buildingthe neuro ecological connection
TRANSCRIPT
Building the Neuro-Ecological Connection
T h e M o n a r c h S c h o o l
J a c k s o n & R y a n A r c h i t e c t s
G r e e n B u i l d i n g S e r v i c e s
Copyright Materials- This presentation is protected by the U.S. and International copyright laws. Reproduction, distribution, display and use of the presentation without the written permission
of the speaker is prohibited. © Jackson & Ryan Architects 2009
Welcome!
Shaping lives…
From the inside out
Since 1997, The Monarch school has been dedicated to providing an innovative, therapeutic education for individuals with neurological differences such as:
•Autism Spectrum Disorders (Autistic Disorder, Asperger’s Disorder, PDD-NOS)
•Attention Deficit (Hyperactivity) Disorder
•Learning Disabilities
•Tourette Syndrome
•Mood Disorders (Bipolar Disorder, Depression)
•Anxiety Disorders
•Other neurological differences.
Our Mission
EXECUTIVE FUNCTIONS
"I contribute to increasingly
complex reality tasks."
ACADEMIC COMPETENCE
"I extend my learning."
CHALLENGER
VOYAGER
NOVICE
APPRENTICE
SELF REGULATION/AWARENESS
"I stay in balance with
a realistic healthy life."
RELATIONSHIP DEVELOPMENT
"I share mind, emotion
and action with others."
Levels System & 4 Core Goals
Start OccupancySD DD CD
Bid
Construction
Program
Submit Documentation
Preliminary Review
CommissioningEnergy Modeling
Calculations & Analysis
Specifications
Prebid Conference
Preconstruction Conference
Construction Administration
Submittal Review
Eco-Charrette
SD DD CD Bid ConstructionProgram
Integrated design process
EXECUTIVE FUNCTIONS
"I contribute to increasingly
complex reality tasks."
ACADEMIC COMPETENCE
"I extend my learning."
CHALLENGER
VOYAGER
NOVICE
APPRENTICE
SELF REGULATION/AWARENESS
"I stay in balance with
a realistic healthy life."
RELATIONSHIP DEVELOPMENT
"I share mind, emotion
and action with others."
Levels System & 4 Core Goals
Regulating
Novice
!
Apprentice
Relating
DifferentiatingLearning
sound
smell
sight
touch
taste
Regulating
air quality
Regulating
air quality
pestcontrolstale air
cleaningagents
moldLEED EQp2
LEED EQc3.2
LEED EQp1
LEED EQc3.1
LEED IDc1.3
LEED IDc1.2
LEED EQc4.1
LEED EQc4.2 LEED EQc4.3
LEED EQc10
VOCsRegulating
air quality
• About 10% of neurobehavioral disorders are caused by environmental toxins (Tyler et al 2008).
• Indoor air is 2 to 5 times more polluted than outdoor air (U.S. EPA, 2001).
• 200+ commonly used industrial chemicals cause brain damage (Grandjean and Landrigan 2006).
• Positive health impacts (reduction in prevalence of asthma, flu, headache and respiratory symptoms) from improved indoor air quality (IAQ) in green schools range from nearly 14% to 87% improvements, with an average improvement of 41% (Kats 2006).
Regulating
light
Regulating
sound
smell
sight
touch
taste air quality
light
color
fluctuations
glareintensity
light
Regulating
LEED EQc8.1
LEED EQc6.1
LEED EAc1.5
RegulatingRegulatingnoisesound
smell
sight
touch
taste air quality
light
noise
Regulatingnoise
acousticisolation
LEED EQp3 LEED EQc9
ambientnoise
reverberation
sound
smell
sight
touch
taste
texture
food
light
air quality
noise
LEED NPDc13
Regulating
Regulating
Novice
!
Apprentice
Relating
DifferentiatingLearning
Differentiatingwater
earth
fire
metal
wood
Differentiating
Differentiatingwater
earth
fire
metal
woodsun
Differentiating
sun
energy
LEED SSc5.2
light
LEED SSc7.1
LEED SSc7.2
LEED IDc1.1
LEED EQc8.1
LEED SSc8
Differentiating
sun
Electricity Cost and Consumption
13%
7%
4%2%
27% 13%
21%
13%
Energy Use
Interior Lighting 13%Exterior Lighting 21%Space Heating 13%Space Cooling 27%Pumps 2%Interior Fans 4%Water Heating 7%Plug Loads 13%
Savings above code
» E!cient Exterior lights – 48.3% savings
» E!cient Interior Lights – 45.9% savings
» Fans – 83.8% savings
Energy Use
Cost
Proposed Design
831 Mbtu/yr
$23,905
Baseline Design
1,143 Mbtu/yr
$32,903
Percent Savings
27.3%27.3%
water
earth
fire
metal
wood
ground
Differentiating
ground
sun
Differentiating
LEED SSc5.2
soil
LEED NPDc13
topography
LEED WEc1.1
Differentiating
ground
DifferentiatingDifferentiatingwaterwater
earth
fire
metal
wood
water
soil
sun
habitat
use
LEED WEc3.1
LEED WEc3.2
LEED WEc1.1
LEED SSc6.2
rain
LEED SSc5.1
LEED WEc1.2
LEED IDc1.1
Differentiatingwater
water
earth
fire
metal
wood
Functioning
soil
Differentiating
tools
sun
water
LEED MRp1
LEED MRc4
0%3%5%1%
91%
Recycled Content >35%
Metals (rebar, structure, CFMF, roof) 91%Masonry 1%Gypsum (sheathing and board) 5%Doors and Windows 3%Finishes and other 0%
3%6%
12%
9%
70%
Regional Content >35%
Metals (rebar, structure, CFMF, roof) 70%Masonry 9%Gypsum (sheathing and board) 12%Doors and Windows 6%Finishes and other 3%
water
earth
fire
metal
wood
Functioning
soil
Differentiating
tools
sun
water
plants
LEED SSc5.1
LEED NPDc13
LEED MRp1
LEED MRc4
BUILDING KEYA. THE MONARCH CENTERB. THE BUTTERFLY BUILDINGC. THE CHRYSALIS BUILDING
SITE KEY1. PREFERRED ECO-PARKING2. BICYCLE RACKS3. RAIN COLLECTION CISTERN4. RAIN COLLECTION SWALE5. CLASSROOM PORCHES6. OUTDOOR CLASSROOMS &
RAIN GARDEN7. WALKING TRAIL8. LABYRINTH9. PLAYFIELD10. CREATIVE STUDIOS & ECOVILLAGE11. WIND TURBINE12. FROG POND13. VEGETABLE TERRACE14. ORCHARD15. BARN16. DETENTION POND & BIOSWALE17. AMPHITHEATER
MASTER PLAN
0' 40' 80'20'
DW
M/O
M
AC
B
1
2
1
1
3
1
2
3
3
4
5
6
7
8
9
10
11
12
13
14
15
1617
RegulatingRelating
DifferentiatingLearning
Challenger
!
Voyager
Novice
!
Apprentice
CHRYSALIS
FIRST FLOOR PLAN
0' 8' 16'4'
1
2
2
2
2
2
2
3
3
5
6 6
6 6
6 6
6 6
7
38999
9
9
10
11
11
11
11 11
9
13
13
13
13
13
13
ROOM KEY
1. COMMON ROOM
2. CLASSROOM
3. SENSORY ROOM
4. COMPUTER LAB
5. RESPITE ROOM
6. INTERVENTION
7. MUSIC THERAPY
8. GROUP THERAPY
9. OFFICE
10. WAITING ROOM
11. OBSERVATION
12. WORKROOM
13. STORAGE
CHRYSALIS
SECOND FLOOR PLAN
DW
M/O
MDW
M/O
M
0' 8' 16'4'
1 1
2
2
2
3
4
5
2
2
2
3
4
5
999
12
11 11
1111
13
13
13 13
13
13
ROOM KEY
1. COMMON ROOM
2. CLASSROOM
3. SENSORY ROOM
4. COMPUTER LAB
5. RESPITE ROOM
6. INTERVENTION
7. MUSIC THERAPY
8. GROUP THERAPY
9. OFFICE
10. WAITING ROOM
11. OBSERVATION
12. WORKROOM
13. STORAGE
CHRYSALIS
CHRYSALIS
NORTH ELEVATION
CHRYSALIS
SOUTH ELEVATION
ROOM KEY
1. COMMON ROOM
2. CLASSROOM
3. SENSORY ROOM
4. OFFICE
5. OBSERVATION
CHRYSALIS
BUILDING SECTIONSCHRYSALIS
BUILDING SECTIONS
4 1 2
1 212
22
23 2
2
3
3
CHRYSALIS
EAST ELEVATION
CHRYSALIS
BUILDING SECTION
1 252
1 252
ROOM KEY
1. COMMON ROOM
2. CLASSROOM
3. SENSORY ROOM
4. OFFICE
5. OBSERVATION
CHRYSALIS
BUILDING SECTION
BUTTERFLY
BUILDING SECTION
CHRYSALIS
BUILDING SECTION
BUTTERFLY
BUILDING SECTION
2
5 1
5
22
12
672 7 2
ROOM KEY
1. COMMON ROOM
2. CLASSROOM
3. SENSORY ROOM
4. OFFICE
5. OBSERVATION
6. ASSEMBLY
7. LIBRARY
ROOM KEY
1. COMMON ROOM
2. CLASSROOM
3. SCIENCE LAB
4. ART ROOM
5. COMPUTER LAB
6. LIBRARY
7. ASSEMBLY
8. OFFICE
9. STAFF ROOM
M
MM
MM
DW
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
BUTTERFLY
FIRST FLOOR PLAN
0' 8' 16'4'
2
2 2
2
2
2
2
2
3
6
8
8
8
8
8
8
88
6
2
2
2
2
24
5
1
1
7
9
nature
culture
“ If it is true that nature therapy reduces the symptoms of ADHD, then the converse may also be true: ADHD may be a set of symptoms aggravated by lack of exposure to nature. By this line of thinking,... the real disorder is less in the child than it is in the imposed, artificial environment.”
- Richard LouvLast Child in the Woods
culture
“ If it is true that nature therapy reduces the symptoms of ADHD, then the converse may also be true: ADHD may be a set of symptoms aggravated by lack of exposure to nature. By this line of thinking,... the real disorder is less in the child than it is in the imposed, artificial environment.”
- Richard LouvLast Child in the Woods
nature
culture
nature
“ Interpersonally, other people are seen primarily as objects, as mere extras in one’s own self-important, nonrelational drama.”
- Bill PlotkinNature and the Human Soul
nature
- Bill PlotkinNature and the Human Soul
culture
“ Interpersonally, other people are seen primarily as objects, as mere extras in one’s own self-important, nonrelational drama.”
nature
culture
Dr. Marty Webb: [email protected]
Shelly Pottorf: [email protected]
Amanda Tullos: [email protected]
Contact us!