healthy and thermally, visually, and acoustically comfortable. It is also energy, material, and water efficient. A “High Performance School” must be safe and secure; easy to maintain and operate; commissioned; environmentally responsive site. Most of all a “High Performance School” is one that teaches and is a community resource. It should also be stimulating as well as adaptable to changing needs.

Improved Student Performance

Evidence is growing that high performance schools can provide learning environments that lead to improved student performance.  Recent studies show that effective daylighting has contributed to improved student test scores by 10-20%. Intuitively quieter, comfortable classrooms with good lighting and good air quality yield better students/teachers. Low- and no-emission building materials can reduce odors, sensory irritation, and toxicity hazards. Efficient windows also reduce outside noise distractions. Improved heating and cooling systems permit students to hear the teacher better and avoid room temperature swings. Adequate lighting improves students’ ability to read books and see the blackboard. Considerations for “High Performance Schools”include: siting; indoor environmental quality; energy; water; materials; community; faculty and student performance; commissioning; and facilities performance evaluation.

 Siting

Siting is critical for “High Performance Schools” with regards to the environment, energy consumption, and indoor environmental quality, transportation, greenfields, endangered species, wetlands concerns, existing pollution on the site, and stormwater management. A key factor in site design is orientation of the building, which can influence passive heating, natural ventilation, and daylighting. Optimal orientation can reduce year-round heating and cooling costs and optimizes natural lighting. If possible orient buildings so that the majority of windows face either north or south. Strategic placement of vegetation can be used when this orientation cannot be utilized.

Positive affects on the energy and environmental performance of a school include primary consideration for the environmentally sound school building. A school building should complement its environment. Working around existing vegetation to shade building and outside cooling equipment to reduce HVAC load help ensure good environmental performance of school by lowering energy bills and reducing local pollution. Locating a school near public transportation and within walking distance to a majority of students will further reduce energy use, while lowering local traffic and pollution.

Stormwater management is vital to safety and ecological health of a school’s site. Moving stormwater quickly to gutters, downspouts, catch basins, and pipes increases water quantity and velocity requiring large and expensive drainage infrastructure. Water should be captured in cisterns and ponds, or absorbed in groundwater aquifers and vegetated areas. Remaining water runoff should be slowed down and spread across roof and paved surfaces evenly before entering bioswales and creeks. Perforated drainpipe and filters, and “Green” roofs promote water absorption.

“High Performance Schools” promote student safety and security. Visibility of school entrances from main office and general accessibility of the school grounds can affect security. Lighting quality in halls and corridors is also critical.

Indoor environmental quality (IEQ)

“High Performance Schools “ optimize IEQ by considering it throughout the design and construction process. IEQ includes indoor air quality; acoustics; daylighting; lighting quality; and thermal comfort. Benefits include: reduction in student and teacher absences; increase student performance; reduction of illnesses related to indoor toxins; improved teacher retention rates; reduced distractions; improved comfort levels; and maintenance of healthy students, teachers and staff.

Proper siting contributes to positive daylighting potentials and acoustics. Building envelope design affects thermal comfort, daylighting, and indoor air quality. Material choices can also have a positive affect on IEQ. Construction process and the operations and maintenance affect Indoor Air Quality. Key elements of building’s indoor environment affecting occupant comfort and health include: Thermal comfort – temperature, radiant heat, relative humidity, draftiness; light – amount and quality, lack of glare, direct sunlight; noise – levels and kinds, classroom acoustics, inside and outside sources; ventilation, heating & cooling – fresh air intake, re-circulation, exhaust; microbiologic agents – infectious disease, mold, bacteria, allergens; and chemical agents in air or surface dust –volatile organics (formaldehyde), pesticides, lead, asbestos, radon;

Ill health effects associated with poor IEQ can cause students, teachers, and administrative staff to experience a range of acute or chronic symptoms and illnesses including: headaches and fatigue (from VOCs and glare); irritation of eyes, nose, and throat (from VOCs, particles, low relative humidity); respiratory symptoms – allergic reactions (from mold, animal allergens, dust mites); breathing difficulties – increase in asthma symptoms (from allergens, particles, cold); increased transmission rates of colds and flu’s (due to poor ventilation); and poor IEQ can also lead to excessive exposure of classroom occupants to some carcinogens.

Important decisions school designers should pay particular attention to key buildings elements: building materials and surfaces (low-emitting for chemicals); ventilation systems (quiet, efficient filters, adequate fresh air); fenestration (adequate and operable windows); site drainage; envelope flashing and caulking; ande ase of maintenance for building components (e.g., floor cleaning, filter changing).

Common IEQ problems in classrooms include: excessive levels of volatile organic compounds, like formaldehyde, which can cause eye, nose, and throat irritation and pose cancer risks (these compounds are emitted from new pressed wood materials, and in some other building materials and furnishings, especially in new or remodeled classrooms); although classrooms have individual control of HVAC systems, these systems are often noisy and are not continuously operated (causing large swings in both temperature and humidity levels, and allowing indoor air pollutant levels to build up); moisture problems are sometimes present in roofing, floors, walls, and exterior doors; operable windows are often small or absent; siting can be problematic relative to pollutant and noise sources, poor site drainage, and shading.

Energy

It is critical to manage and conserve natural resources in “High Performance Schools.” This can be done by reducing carbon dioxide emissions by using renewable energy resources; integration of concerns with design process; building siting and orientation; buildings shape; and landscaping; lighting, heating, cooling and ventilation sources. Integrated design can yield long and short-term savings. Reduced heat from an energy efficient lighting system and good natural ventilation designs can reduce the cooling demand, and thus the size and cost of the air conditioning units. All members of the design team should meet early on in the planning process and continue to coordinate integrated design concepts throughout the project in order to reduce energy costs.

The end result of integrated design is reduced overall energy consumption, thus saving construction costs through the downsizing of the systems and on-going costs of operation through reduced utility bills.
Many programs are available to help schools build energy-efficient facilities. Educate students about energy issues and to install renewable energy systems in schools. By taking advantage of these programs, schools can realize cost savings, better educate their students and help to ensure a cleaner, more stable environment for the future.

During the rush to construct new school buildings, districts often focus on short-term construction costs instead of long-term, life-cycle savings. The key to getting a high-performance school is to ask for an energy-efficient design in your request for proposals (RFP) and to select architects who are experienced in making sure that energy considerations are fully addressed in design and construction. Unless a school district directs its architect to design energy-efficient buildings, new schools may be as inefficient as old ones, or they may incorporate only modest energy efficiency measures.

Total construction costs for energy-efficient schools are often the same as costs for traditional schools, but most architects acknowledge a slight increase in the capital costs maybe necessary (as some energy efficient building features may cost more.) Efficient buildings have reduced building energy loads and take better advantage of local climate. A properly day lit school, for example, with reduced electrical lighting usage and energy efficient windows can permit downsized cooling equipment. Savings from this equipment helps defer costs of daylighting features. Even when construction costs are higher, resulting annual energy cost savings can pay for additional upfront capital costs quickly.

Older “cool” fluorescents had low quality of light that gives human skin a sickly bluish color. Newer fluorescent lights are both higher light quality and higher efficacy. Daylight, the highest quality of light, can help reduce energy use if the lighting system is properly integrated, with ambient light sensors and dimming mechanisms.

Daylighting

The design and construction of a school’s daylighting systems can cost more money. Properly day lit school (with associated reduced electrical lighting usage) can lead to downsized cooling equipment. The savings from this smaller equipment helps defer the costs of the daylighting features. Hiring an architect or engineering firm that is experienced in good daylighting design, especially in schools, will minimize any additional costs from the design end of a project. As with any building feature, effective daylighting requires good design.

Today’s window technology and proven design practices can ensure that daylighting does not cause distributive glare or temperature swings. Exterior overhangs and interior cloth baffles (hung in skylight wells) eliminate direct sunlight, while letting evenly distributed daylight into rooms. “Daylight” is in effect controlled “sunlight” manipulated to provide useful natural light to classroom activities. Moreover, daylight by nature produces less heat than that given off by artificial lighting.

The application of daylighting without control of sun penetration and/or without photo controls for electric lights can actually increase energy use. Design for daylighting utilizes many techniques to increase light gain while minimizing the heat gain, making it different from passive solar in a number of ways. First of all, the fenestration (or glazing) of the windows is different.  In a day lit building, the glazing is designed to let in the full spectrum of visible light, but block out both ultra violet and infrared light. Whereas, in a passive solar building, the fenestration allows for the full spectrum of light to enter the building (including UV and Infra red), but the windows are designed to trap the heat inside the building. In addition, in day lit rooms, it is undesirable to allow sunlight in through the window. Instead, it is important to capture ambient daylight, which is much more diffusing than sunlight, this is often achieved by blocking direct southern exposure, and optimizing shaded light and northern exposure. Passive solar maximizes south facing windows, and minimizes north-facing windows, thus increasing heat gain, and minimizing heat loss.

Water

As population growth increases demand for water increases. A “High Performance School” must reduce water consumption and use limited water resources wisely. This can be achieved by utilizing: water-efficient landscape techniques; water-efficient fixtures and controls in indoor and outdoor plumbing systems. The largest use of water in schools is in cooling and heating systems (evaporative cooling systems, single-pass cooling systems, etc.), kitchens, maintenance operations, landscaping irrigation, locker rooms, and restrooms. Good landscaping design including specifying native plants, proper spacing, and low-flow irrigation (that runs at night) will reduce a school’s water demand and expenditures.

High-efficiency irrigation technologies such as micro-irrigation, moisture sensors, or weather data-based controllers save water by reducing evaporation and operating only when needed. In urban areas, municipally supplied, reclaimed water is an available, less-expensive, and equally effective source for irrigation. The siting of a school and the shape of the land upon which is resides have tremendous impact on water resources. Selecting drought-tolerant plants will naturally lessen the requirement for water. In addition, using mulch around plants will help reduce evaporation, resulting in decreased need for watering plants or trees.

Drip irrigation systems with efficiencies of up to 95% rather conventional spray systems with efficiencies of only 50 to 60%.

The treatment of sewage is a costly process taken on by the local utility at the customer’s expense. The wastewater is typically treated and released back to the environment. Waste materials extracted from the wastewater must be further disposed of according to local codes. Considering on site water treatment will reduce the load on the local utility, offer an opportunity for students to learn about the biological and chemical processes involved in water treatment, and reduce operational expenses by avoiding a utility bill.

Greywater is water that has been used in sinks, drinking fountains, and showers. Black water is water that has been used in toilets. Greywater is fairly simple and safe to clean and reuse, whereas there are more health risks associated with black water.

Materials

“High Performance Schools” utilize material efficiency, which includes durable, reused, salvaged, and refurbished or recycled content. Recyclable materials manufactured using environmentally friendly practices.

Material efficiency can often save schools money by reducing the need to buy new materials and by reducing the amount of waste taken to the landfill. “high Performance Schools can reduce the amount of materials needed by: reusing onsite materials; eliminating waste created in the construction and demolition process; choosing materials that are safe, healthy, aesthetically pleasing, environmentally preferable, and contain low embodied energy.

Waste reduction planning is essential for school districts. These wastes represent a significant loss of natural resources and school district funds as well as a potential threat to student/staff health and the environment. To be responsible stewards of environmental quality, school districts should review new school construction, processes and operations, and even curriculum choices and evaluate the economic, educational, and environmental benefits of implementing effective waste reduction measures. Incorporating waste reduction as part of the school district’s overall way of doing business can provide a number of important benefits: reduced disposal costs; improved worker safety; reduced long-term liability; increased efficiency of school operations; and decreased associated purchasing costs.

Building materials may have a number of associated operating costs beyond the straightforward, initial capital costs. Proper selection is essential to minimize these secondary costs. Building materials may pose future health hazards, costing schools absentee time and lost student and faculty productivity. Consider the dangers of volatile organic compounds, dust, and moisture when selecting materials. Keeping these indoor pollutants at a minimum will ensure a healthy indoor environment and improve the learning environment.

Consider also the composition of the materials and how recyclable, durable, and refinishable they are. Keeping each of these characteristics in mind when selecting materials, the building will provide better service and reduce maintenance and operating costs. Source building materials from local distributors and save transportation energy costs if possible.

Transportation costs are sometimes referred to as part of a material’s embodied cost (and energy). Purchase building materials with low embodied costs such as local regional certified wood harvested from sustainable and well-managed forests. Onsite waste reduction and reuse during demolition and construction can save money by reducing amount of money spent at landfill, and by reducing initial amount of money spent on new materials.  Save on labor costs by providing a Construction and Demolition waste plans before starting operations and identifying where to recycle materials and what materials to salvage.

Community

The location where a “High Performance School” is constructed impacts the surrounding community. It can affect pedestrian and automobile traffic; quantity and quality of open space in the neighborhood; location within the community; and may be used as a tool to revitalize a community.

Once the school site is determined, the school’s design, construction, and use should be considered. Aspects such as the exterior design, amenities that it may provide and environmental design features can be a source of pride to the community. Schools can be a center for teaching and learning, and also add functional value within the community by providing access to facilities and play fields, and services such as after-school daycare and extended education.

High performance design for schools can be a selling point in bond elections because energy, indoor air quality, and other improvements translate to more comfortable classrooms for students, reduced energy bills, and lower operating and maintenance costs. Schools become healthier learning environments, reduce waste, and have less impact on the environment. Good indoor environmental quality has been proven to increase average daily attendance of students.

Faculty & Student Performance in High Performance Schools

Challenges include: tight budgets; an ever-increasing student enrollment; growing need for the renovation and building of many schools; higher expectation of faculty and student performance among these compelling circumstances. Sustainable schools can have a favorable impact on the school’s budget; help protect our environment; and encourage better performance of faculty and students as a result of a better learning environment.

“High Performance Schools” integrate today’s best technologies with architectural design strategies to achieve a better learning environment. These include: lighting – integration of daylighting and electrical lighting technologies; reduced noise levels by using acoustic materials and low-noise mechanical systems; healthy air quality, temperature, humidity levels – indoor air quality; thermal comfort; HVAC systems; low-emission materials; and reduce distractions and create environments where students and teachers can see and communicate with one another clearly and comfortably.

Commissioning

Without properly commissioning a school, many sustainable design elements can be compromised. In the American Society of Heating Refrigerating and Air-Conditioning Engineers (ASHRAE) Guideline, The Commissioning Process is defined as follows: “The Commissioning Process is a quality-oriented process for achieving, verifying, and documenting that the performance of facilities, systems, and assemblies meet defined objectives and criteria. The Commissioning Process begins at project inception (during the pre-design phase) and continues for the life of the facility through the occupancy and operation phase. The commissioning process includes specific tasks to be conducted during each phase in order to verify that design, construction, and training meets the Owner’s Project Requirements.” By implementing a commissioning plan, a school can be sure that all of the systems function at optimum levels.

Facilities Performance Evaluation

Building and its systems are tested one year after completion and occupancy. Surveys are conducted to evaluate the satisfaction of occupants and maintenance and operations personnel. Alert school to system operational performance errors and potential hazards created by poorly operating systems. These problems can be corrected.

Data can be provided to school districts on what building attributes do and don’t work for their schools. Schools can develop guidelines and protocols that can help create better schools in the future.

Key Benefits of a High Performance School

Benefits include higher test scores, increased average daily attendance, increased teacher satisfaction and retention, reduced liability exposure, and sustainable school design.

Financing and incentives

Total construction costs for high performance schools are often the same as costs for conventional schools. Design costs may be slighting higher, but resulting capital and long-term operation costs can be lower. Properly designed day lit school with reduced electrical lighting usage can permit downsized cooling equipment. Even when construction costs are higher, resulting annual operational cost savings can pay for the additional upfront in a short period of time. High performance schools are falsely understood to be high-budget construction projects. Schools can find ways to finance a school beyond the State Allocation Board process. A collection of financial incentives in relation to energy, water, materials, siting, green building, landscaping and transportation from the Federal, State, Local, and Utility sectors may be available.

We would love to hear from you on what you think about this post.  We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.

 


New Years Resolutions for Our Clients by @FrankCunhaIII

2013 is going to be great ~ Sending you lots of love, hope, peace, health, happiness and prosperity! Sincerely, Frank & the I.L.M.A. Team

2013 is going to be great ~ Sending you lots of love, hope, peace, health, happiness and prosperity!                               Sincerely, Frank & the I.L.M.A. Team

1) Pay more for design

Benefit to client:          Save more money on construction

Usually, given more time and money designers can provide Owners with a higher level of detail.  Ultimately, more detailed construction drawings result in less unknowns and contractor change orders.

2) Spend money upfront on construction

Benefit to client:          Save more money on monthly bills

Spending money upfront on higher-end, premium energy-efficient items can ultimately reduce operating costs.  Work with your Architect to see where you can get your highest return on initial investment.

3) Be flexible with the look and feel

Benefit to client:          Get what you pay for

Some times clients have preconceived notions on the outcome of their projects, which is fine (I like to collaborate), it actually helps us narrow down the look and feel of the project.  However, the professional has undergone many years of training in most cases 8-10 years before earning a license to practice Architecture.  If you are serious about your project you should stay flexible and strongly consider your Architect’s suggestions to help work toward achieving the best design possible. 

4) Engage your Architect for Extended Construction Administration Services

Benefit to client:          Only the Architect can interpret the construction drawings to ensure that the design intent of the project is being met; The additional cost for the Architect will likely result in overall savings to the Owner

Whether it’s a small project or a large one and whether it’s a new build, repair and restoration, or alterations and renovations it is important to have the continuous support of your Architect.  The money you spend on professional services will likely pale in comparison to the change orders that may result if the Architect is not involved.  Since the Architect has liability, the Architect will be the strongest advocate for the Owner while working with the Contractor to ensure that the intent of the design is upheld.

 5) Be Creative

Benefit to client:          Stand out from the competition

Sometimes it’s OK to blend in and sometimes it is not.  If you want to stand out and be noticed, try to let loose and work with your Architect to come up with something fresh and exciting.  Great design doesn’t necessarily have to cost more money.

6) Build a Team and Have “Charrettes”

Benefit to client:          Conventional design build methods creates tension between the Owner, Contractor, and the Design Team

Teamwork is extremely important in design and construction because getting a high-performance project requires that builders challenge conventional ways of doing things. Integrated design focusing on a holistic design approach can include what Builders and Architects call a “charrette,” a meeting or series of meetings bringing together the designer, builder, and subcontractors to discuss the project and swap ideas.  This approach is much more successful and can save the Owner money since the team is working towards a common goal instead of protecting each entity’s own interest.

7) Don’t Panic: Assign Accountability not Blame

Benefit to client:          Integrated design will help achieve greater results

Things can and usually do go wrong in any relationship. When a crisis arises the primary need is to correct the problem, not to affix blame. “Accountability is important—but the most important thing is to find the solution first. It’s best not to panic.”

Also Check Out:

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


About FC3Architecture +Design LLC

Mission Statement:

FC3 Architecture takes a Holistic approach to each individual project to meet the client’s specific needs.   FC3 Architecture works with our team of expert consultants to bring the most value to the client through rigorous, integrated design practices.  It is our mission to explore and develop the “Architectural Design Aesthetics” & “Building Tectonics  Systems” to engage the following issues on a project-by-project basis, where applicable, to discover and address the project requirements established by the client and the Architect during the Pre-Design phase:

  -Program/Livability/Functional 

– Provide efficient space planning to maximize client’s programmatic needs

  -Contextual/Site 

– Determination of most effective use of a given site

– Optimize access to the site

– Maximize land, views, lighting, wind, water elements, other natural features, etc.

– Provide guidance for best use of materials, structure, and form

– Properly integrate new design into existing contextual surroundings

  -Sustainable/Environmental

– Coordinate with client’s abatement team when required

– Coordinate with client’s commissioning team when required

– Provide guidance and integration on current sustainable trends regarding:

– Sustainable Site Design

– Energy Use & Conservation

– Waste Management

– Selection of Materials – Reuse, Recycling, Renewable sources, etc.

– Water Use & Conservation

– Use & Conservation

-Structural/Tectonic

– Coordinate with structural team to develop integrated structural design

– Coordinate with MEP team to develop integrated MEP design

– Coordinate with other industry experts as needed to meet project goals

  -Historic/Preservation

– When required, document and research preservation of historic elements

– Provide design details that are sensitive to preexisting building/site elements

– Engage our expert consultant team as may be required

Economic/Legalization

– Provide assistance in developing a feasibility study

– Assist client’s legal counsel with Planning/Zoning Board approvals

  -Constructability/Management

– Assist client with project schedules and budgets throughout the project

– Engage our expert construction/project management team as may be required

Some more ideas.

Also Check Out:

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


What is BIM?

What is BIM?

BIM stands for Building Information Modeling. It is not a technology but a culmination of different concepts and technologies that come together in one central package.

Architects & Designers:
“Either upgrade from 2-D drawing to BIM now or get left behind.”

How is BIM different than CAD? 

Many people who first see the concept of BIM may just shrug it off as nothing more than a different version of CAD software. BIM is to CAD is what CAD was to hand drafting.  Because both BIM and CAD are computer based the difference on first glance is not easily recognizable.

In using CAD, we are essentially drawing the same way we did on paper – in two dimensions.  The only difference is that now the drawings are electronic and easier to manipulate and reproduce.  We can move entire walls with a few clicks of the mouse where as on paper the entire sheet had to be redrawn.  This drastically speeds up the process but also creates some challenges as well.

For example:

In CAD, as easy as it is to move a wall, it is also just as easy to move it to the wrong spot – creating its own set of coordination issues.

With BIM, the design team does not draw in 2D and we do not need to draw traditional floor plans, sections, elevations.  Instead, you create a full 3D model of your entire building, complete with walls, floors, doors, concrete, steel, etc exactly how you want it to be built in the real world.  Then you tell the computer what drawings you want generated from this central Building Information Model.  If you want a section, simply draw a section line and the program will understand that you want a section cut at that point.  The beauty of this is that when you move walls or change floor to floor dimensions that particular aspect of the building model is automatically updated.  If your client wants to know updated square footage totals, you don’t need to add up anything manually – this information is built into the model and is simple to extract.  Instead of the contractor estimating how much concrete the building contains you can tell him how much.

How much does BIM cost?

This depends on how your firm decides to implement Building Information Modeling.  We actually already have BIM – it is built into Autocad Architecture that we are currently using and have many licenses of.  Unfortunately, we are not using the program anywhere near its full capacity, only bits and pieces of BIM functionality.  Although we have CAD standards, we don’t have all of the standards put in place for BIM.

Where do we start?

There are a few different ways to implement BIM into our current practices.  Many companies have begun to do so with various methods and levels of success.

Method 1 – Software Training.  
This would involve people from a consulting company coming in and giving us presentations on how to use the software.  In addition, we would have people go through exercises on their own computers.

Recommendation: Because of the nature of BIM, with the multitude of options it provides, this is not the best solution.  It is simply too much to take in a few training sessions.

Method 2 – Project Based. 

Method two would involve using our current software but picking a project to use it on and make an effort from the start to specifically make that project a complete BIM.  There would have to a member of the team that was more adept at the software that would assist in implementing it throughout the process.  This person could be a trained employee or an outside consultant.

Recommendation:

Method 3 – New Software.

Ultimately, Autocad Architecture will be phased out over the next few years.  Replacing it with true BIM software packages such as Autodesk REVITArchiCADVectorworks or Digital Project (CATIA) will be the next logical step.  The choice to move to one of these packages should be analyzed based on the type of work we are doing, the monetary investment we are willing to make, and how we go about phasing in the software.  Once one of these software packages are chosen, we can then use a new project as the basis for learning the software similar to Method 2.

Recommendation:

The Firm Model – Doing what is good for the Client, Company, Office, and Employees. 

Client

BIM helps the client by producing a more accurate set of construction documents.  Estimating is far more accurate and fewer change orders will occur.

Company and Office
BIM has been shown to produce documents that have far less coordination issues than standard CAD drawings, projects have faster turn around time, and design changes are easy to implement at any stage.

Employees 
If we want to attract the best people and create effective project teams, having the right tools for the job is important.

Conclusion:

Either upgrade from 2-D drawing to BIM now or get left behind.

Download a free sample by clicking on the links below:

REVIT

ArchiCAD

Vectorworks

We would love to hear from you on what you think about this post.  We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


What is BIM? Should Your Firm Upgrade? by @FrankCunhaIII

What is BIM?

BIM stands for Building Information Modeling. It is not a technology but a culmination of different concepts and technologies that come together in one central package.

Architects & Designers:
“Either upgrade from 2-D drawing to BIM now or get left behind.”

How is BIM different than CAD? 

Many people who first see the concept of BIM may just shrug it off as nothing more than a different version of CAD software. BIM is to CAD is what CAD was to hand drafting.  Because both BIM and CAD are computer based the difference on first glance is not easily recognizable.

In using CAD, we are essentially drawing the same way we did on paper – in two dimensions.  The only difference is that now the drawings are electronic and easier to manipulate and reproduce.  We can move entire walls with a few clicks of the mouse where as on paper the entire sheet had to be redrawn.  This drastically speeds up the process but also creates some challenges as well.

For example:

In CAD, as easy as it is to move a wall, it is also just as easy to move it to the wrong spot – creating its own set of coordination issues.

With BIM, the design team does not draw in 2D and we do not need to draw traditional floor plans, sections, elevations.  Instead, you create a full 3D model of your entire building, complete with walls, floors, doors, concrete, steel, etc exactly how you want it to be built in the real world.  Then you tell the computer what drawings you want generated from this central Building Information Model.  If you want a section, simply draw a section line and the program will understand that you want a section cut at that point.  The beauty of this is that when you move walls or change floor to floor dimensions that particular aspect of the building model is automatically updated.  If your client wants to know updated square footage totals, you don’t need to add up anything manually – this information is built into the model and is simple to extract.  Instead of the contractor estimating how much concrete the building contains you can tell him how much.

How much does BIM cost?

This depends on how your firm decides to implement Building Information Modeling.  We actually already have BIM – it is built into Autocad Architecture that we are currently using and have many licenses of.  Unfortunately, we are not using the program anywhere near its full capacity, only bits and pieces of BIM functionality.  Although we have CAD standards, we don’t have all of the standards put in place for BIM.

Where do we start?

There are a few different ways to implement BIM into our current practices.  Many companies have begun to do so with various methods and levels of success.

Method 1 – Software Training. 
This would involve people from a consulting company coming in and giving us presentations on how to use the software.  In addition, we would have people go through exercises on their own computers.

Recommendation: Because of the nature of BIM, with the multitude of options it provides, this is not the best solution.  It is simply too much to take in a few training sessions.

Method 2 – Project Based. 

Method two would involve using our current software but picking a project to use it on and make an effort from the start to specifically make that project a complete BIM.  There would have to a member of the team that was more adept at the software that would assist in implementing it throughout the process.  This person could be a trained employee or an outside consultant.

Recommendation:

Method 3 – New Software.

Ultimately, Autocad Architecture will be phased out over the next few years.  Replacing it with true BIM software packages such as Autodesk REVIT, ArchiCAD, Vectorworks or Digital Project (CATIA) will be the next logical step.  The choice to move to one of these packages should be analyzed based on the type of work we are doing, the monetary investment we are willing to make, and how we go about phasing in the software.  Once one of these software packages are chosen, we can then use a new project as the basis for learning the software similar to Method 2.

Recommendation:

The Firm Model – Doing what is good for the Client, Company, Office, and Employees. 

Client

BIM helps the client by producing a more accurate set of construction documents.  Estimating is far more accurate and fewer change orders will occur.

Company and Office
BIM has been shown to produce documents that have far less coordination issues than standard CAD drawings, projects have faster turn around time, and design changes are easy to implement at any stage.

Employees
If we want to attract the best people and create effective project teams, having the right tools for the job is important.

Conclusion:

Either upgrade from 2-D drawing to BIM now or get left behind.

Download a free sample by clicking on the links below:

REVIT

ArchiCAD

Vectorworks

We would love to hear from you on what you think about this post.  We sincerely appreciate all your comments.

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


Temporary Setbacks, Bureaucratic Regulations, and Inter-Disciplinary Cross-Training by @FrankCunhaIII

Sometimes things don’t go our way.

Sometimes things take a turn for the worst.

Sometimes we find ourselves in a place where things can’t get worse (can they?).

When a person reaches a certain level of despair, there is no place else to go but up.

When things appear bleak and hopeless, that is when we must muster up all our courage and inner strength and believe in ourselves.

We have been training hard at what we do.

We have been practicing, honing our skills.

We have been preparing for something better, our own personal best for a while now.

Then along comes the non-elected officials of an organization implementing a brand new set of  rules, laws, and functions.

Just when we start getting into a rhythm, they change the rules (again)….

Even through the darkest and thickest forest of bureaucracy there are rays of hope that can re-light the fire in our hearts to help us see our way through. (Photo: Frank Cunha III)

That is where we must face the new challenges.

Change our patterns of behavior!

Like an athlete training in sports other than the one he/she competes in with a goal of improving overall performance, we too must take advantage of the particular effectiveness of each training method (outside of our own expertise), while at the same time attempting to negate the shortcomings of that method by combining it with other methods that address its weaknesses.

Inter-disciplinary cross-training involves the combining of two or more disciplines into one activity (e.g. a research project, competition, etc).  It is about creating something brand new that the world has never seen before.  We do this by crossing boundaries, and thinking across them.  (Think peanut butter and jelly (or chocolate), Abraham Lincoln and Vampires, to name a few, and this Architectural reference by Bernard Tschumi.)

Persist, adapt, evolve, and Succeed!

That is the only way to come out ahead!

Like a wide-eyed babe we mus allow the glimmer of light an hope to fill our hearts and lift our souls! (Photo: Frank Cunha III)

If you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
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