Posts Tagged ‘interior design’

Greening the City

2011/06/30

University of Winnipeg Grand Opening
Panel Discussion

By: Doug Hanna, Partner, M.Arch, MAA, SAA, MRAIC, LEED®AP

There is a wonderful quote from Jonas Salk that said: “If all of the insects were to disappear from the Earth, within 50 years all life on Earth would end.  If all human beings were to disappear from the earth, within 50 years all forms of life would flourish.”

Now from that one might conclude that if we let mosquitoes take over our city that all would be good.  Or maybe, there is something more creative that we can do to preserve our planet and live more sustainably in our cities.

We are dependent on our ecosystems and their functioning for our food, waste, and air.

There is now clear scientific evidence that humanity is living unsustainably, and that an unprecedented collective effort is needed to manage our use of natural resources to be used at a rate at which they can be replenished.

Most people love the natural environment and for many environmentalists there is an unspoken promise for the future in the wilderness.  But to just fight to protect the wilderness while ignoring our cities would be wrong.  No, the most important step for our environment is to fix the places that we live – and for most of us that is the City.

For me, as an Architect, “Greening our Cities” does not necessarily mean creating more park space and green roofs – though those are certainly viable strategies for greening our cities.  Rather I am interested in how we can find ways to create buildings that have a lighter ecological footprint.  After all, buildings have lifespan of 50-100 years, throughout which they continually consume energy, water, and natural resources and generate significant CO2 emissions – the biggest contributor to climate change.

And what better place to practice environmental stewardship than a University Laboratory Building?  Lab buildings generally use 5 times the energy of a typical office building – and environmental stewardship crosses the boundaries of architecture and science.

The sustainable approaches to this site started well before construction commenced when 4-5 homes that needed to be removed from the site were saved from demolition, donated to charitable neighborhood housing associations and relocated to infill sites within the West End community.   When the Winnipeg Roller Rink that stood on this site for nearly a century was demolished, the wood floor was carefully dismantled and stored to be used later as the feature wall of the atrium.

In the actual design of the building the green strategies focused primarily on natural daylighting, energy efficient lighting, and innovative lab systems and operations.

In order to maximize and control daylight, we used narrow floor plates to drive daylight deep into floor spaces and reduce the use of artificial lighting and lower energy use.  The central atrium skylights and upper clerestory bring daylight into the atrium and to internal labs and offices while creating a venue for collaboration. Solar gain is controlled with a transluscent white ceramic coating on the glass applied in a pattern that graphically represents the periodic table and celebrates the building’s role as an institution of scientific education and research.

Occupancy Sensors are used in combination with Energy Efficient Lighting throughout the building.  The occupancy sensors reduce energy consumption by automatically switching lights off when rooms are not occupied.  Light fixtures in the Atrium are automatically switched off by an array of daylight sensors when daylight levels are sufficient to light the space. And the complex is lit with energy efficient light sources such as indirect lighting, and T5 lamps.

The lab systems implement some unique technologies targeted at making this one of the most energy efficient lab buildings in North America.  These include:

  • A heat wheel recovering 80% of the energy from lab exhaust air.
  • Red, Yellow, Green light ventilation rates in labs based on occupancy and usage.
  • High efficiency fumehoods and ventilated benches using 25% less air than traditional fumehoods.
  • High Efficiency Boilers that minimize the amount of fossil fuel consumed and the amount of greenhouse gases produced.

But I think that the moment when I truly understood the importance and relevance of this building in Greening the City was when I was in Boston attending the Green Build Conference in 2008.  And ironically it was not a talk from an Architect or a Builder that created this ‘AHA’ moment, but rather a presentation from Paul Anastas from Yale University who is known as the “Father of Green Chemistry”.

He talked about how we have our hearts in right place but have been doing the right things wrong.  He cited how we have:

  • Created Biofuels out of food crops
  • Purified water with lethal chemicals
  • Developed photovoltaics that contain rare toxic chemicals
  • Made food crops more efficient with harmful pesticides

And that what we really need to do is to move toward doing the right things right and take into account that Energy, climate, water, toxens, and biodiversity are all inter-related.

It was then that I understood the big picture that this building represented and that it is not just a green building on its own that will change our cities.  But it is the combination of a lab building that sets an example of how to be more sustainable – with the scientific research and public policy research that will take place inside these walls – that will encourage real change and the Greening of our Cities.

Robert F. Kennedy said “Some see things as they are, and ask why. I see things as they should be and ask why not.”   Lloyd Axworthy and the University of Winnipeg asked “why not” and here we are today.

School Design for an Ever-changing World

2010/08/12

 

Douglas Park School Exterior

By Greg Hasiuk, MAA, SAA, MRAIC, LEED®AP
Partner, Number TEN Architectural Group

Technology is no longer a curious and separate aspect of our lives; it is now part of us. It is as fluid as a conversation, and as complex as our relationships. Buildings are only part of the equation for meeting the educational needs of children if they are to succeed in our exponentially changing times. 

As Thomas Friedman tells us, the world truly is flat. Asia’s fast growing population, rise in wealth, and increasing access to education and technology has created a genuinely global world. Traditional careers in western society that generated wealth and stature are no longer guaranteed to do so.  “Information Age” careers such as accounting, law, engineering and even medicine are now being challenged by a cheaper workforce from across the globe. China will soon be the largest English-speaking country in the world, with India not far behind. New skills are needed for our children to succeed, and they need to be taught and inspired in our schools. 

In his book A Whole New Mind, Daniel Pink tells us that we have entered the “Creative Age”, and that thinking from the right side of the brain is the key to realizing these new skills. Like never before, students must learn to think about the big picture, to see trends and understand the world around them. Future success will depend on one’s ability to artfully express ideas and understand the means to tap into peoples’ emotions with empathy and passion. In today’s world, it is not enough to have a good idea or a highly practical product; successful ideas and products are the ones that provide meaning to people, and that identify a way to stand out from the world of plenty. Children are doing this already, on their own. 

Social networking sites such as YouTube, Facebook and Twitter give students a chance to express their opinions, and build their own personal “brand” by posting images, videos, and writing that reinforces their point of view to the world.  Video games allow individuals to customize their “avatars” (a character that represents yourself). Virtual digital worlds such as Second Life provide opportunities for learning, commerce and recreation. A large and active educational community with hundreds of K-12 and higher education members is engaged in Second Life. The Open University, Harvard, Texas State, and Stanford are just a few of the many universities that have set up virtual campuses where students can meet, attend classes, and create content together. Second Life has also proven a valuable professional development medium for educators. 

It is now possible to share an idea with millions of people, and to receive a good idea from a million places in exponential ways. An example of this is a simple PowerPoint slideshow1 made by Karl Fisch.  Fisch is a high school teacher in Colorado who wanted to inspire his staff with a thought-provoking presentation on the ever-changing world.; it was later remixed with music and video, and eventually made it to YouTube, where it has now been viewed by more than nine million people around the world.  Some of the facts in his presentation are: 

  • According to former Secretary of Education Richard Riley, the top 10 in-demand jobs in 2010 didn’t exist in 2004.
  • We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.
  • The number of text messages sent and received every day exceeds the population of the planet.
  • There are about 540,000 words in the English language–about five times as many words than during Shakespeare’s time.
  • It’s estimated that a week’s worth of New York Times contain more information than a person was likely to come across in a lifetime in the 18th century.
  • It’s estimated that 40 exabytes (that’s 4.0 x 1019) of unique, new information will be generated worldwide this year. That’s estimated to be more than in the previous 5,000 years.
  • The amount of new technical information is doubling every two years.
  • Predictions are that by 2013, a supercomputer will be built that exceeds the computation capability of the human brain. By 2023, this supercomputer will cost $1,000.

So, considering all of the uncertainty about our future, how should we design our schools today? 

It goes without saying that schools should provide plentiful natural daylight, fresh air, access to views and non-toxic materials; these are proven ways to improve student learning outcomes. But just as importantly, good school design removes obstacles for students and staff to collaborate, share, connect and innovate. High-performance schools are integrated into their communities and provide flexible learning environments, multi-use community activity and effortless access to the digital sea of information. 

Exemplary schools provide teachers with a workplace that supports cross-disciplinary and peer-to-peer collaboration. Teachers that build on each others’ strengths will be better able to help guide young minds through an ocean of information.  

It is also important to create flexible and interconnected spaces that give educators the ability to customize their teaching approach to suit the individual. This can be done by including small, shared break-out rooms that are available for teachers to use as “quiet” rooms for individual work, “project” rooms for small team work, or “resource” rooms for a variety of activities. Proper furniture selection, adequate lighting levels, proper lecture and presentation locations, and easy access to technology are all important factors in effective learning spaces.  

  • Incorporate student work into the classroom and provide opportunities for display
  • Create learning environments that encourage a sense of ownership, pride, and responsibility.  Give students and staff the opportunity to personalize their respective spaces.
  • Make technology accessible, seamless and integrated.
  • Create welcoming, integrated spaces that connect students to their school. Foster a deep, personal connection outside of the classroom with the school and staff, such that life-long memories are positive and contribute to the student’s overall well-being.

Douglas Park School Main Floor

A “Creative Age” school provides active places for students to meet, interact and build a sense of community within their school. For the same reasons that people still line up at big-screen movie theatres, schools should provide students a place of social interaction, digital interaction and intellectual stimulation—experiences they can’t get at home, alone, in front of their computer screen and cell phone. 

The Randy Bachman Student Commons at West Kildonan Collegiate - Winnipeg Manitoba

Arviat School 'Kiva' or Gathering Place - Arviat Nunavut

Footnote:
1http://thefischbowl.blogspot.co  and  
http://www.youtube.com/watch?v=cL9Wu2kWwSY&feature=fvw 
Douglas Park School: In association with Fielding Nair International


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