Our Exclusive ILMA Interview with Jeff Venezia, AIA of @DIGroupArch

Who is Jeff Venezia, AIA?

Jeff holds a Bachelor of Science in Architecture from the University of Virginia and has practiced in New Brunswick since 1981. He is presently a Principal Owner and President ofDIGroupArchitecture, a 32 person firm specializing in K-12 Education, Higher Ed, Senior Living and Healthcare. He heads the design and marketing efforts of the firm as well as the Academic Studio which includes K-12 and Higher Ed.

About the Firm

DIGroupArchitecture is a process-centric architecture and design firm. We work tirelessly with our clients to understand their priorities, evaluate the physical and budgetary constraints, and communicate potential options. As a result we create distinctive design solutions that help our clients achieve their vision, with unwavering attention to detail at every scale.

It is our unbiased approach to scale that helps us evolve in the changing climate of contemporary architecture. As many of our clients’ priorities have shifted away from ground-up architecture to renovations and adaptive reuse, our interiors studio has flourished and our graphic design studio has developed a diverse portfolio of projects in environmental graphics, signage and wayfinding, and brand identity.

80% of our business comes from repeat clients.They appreciate our “whatever it takes” approach and principal involvement at every level of every project. Our goal is to make every client a “legacy” client doing project after project and improving the experience of those who occupy the facilities we have created together as partners.

         Memorial Elementary School

         Phillipsburg High School

         Remsen Ave. Firehouse

         Jonathan Dayton High School Media Center

 

Click to Follow the DIGroup: Facebook, Twitter, LinkedIn

ILMA INTERVIEW

When and why did you decide to become an Architect?     

I’ve wanted to be an architect since I was about 12 years old.  I loved model building, drawing and construction and just knew from that time on what I wanted to be.

What were some of the challenges of achieving your dream?

I think the biggest challenge has always been living up to the level of trust your clients place on you to deliver a project that meets or exceeds their expectations.

Any memorable clients or project highlights?  

Most clients are memorable in their own way.  Since a lot of our work is for repeat clients we get to know them extremely well over time, both professionally and personally.  The best highlights of any of our projects is the reaction of the end users as to how we’ve improved the quality of their everyday lives.  That occurs most often in our Healthcare, K-12, Senior Living and Community Rooms projects.  One of our top highlights was having our Memorial Elementary School in East Brunswick receive the 2013 AIA New Jersey Honor Award for Excellence in Design, the first NJ public school to be recognized with that award (see photos above).

How do Architects measure success?     

We measure success by how a project meets the goals established in the very beginning, especially with regard to program, design, budget and schedule.

Good design does not have to cost more – it requires patience and commitment to doing it right.

Grow the business, develop a transition of ownership strategy, continue to focus on improving our architectural, interior and graphic capabilities.

Who is your favorite Architect? Why?  

Unquestionably Alvar Aalto.  I love the way his buildings embrace the landscape and often look to him for inspiration.

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

My favorite historic building would be the Pantheon in Rome.  Favorite contemporary – the Kimball Art Museum in Texas by Louis Kahn.

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

We need to reverse the trend of being considered by the public as a commodity.  We need to educate the public and our clients on the value added in what we provide in the services we perform.  We are not copy or toilet paper. 

Who / what has been your greatest influence in design?      

The greatest influence on my design work was my 3rd year architecture professor who demanded only the highest quality work from me and forced me out of my comfort zone to continually strive to learn from every project, to grow and become better as an architect.

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

Airport – I love the idea of doing something at that scale.

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

A National Geographic photographer.

 What advice do you have for a future Executive leader?     

Always be true to yourself, treat people fairly and conduct yourself with the highest level of integrity.  Your word should be your bond.

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

Challenges:  the economy, dealing with diversity in the work place and the ever-increasing reliance on technology.  As mentioned above, the competition and lowering of fees continue on a downward spiral.

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

Don’t just adapt to change – embrace it.

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?     

Take risks and have the commitment to see them through.  Be a good listener.  Show a concern and appreciation for your employees.  Be proactive in solving problems.  Never let anything fester.  Once the attorneys get involved no one is happy with the outcome.

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

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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

 

 

 

 

 

 

 


What Can Architects Do To Design Safer Classrooms For Our Children? Part 1: Door Security Guidelines

 ILMA Classroom 01.pngPhoto Source: The National Association of School Psychologists (NASP)

The increased number of school violence has created a growing public concern for safety in schools across North America and around the world. Each year, school administrators are faced with the challenge of finding ways of improving student safety from an active shooter situation despite budget cuts forcing them to defer costs for security upgrades. Unfortunately, these necessary improvements are put off, and only revisited after a horrific tragedy, such as a deadly school shooting. As a result of this type of reactionary response, coupled with mounting pressure from parent organizations, several states have or are considering changes to their building codes to allow for the installation of classroom door barricade devices. While these devices are perceived to provide immediate security, they have the significant potential to facilitate unintended consequences that could put students at even more risk and the school in risk of liability. (Source: “The Liability of Classroom Door Barricades” by Door Security & Safety Foundation)

Active Shooter Graph.pngModifying building codes to allow for door barricade devices might keep a gunman out of classrooms, but the unintended consequences associated with the devices could put children at even more risk and the school in liability. Yet, many states are seeking to change their codes under the false pretenses that door barricade devices are the only product that can secure a classroom. (Source: “Opening the Door to School Safety” by Door Security & Safety Foundation)

Door barricade devices in schools are intended to keep dangerous individuals out of classrooms, but what if that person is already in the room?

(Source: “Door barricade devices” by Door Security & Safety Foundation)

The National Association of State Fire Marshals “Guidelines” address door security devices, which are mandatory in many states as they are included as part of the International Building and Fire Codes and Life Safety Codes. They mandate that that locking mechanisms should be able to do the following: (1) provide immediate egress by being located between 34” and 48” above the floor, and not require special knowledge or effort, nor key or tool, nor require tight grasping, twisting, or pinching to operate, and accomplished with one operation; (2) be easily lockable in case of emergency from within the classroom without opening the door; (3) lockable and unlockable from outside the door.

Is your school secure in the event of a lockdown situation or an active shooter scenario? Safety isn’t just about closing the door; it’s also about opening it.

The National Association of State Fire Marshals recommends what classroom locking mechanisms can and should do. Follow these 3 easy steps to see if your classroom door locks meet these recommendations: (1) Opens from inside the room without requiring tight grasping, pinching or twisting of the wrist, and accomplished with one operation; (2) Locked and unlocked from the inside of a classroom without requiring the door to be opened, while still allowing staff entry in an emergency; (3) Locked automatically or have a simple locking mechanism such as a pushbutton, key, card, fob, fingerprint, etc., that can be locked from inside the classroom without having to open the door.

Safety Concerns Associated with Door Barricade Devices:

Non-Code Compliant:

  • These products fall short of building code requirements.
  • In most cases, these devices are not tested through the formal code process to ensure that the proper balance of life safety and security are met.

Delayed Response:

  • When someone, other than the classroom teacher, who doesn’t know where the barricade device is kept or how to install it properly is required to engage the device this could result in a delay at a critical time.

Unauthorized Engagement:

  • Storing a barricade device in a classroom makes crimes easier to carry out.
  • When used by an unauthorized person, barricades have the significant potential to facilitate unintended consequences such as bullying, harassment or physical violence.
  • According to the Centers for Disease Control and Prevention (CDC) and the FBI, a member of the student body is most likely to commit violence on school grounds.

Blocked Entry:

  • Because these devices are intended to serve as a barricade and prevent access from the outside, a staff member or emergency responder would not be able to enter a classroom.
  • The intruders who carried out school shootings at Virginia Tech, the West Nickel Mines School and Platte Canyon High School each used materials to barricade the doors.
  • School districts looking to install classroom door barricades devices must also weigh the possibility of an exit being blocked during an emergency.
  • In the event of a fire, these devices could delay egress resulting in fatalities.
  • Fire is one of the leading reasons, in addition to countless other tragedies, that building codes have been adopted.
  • A case could be made by someone injured in a barricaded classroom against the school district because they failed to keep him or her safe while on school property.
  • The injured party could claim he or she was trapped inside a locked classroom with no way for safety officers to enter freely.
  • School administrators should only consider traditional, tested, locking products that meet the code requirements for providing life safety in addition to security.
  • These products allow the door to be locked from the inside of a classroom without requiring the door to be opened, yet allow authorized access by staff and emergency responders in case someone inside the room intends to cause harm or injury.

(Source: The Liability of Classroom Door Barricades by Door Security & Safety Foundation)

According to testimony presented to the Sandy Hook 1 “Barricade Device? Think Twice!” Lori Greene, AHC/CDC, FDAI, FDHI, CCPR. Doors & Hardware, May 2015. Advisory Commission, there is not one documented incident of an active shooter breaching a locked classroom door by defeating the lock. Maintaining a balance of life safety and security is possible today using proven products that meet the NFPA 101 Life Safety Code. New devices being introduced may provide some level of additional security but can seriously compromise certain other aspects of life safety; that is why we have codes and standards. Unfortunately, these devices do not meet codes and may negatively affect life safety in the case of other emergencies such as a fire, which statistically is more than three times more likely to happen than an active shooter situation.  (Source: Final Report Of The Sandy Hook Advisory Commission)

What are we trying to correct if there is not one documented incident of a classroom lock being defeated?” Based on the statistics cited by the National Center for Education Statistics (NCES), to allow these products to be employed when they do not meet the codes is to put the public at greater harm.

  • “In 2012, students ages 12–18 were victims of about 1,364,900 nonfatal victimizations at school, including 615,600 thefts and 749,200 violent victimizations, 89,000 of which were serious violent victimizations.”
  • “During the 2009–10 school year, 85 percent of public schools recorded that one or more of these incidents of violence, theft, or other crimes had taken place, amounting to an estimated 1.9 million crimes.”
  • “During the 2011–12 school year, 9 percent of school teachers reported being threatened with injury by a student from their school. The percentage of teachers reporting that they had been physically attacked by a student from their school in 2011–12 (5 percent) was higher than in any previous survey year (ranging from 3 to 4 percent).”

(Source: DSSF White Paper Classroom Door Security)

When considering the selection of hardware which allows classroom doors to be lockable from inside the classroom, consideration should be given to the risks and potential consequences of utilizing a device which blocks the classroom door from the inside. For example, devices which prevent classroom doors from being unlocked and openable from outside the classroom may place the inhabitants of the room in peril. In addition to the requirement that classroom doors must be unlatchable in a single motion from inside the classroom (discussed above), these doors should always be unlockable and openable from outside the classroom by authorized persons.

RealView-Emergency-trends-infographic-FINAL.jpgSchool Security – Suggested Classroom Door Checklist

The “School Security – Suggested Classroom Door Checklist” identifies many parameters which should be satisfied when selecting and installing hardware on classroom doors intended to increase security in the classroom. (Source: Fire Marshals Classroom Door Security)

  • The door should be lockable from inside the classroom without requiring the door to be opened;
  • Egress from the classroom through the classroom door should be without the use of a key, a tool, special knowledge, or effort;
  • For egress, unlatching the classroom door from inside the classroom should be accomplished with one operation;
  • The classroom door should be lockable and unlockable from outside the classroom;
  • Door operating hardware shall be operable without tight grasping, tight pinching, or twisting of the wrist;
  • Door hardware operable parts should be located between 34 and 48 inches above the floor;
  • The bottom 10 inches of the “push” side of the door surface should be smooth;
  • If the school building does not have an automatic fire sprinkler system, the classroom door and door hardware may be required to be fire-rated and the door should be self-closing and self latching;
  • If the door is required to be fire-rated, the door should not be modified in any way that invalidates the required fire-rating of the door and / or door hardware;
  • In the Suggested Classroom Door Checklist, “should” is used throughout. However, based upon building codes, life safety codes, fire codes, and federal, state, and / or local laws and regulations that are applicable to a particular school, these requirements may be MANDATORY. Always check, and comply with, all applicable building and fire codes, life safety codes, and laws, regulations and other requirements.

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 2: Ideas & Safety Tips For Schools

ILMA Classroom 03.pngPhoto Source: The National Association of School Psychologists (NASP)

Safety Experts and Architects recommend that schools:

  1. Build a sturdy set of double doors at front entrance to control access.
  2. Position classrooms away from the front entrance.
  3. Install an intercom and a sturdy transaction window at front entrance.
  4. Separate and clearly mark a parent drop-off lane and a bus lane.
  5. Keep parking lot a distance away from school.
  6. Glaze first-floor windows with bullet-proof film or glass.
  7. Remove parking space signs reserved for specific people, which can indicate whether an administrator is inside.
  8. Number classrooms with signs that are visible down inside hallways and from outside the building.
  9. Install locks on all classroom and office doors.
  10. Trim shrubbery or trees that hug the building
  11. Install surveillance cameras
  12. Place bollards in front of the school building
  13. Compartmentalize after-school activities in one part of the building so the rest of the building can be secured after-hours

ILMA Classroom 04.pngImage Source: School Security – Threat And Vulnerability Assessments

Sources:

School Safety Infrastructure Council

Architecture and simple fixes can help improve school safety

Further Reading:

Door Barricades, Egress Requirements and Campus Safety

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