Greenhouse Horticultural Therapy Program at School for the Disabled - Safety and Signage...

8/4/2019 Greenhouse Horticultural Therapy Program at School for the Disabled - Safety and Signage Considerations

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TABLE OF CONTENTS

1. EXECUTIVE SUMMARY .......................................................................................... 3

2. PROJECT DESCRIPTION......................................................................................... 4

2.1GATEWAY:ACOURSE IN SERVICE-LEARNING.................................................................................... 42.2TEAMORGANIZATION.......................................................................................................................... 42.3CLIENTDESCRIPTION .......................................................................................................................... 52.4PREVIOUSWORK................................................................................................................................ 52.5PROBLEMSTATEMENT AND EVOLUTION IN THE UNDERSTANDING OF THE PROBLEM......................... 62.6FUNCTIONALREQUIREMENTS AND CONSTRAINTS ............................................................................ 72.7EVOLUTION OF THE DESIGN OVER THE SEMESTER............................................................................. 8

3. TRANSITION PLAN AND PROJECT DOCUMENTATION.............................. 10

3.1TRANSITION HISTORY AND PLAN FOR FUTURE ................................................................................. 103.2PROJECTDOCUMENTATION .............................................................................................................. 133.3PHOTOS OF COMPONENTS USED IN THE SCHOOL ................................................................................ 16

4. CONCLUSIONS AND RECOMMENDATIONS.................................................... 23

5. APPENDICES............................................................................................................. 24

APPENDIXA:PRODUCTDESIGN SPECIFICATION DOCUMENT ............................................................. 24APPENDIXB:PROJECT MANAGEMENT AND WORK BREAK DOWN SCHEDULE ....................................... 29APPENDIXC:TECHNICAL DETAILS FOR DESIGN COMPONENTS ............................................................... 33APPENDIXD:ESTIMATED COSTS OF VARIOUS PROPOSED DESIGN SOLUTIONS ........................................ 36APPENDIXE:PHOTO-REPORTAGE FROM THE CONSERVATION GREENHOUSE IN BROOKLYN BOTANICGARDEN .................................................................................................................................................... 40APPENDIXF:ADAREQUIREMENTS BOOKLET ....................................................................................... 45APPENDIXG:LIST OF SOURCES .............................................................................................................. 64APPENDIXH:COPT OF POWERPOINT SLIDES USED DURING THE PRESENTATION .................................... 67


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1. EXECUTIVE SUMMARY

P.79M the Dr. Horan School was established to help the unfortunate students who sufferfrom various impairments. The goal of the school is to provide the students with thenecessary vocational skill to first, be self-sufficient and ultimately, active contributors to

society. However, the school does not have enough resources to achieve this admirablegoal. Furthermore, this will be a difficult progress because some of these students areaffected physically, mentally, and emotionally. Fortunately, research shows that physicaltherapy will help them progress in all three spheres of need. The greenhouse project, athoughtful solution, will increase the amount of physical therapy for the students.

The greenhouse will provide both an interactive learning environment in biology as wellas horticulture therapy simply by smelling and feeling the materials needed for caring forthe plants. In the process the students will learn many vocational skills that they will needin the outside world. By making a largely student-maintained greenhouse, the studentswill be able to attain a sense of accomplishment in doing something for the school and

more importantly, themselves. The Safety and Signage teams goal is to ensure safetywithin the greenhouse while the students are in the greenhouse learning and slowlyimproving their lives.

There were many problem areas that needed to be addressed to provide a safe andlearning conducive environment. For the signage problem areas, we partitioned it intosafety signs, instructional systems, and educational utensils. The other area of problemsdealt with safety issues in regard to following ADA requirements. In addition, as ameasurement to promote safety, a communication system between the greenhouse andthe school needed to be established.

Since the signs would be utilized within a greenhouse, we found waterproof alternativesfor all the signs. Waterproofing may not be necessary in all areas of the greenhouse, butwe made sure that the option was available. The main deliverables of safety signs are:exit, handicap accessible, and first aid signs; emergency lights; and protective wireframes for the lights. Since many types of exit signs also include other deliverables suchas emergency lights, we took advantage of this and compiled a more cost effectivesolution. The instructional signs needed to be customizable so that they could be used atthe workspaces. The client indicated that the customizable signs would be constantreminders for ground rules or instructions at workstations. In addition, we continued withthe summer teams solution with message-recording BigMack switches that sound withthe push of a button. For the communication system, we chose to extend the schools

current intercom system into the greenhouse. The fire alarm system includes waterproofpull-stations and alerting components. Furthermore, we plan to have two fireextinguishers to match the need of the interior design scheme. With all these deliverables,a final solution can only be assessed with the final solution of other teams. The successorof the Safety and Signage team will be an integral part in collaborating with other groupsin compiling the final solution for the greenhouse for the Dr. Horan School, the Schwartzfamily, and more importantly the students who would benefit the most from the project.


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2. PROJECT DESCRIPTION

2.1 GATEWAY: A Course in Service-learning

Gateway is the engineering design lab required for all students enrolled in the FuFoundation School of Engineering and Applied Sciences at Columbia University in theCity of New York. As the introductory engineering course for mainly freshmen, it servesas the survey course to introduce students to the engineering curriculum and profession.Students learn useful software skills (such as Matlab, Maya, and various Microsoft Officeapplications), as well as necessary skills to work on a team, especially an engineeringdesign oriented team. This is all taught through the frame of service-learning. Service-learning is a learn by doing approach to teaching engineering design. The basis of itentails working on an actual project with an actual client. Service learning takesadvantage of the critical need for engineering skills in community projects. By

participating in these projects, students learn the design process, team skills, andprofessional skills required for a career in engineering and gain valuable real-worldexperience. Some of these skills that service-learning teaches include: Awareness of thecustomer in an engineering project, communication skills, awareness of contextualfactors surrounding the problem, organizational skills, and ability to work on a team.(Professor Jack McGourty, Ph.D., Associate Dean at the Fu Foundation School ofEngineering and Applied Science, Columbia University)

2.2 TEAM Organization

Each member of our five person team was assigned a specific role on the first day of ourteams formation. These roles, their assignments, and their responsibilities are as follows:

Primary Facilitator: Grygorii YefremovThe Primary Facilitator served as the Team Leader for the most part. His responsibilitiesincluded general administration such as keeping the team organized and roles clearlydefined, as well as the teams spokesperson to all outside parties (these including thecommunity partner, the team advisor, and other groups).

Secondary Facilitator: Albert LeeThe Secondary Facilitator essentially had the same responsibilities as the Primary

Facilitator. He simply assisted the Primary in everything he did, and took care of any spillover duties.

Conflict Manager: Brett BenowitzThe Conflict Manager was supposed to remain a neutral third party that could assist incalming down any might have arose. He was responsible for recognizing potentialconflicts, and speaking to team members when conflicts got out of hand.


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Process Observer: Michelle MadejskiThe Process Observer is similar to the Facilitators save the administrative duties. Herresponsibility was to oversee all team meetings and functionality and assure that thingswere moving along efficiently. For example, if a meeting started to go off topic it was herresponsibility to bring it back on track.

Timekeeper: Zu-wang WuThe Timekeeper had the task of keeping all of the other team members on time. Thisincluded, among other things; team meetings, tasks, and assignments. He was responsiblefor making sure that all team members showed up on time for team meetings as well asstayed for the duration. Moreover, he shared responsibility for keeping team on trackduring meetings. Due dates (both class and team assigned), were also his jurisdiction.

2.3 CLIENT Description

There were essentially two clients in the greenhouse project. One client group was thefamily of Lauren Schwartz, who wished to memorialize their daughters life as a studentin P.79M, and the sponsor, who helped oversee and fund the project with the family. Theother client group was made up of the school P.79M. This included teachers, faculty,assistants, and, most importantly, the students. Each client brought their own interests andrequirements to the table. The family and sponsor of the project initiated the greenhouseproject as a way to give children from the P.79M school the opportunity to havetherapeutic greenhouse activities. The family realized the benefits of Laurens physicaltherapy in the greenhouse at the Rusk Institute, and wanted to memorialize her byproviding such treatment to the students at P.79M who might not be fortunate enough toreceive such therapy outside of school due to its expense. The school as well wanted to

create a safe, educational, and therapeutic environment for the students in the form of thegreenhouse.

2.4 PREVIOUS Work

Before we started work on this project at the beginning of the fall 2006 semester, therewas a good amount of previous work done on the project. However, this work wasmainly administrative in nature. The sponsor, family, and school worked together inplanning and deciding on the project far in advance of the start of the design process.There was also one other previous team who worked on the design of the project before

we took over. The summer team, however, mainly laid a very basic foundation for us tobuild our design over. The summer teams report is available for reference on the SEASwebsite at (http://community.seas.columbia.edu/cslp/project.cgi?id=227).


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2.5 PROBLEM Statement and Evolution in the Understanding of the Problem

The purpose of the greenhouse is twofold; it should be both educational and therapeutic.The majority of the families at P.79M cannot afford outside physical therapy for their

children which is essential for their healthy development. The greenhouse is to providethis extra physical therapy within the existing scope of the public education classroom. Itshould also serve as an educational tool, with an emphasis on science (i.e. plant biology),rather than agriculture or horticulture. Our teams specific goals were to oversee thesafety issues and develop the signage used in the greenhouse.

Safety is more of a concern than usual due to the wide variety of disabilities that thegreenhouse will accommodate. We had to make sure that the greenhouse meets all therequirements addressed by the Americans with Disabilities Act (ADA), Fire Code, andany other safety issues that might not be included in formal legal regulations.

The Signage goals can easily be divided into two divisions, safety and educational signs.The safety signage must conform to all codes and regulations, as well as sufficiently warnand delineate any other safety issues that might not be covered in such regulations. Theeducational signs must be adaptive to the needs of the students so that the signs caneffectively communicate information and lessons.

Our understanding of the problem space evolved significantly over the course of thesemester. At the start we saw our problem divided down the middle into two categories,safety and signage, and granted at first we were not sure what either entailed. After ourfirst client meeting we started to see more clearly what our specific objectives were. Forsafety we for the most part just had to ensure that the greenhouse met all relevant codes

and regulations, namely ADA. For signage, we needed the signs that corresponded withthese codes, but also we needed to have the necessary educational/informational signs sothat the greenhouse would serve its purpose as a tool for the school. After meeting withthe client in response to the midterm presentation, these goals were cemented in fairlyfirmly. The therapists made it clear that the main safety issues laid within the ADA codesand very little would be outside of these codes. Specifically, we were to focus on makingsure there would be adequate space (doorways, turning radii etc.) for wheelchairmovement, that ramps were properly inclined, and that everything was adjustable andaccessible for the disabled students. In this meeting, a lot of issues that we had not yetthought about were brought up as well. One issue was that we should pay close attentionto the flooring as it was a critical safety point. Color choice was essential as many of thestudents have sensitive eyes as well. Also, a large portion of the students are not able toread so alternatives for the educational signs were a must. As we neared the end of thesemester we realized the relative importance of the safety signs versus the educationalsigns. Focus shifted slightly in that direction but not all focus was lost on the educationalsigns. We also noticed that in addition to the safety issues that fell under our jurisdiction,we were responsible for either collaborating or overseeing what other teams were doingto ensure that safety was appropriately taken into account in their designs.


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2.6 FUNCTIONAL Requirements and Constraints

In our work we focused on several deliverables: safety (emergency) signs indicatingemergency exits; safety codes and requirements compiled in a booklet for the othergroups to be used as a future reference in their planning and design of the interior space;

fire alarms; an intercom to be integrated with the existing school intercom; andeducational signs and systems. Our teams deliverables are quite diverse and concerndifferent aspects of the safety and signage inside the greenhouse. Thus, the functionalrequirements and constraints vary greatly from item to item.

There was little room for creative and elaborate design in terms of the safety (oremergency) signs. All of the safety signs are clearly predefined and delineated by theNYC Local Law 26. Most manufacturers of safety signs completely comply with theselaws and codes. Rather than design signs from scratch, the role of our group was toidentify which signs were needed, which models of the existing commercial signs weremost preferable based on price and availability, and approximate the number of signs

needed. Moreover, based on the preliminary research, we decided early in the designprocess that all the signs should be both in English and Spanish due to a high populationof Spanish speaking families at P.79M. This means, for example, that the emergency exitsigns should be both in English and Spanish. One more constraint that we took intoconsideration was that there should not be too many signs. If the greenhouse was toocluttered with superfluous safety signage, it would not only distract students of the schoolfrom their educational activities in the greenhouse but also dilute any important messagesand potentially confuse the students in an emergency.

A fire alarm system is another one of the deliverables from our group. Here therequirements are pretty straightforward. First of all, the alarms should be in both audio

and visual forms, in consideration of students who may have either visual or hearingimpairments. This requires installation of speakers (or horns) and flashing emergencylights. It is also important that the fire alarm system be integrated with the existingschools fire alarm system. One critical requirement for the fire alarm system (as well asalmost anything in the greenhouse) is that it be waterproof since the greenhouseatmosphere will be quite humid and the watering system will have considerable spray.

One of the must-haves in the greenhouse, according to the clients, is an intercom system.This, like the fire alarm system, should be integrated with the existing school intercom,and should be able to sustain highly humid and wet environments.

Through our research on the problem we identified one more area of possibleconcentration that was not stated at the very beginning. After one of the first meetingswith our client, we found out that one of their main interests was for the greenhouse to benot only a therapeutic but also an educational facility. This fact led us in the direction oftwo possible deliverables: educational signs and posters and educational (instructional)interactive systems. Educational signs/posters is quite a broad area and will need furtherresearch and development by the next team. However, we were able to formulate some ofthe basic properties. First and foremost, the signs obviously should be informative.


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Secondly, the signs should be easily accessible by children with disabilities. As well, theyshould be interchangeable as the educational scope and age groups might vary fromlesson to lesson. Our interactive educational system is a system based on the BigMackswitch technology. These switches, manufactured by Ablenet, are large plastic buttonsthat, when pressed, replay a prerecorded message. It is already successfully utilized in the

school, meaning the children are already used to it, and thus it will take less time for themto adapt to the new environment. However, there are several constraints. First, thesystem, as with all electric equipment in the greenhouse, must be waterproof. Second, theBigMack switches are quite expensive (please see Appendix D for estimated costs),thus their use might be limited by the budget allocated for the project. However,analogous devices can be designed based on its working principle according to wishesand wants of the client.

Last but not least, our final deliverable is a booklet in which we have compiled all of themost important and relevant ADA requirements. This booklet will be a very goodreference for the teams next semester, who will work on integration of all the designs

done by now, and thus, will not have the opportunity to research all these issues in detail.

2.7 EVOLUTION of the Design over the Semester

In the very beginning of the design process it was not easy to identify what ourdeliverables would look like. Basically this was because we did not know where to startfrom since the scope of our team was not explicitly clear. For example, ADArequirements, which fall under the domain of safety, apply directly to the possible interiorlayouts of the green house. However, there is an entirely separate team that designs theinterior layout of the green house. Therefore, our role was not to design the interior

layout but merely communicate the ADA requirements to the interior design team. Smalldifferences such as these initially challenged our team in coming up with our deliverablesbut, as we progressed through the course, the definition of the problem became more andmore exact and were able to design the deliverables listed in the Product DesignSpecifications (Appendix A).

Taking into consideration the project scope of our group, the biggest part of the work wasto extensively research our client as well as the various safety codes and regulations.After that, when we knew what the requirements and interests of our client were, westarted to formulate solutions which would satisfy all the legal requirements as well asneeds and wants of our clients. However, due to the specific nature of our team beingsafety and signage, most of the solutions proposed by the group did not sound innovative.Safety is such a field where innovations should be implemented cautiously, as all theexisting rules and requirements have been designed based on substantial experience andstatistical data on accidents and emergencies. The most creative part concerned arrangingthe safety signs and other components of the final design (such as fire alarms system,intercom etc.). Nevertheless, even at this stage of the development of the project, we donot disregard the fact that some of the solutions proposed may not be used by futuredesigners, or might be used in a different fashion from that originally presented. This is


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again due to the specific nature of the safety and signage issue, which in most positionsrestricts interior design but at the same time is highly dependent on the final design of theinterior space. Thus the design proposed at this type should be considered final in termsof the solutions but not their arrangement within the greenhouse which might vary. Forexample, the idea about emergency exit signs both in Spanish and English (see sketch of

the greenhouse in section 3) is not disputable, however the arrangement and the numberof signs needed might vary as number of emergency exits might vary.

Also over the course of the design process we developed some ideas that were not reallyrelevant to the scope of our groups specific goals. Though being important for the entiredesign process of the greenhouse (such as net above the greenhouse). Furthermore, someof the alternative solutions were criticized by the clients due either to complexity or costinefficiency. Though these solutions (such as LCD displays and touchpads) might havebeen a brilliant engineering and designing solution, we had to eliminate them from thedesign proposal as they did not satisfy our clients.

Some of the important changes in the final design were done after the meetings with therepresentatives of other groups and after a visit to Brooklyn Botanic Garden and finalvisit to the P.79M the Dr. Horan School. Most especially noticeable was the change inour perception of the schools interior design and its solutions for safety and signageissues that were observed during this final visit. Probably this was due to the increasedprofessional competence which was gained between the visits. Also, some of the details,to which previously no attention was paid, were noticed. For example, some of the safetyand educational signs are combined together (see photos from the final visit to the schoolin section 3.3). They are constructed not like ordinary signs, but more like cartoons invivid colors and pictorial images associated with the objects they were identifying. Notonly do such signs seem to be very effective in the environment of the school, but alsothey are way more cost efficient. An added incentive is that they are also interchangeable;as they can be easily removed or placed on the other object when needed. Our teamtherefore advises the use of these signs together with the required ones (which by legalterms cannot be substituted by these analogous ones). In that case the environment of thegreenhouse will not only be instructive and safe, but also very user-friendly, besidesstudents of the school already got used to the signs used in school, thus the transition tothe new environment of the greenhouse will be smoother if something already familiar ispresent there. Though we do not include these signs as deliverables of our group, wehighly recommend using them when the greenhouse will start operating.


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3. TRANSITION PLAN AND PROJECT DOCUMENTATION

3.1 TRANSITION History and Plan for Future

The greenhouse project was previously investigated by a summer group in 2006 whodesigned several solutions in terms of safety, signage, and security. In our work weconsulted the materials and solutions proposed by the previous team working under theproject. However, their design also included a security aspect, which was carried by theother group this semester. Moreover, it seemed that they emphasized more on the securitypart rather than on signage. That is why our work under the project was almost unaffectedby the previous experience, the only thing we used from the previous design proposalwas the idea to use BigMack switches inside the greenhouse.

The concept of horticultural therapy is not unique to the P.79M greenhouse project and

we, therefore, had many external resources available to our team. Lauren Schwartzs ownexperience with horticultural therapy came from the Rusk Institute. Representatives fromthe Rusk Institute were available to answer questions and provide information based ontheir previous extensive experience in horticultural therapy. In addition, the BrooklynBotanic Garden also provided an opportunity for an on-site visit to a large-scale publicgreenhouse and to see how the issue of safety and signage is solved there.

A future team will expand our teams work on safety and signage. The future 2006 springgroup will need to expand the education signs by generating educational contentpertaining to the greenhouse. The team will be able to generate this content based on thedecisions made by the group in charge of the botany of the greenhouse since these design

decisions will be available in their final report. In addition, the future signage team willneed to format the educational content to accommodate the wide range of disabilities andpresent the information in multilingual signs to represent the diverse culturaldemographic at P.79M. Specifically, the content should be presented in English andSpanish. In addition, the BigMack switches will need to be waterproofed, or the 2006spring group may have to design a plastic cover for the switches if it turns out that theswitches have a lot of harmful water contact, or even design conceptually analogousconstructions, but in the form appropriate for the greenhouse environment.

In addition to future teams expanding on our own teams designs, the existing designprocesses must be re-evaluated based off our research on the ADA requirements. Our

results are presented in the Americans with Disabilities Act Requirements Booklet(ADA Requirements Booklet can be found in Appendix F) and are categorized basedoff the various scopes of the teams. For example, all wheelchair pathway dimensions arelisted under Interior Design while water grating dimensions are listed under Irrigation. Ifa teams existing solution does not fit the ADA requirements, then their alternatesolutions will have to be investigated. If none of the teams alternate solutions areoptimal, then the future teams may have to potentially design a new solution that doessatisfy the requirements.


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One important feature of the greenhouse design is that the clients wanted a design that iseasily replicable for future schools. Therefore, our designs were focused around thecriteria that the design be cost effective and should provide a foundation that can bemodified to fit various environments. Our deliverables provide instructions on ADA

requirements, placement of signs, and information on educational tools. These can all beused as tools for future clients since all the information is not specific to the P.79Mgreenhouse project. If a school or other institution wishes to build their own green housefor horticultural therapy, they can skip a large part of the design and research process byusing our deliverables and making appropriate adjustments where needed.

Our deliverables require only minor re-evaluation if they are used by another client as aprototype for another green house. For the safety signs, the cultural demographic andnature of the disabilities guided the design process. For example, there is a large Spanishspeaking population at P.79M and it was therefore appropriate to add the emergencysigns in both English and Spanish. With future clients, the demographic simply needs to

be re-evaluated to determine linguistic requirements for the safety signs, which is arelatively simple process if the information is readily available. Aside from linguisticrequirements, the standards for safety signs are fairly universal and would otherwise nothave to be modified by future clients.

In addition to the cultural demographic, the nature of disabilities also needs to be re-evaluated with future clients. P.79M hosts students who have a very wide range ofdisabilities and any sort of information (safety or education) needed to be conveyed inseveral ways. Since our team did not focus on any specific disability, the information isconveyed both through visuals and audio. If a future client wished to focus on a specificdisability, the client would simply need to put more emphasis on certain deliverableshelping to deal with the target disabilities.

In terms of ADA requirements, our booklet provides a clear summary of relevant ADArequirements to the green house. Since interior layouts and dimensions can vary for eachfuture client, future teams will need to use our booklet to make appropriate adjustments.The booklet saves significant time for future clients who will not need to read throughover 90 pages of the original ADA regulation document. In the case of an internationalclient, the ADA requirements do not need to be legally followed but are stronglyrecommended due to their effectiveness in ensuring a safe environment for people withdisabilities.

Other regulations such as the fire codes (which affect the fire alarm deliverable) do notneed to be customized since these regulations are universal. However, future teams willneed to check for updates in fire regulations since the information included in the reportis based on information from the 2006 fire codes. In addition, if the greenhouse is beingbuilt within an existing institution (such as the school), the fire alarm system needs to beintegrated with the existing fire alarm system. Specific technical details or issues wouldneed to be resolved by future design teams on a case by case basis.


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While our designs focused on not being customized specifically for P.79M, certainfeatures unavoidably have technical specifications that are unique to the environment. Forexample, the intercom was selected to be consistent with the existing intercom system atthe school. Alternatives were not thoroughly investigated because compatibility andconsistency (when used by the staff) with the existing system were the main criteria in

selecting the intercom system. In this specific case, the manufacturer our team selectedwas Dukane (now GE Security Sound and Communication). In future cases, teamsshould select the intercom system that is consistent with the rest of the school orinstitution where the green house is being built. If the intercom manufacturer did not existanymore, then the next cost effective compatible solution should be selected.


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3.2 PROJECT Documentation

SCHEME of the greenhouse (top view) Basic Solution

Legend:

arrows indicating path of evacuation with the emergency lighting above fire plan of the construction; fire extinguisher with the indicating sign above it; fire alarm horn and strobe; intercom; fire alarm control/pull station with the indicating sign above it; first aid emergency kit with the indicating sign above it; emergency exit sign (in English); emergency exit sign (in Spanish); dry erase board and educational posters; emergency lighting;

BigMack switches standing on a leg; handicap accessibility sign.

DB&EP

M

DB&EP

COM FAC FEFE FP

Working Area (WA)

WA

EXIT

SALIDA

M M

FP

FAHS

FA

EXIT

FP

COM

FAC

SALIDA

DB&EP

M

FAHS

FE

FA


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SCHEME of the greenhouse (top view) Recommended Solution

Legend:

arrows indicating path of evacuation with the emergency lighting above fire plan of the construction; fire extinguisher with the indicating sign above it; fire alarm horn and strobe; intercom; fire alarm control/pull station with the indicating sign above it; first aid emergency kit with the indicating sign above it; illuminatedemergency exit sign (in English);

illuminatedemergency exit sign (in Spanish); magnetic dry erase board and educational posters; emergency lighting (* marks extra comparing to the basic design solu

BigMack switches standing on a leg;

handicap accessibility sign.

MB&EP MB&EP

COM FAC FEFE FP

Working Area (WA)

WA

EXIT

SALID

A

M M

FP

FAHS

FA *

EXIT

FP

COM

FAC

SALIDAMB&EP

M

FAHS

FE

COM

M


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RENDERS of the views on the placement of safety and signage items within the greenhouse

Figure 1: View from the left emergency exit Figure 2: View on the inner

Figure 3: View on the right emergency exit Figure 4: View on the outer


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3.3 PHOTOS of components used in the school

Emergency exits and signage of these exits

Emergency lighting in the corridor


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Handicap accessibility sign and an arrow sign

School fire alarm system


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Fire alarm remote annunciator

Protective cage on the emergency lighting


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Protective cage above the component of the fire alarm system

Fire alarm bell


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Fire extinguisher placed in the compartment of the wall

Intercom and information systems of the entire school


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Intercom Receiver

A BigMack switch with the pictorial sign on it


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Pictorial signage of one of the exits


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4. CONCLUSIONS AND RECOMMENDATIONS

Due to the nature of our teams responsibilities, majority of the work that we have donethus far is in compiling guidelines for future teams to abide by while implementing andintegrating all of the other aspects of the design for the greenhouse. The most essential inthis respect is that the future teams and people who work on this project utilize the ADAGuidelines booklet that we have compiled (located in Appendix F). In integrating all ofthe other designs into one final design, this guideline should be constantly cross checkedand referenced to insure that all designs abide by ADA regulations. All of the signs thatare standard by code, fire alarm, and fire extinguisher options are delineated in AppendixC and then priced in Appendix D.

The area that still requires the most work in the future is the educational signs andsystems. Content of the signs must be derived from collaboration with the school andfrom data in the final design report done by the team responsible for the botanic aspect of

the greenhouse. Moreover, the issue of waterproofing the BigMack switches needs tobe looked into.

For the most part our team has compiled all of the necessary information that, givenreports by all of the other teams, a safe and educational greenhouse can be constructed.


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5. APPENDICES

APPENDIX A

PRODUCT Design Specification Checklist

Product/Process TitleP.79M Greenhouse: Safety and Signage

PurposeSafety: to ensure safety and minimize all risks of students while utilizing thegreenhouse.

Signage:

a) Conform to all safety and fire codes: show exits, warnings, etc

b) Display educational information of contents of the greenhouse

New or special features:The Greenhouse is to be used primarily by 14 to 21 year old students with severemental and physical disabilities. The entire environment should be safe and all theactivities inside the greenhouse should be equally enjoyed by students with allkinds of disabilities. The information should be accessible in all three possibleways: visual, audio, and tactile.

Why is there a need for the product?Many of the students at P.79M do not have the luxury of daily therapeutictreatments. As a result, the school is trying to implement the greenhouse toprovide an additional source of therapy for the students to further their healthydevelopment.

Intended UsersThe greenhouse will be used by students of P.79M, who are of various levels ofdisabilities. Multiple disabilities can generally be partitioned into two groups. Oneincludes physical disabilities such as motor skills. The second group encompasseslearning disabilities.377 students with an average of 10-12 students per class

Functional RequirementsUse of the greenhouse will be limited to be max of 20 people per sessions.Sessions are of 50 minute blocks, and cannot be longer than 2 blocks. (i.e. either50 or 100 minutes of use at once). They will be using the facility year-long.

Functionality of deliverables

Safety Signs


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Indicate dangerous situations and provides easy exits during emergencies.Includes but not limited to:

illuminated emergency exit signs (both in English and Spanish);

signs indicating fire extinguishers;

direction arrows showing the path of evacuation (both in English and

Spanish); fire plan of the construction (indicating where fire extinguishers are placed)

and showing the path of evacuation.

Fire Alarms

A fire alarm detects and subsequently alarms greenhouse occupants in case of fireemergencies through use of loud sounds and bright lights. The fire alarm consistsof:

an audio speaker connected to the school information/emergencynotification system;

emergency lights.

Intercom

A communication system that would be integrated with the schools currentintercom system to provide easy communication from the greenhouse to theschool building. A sign indicating the position of the intercom.

Safety Guidelines Brochure

A compilation of the relevant ADA requirements and Fire codes which must bemet by every other group participating in the design process. Special emphasizeon:

ramps (provide wheelchair access to the ground level).

floor padding (make sure that this is taken into consideration by interiordesign team).

Educational Signs

Educate students of basic scientific information of plants and horticulture withinthe Greenhouse.

posters with educational information;

signs indicating plants;

signs indicating placement of sinks, tools, soils, flowerpots and othermaterials and objects being used in the greenhouse;

Educational and Instructive Interactive SystemThe aim of this system is to make all the activities inside the greenhouse moreinteractive. Also for children with visual disabilities this will be the source ofgaining knowledge, thus they will not be excluded from the greenhouse activities.Based on the BigMack-button/switches technology this system will allowgetting the information by means of sound (when pressing the button it playsprerecorded message). The buttons should be different in color (for easy


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distinguishing) and also they must have short messages in Braille describing whatthe button does.

Constraints

ADACorridors, Doors, and Walkways; Reach limits; Wheelchair movements; Ramps;Signs; Communications etc.

Fire Codes

Fire exits, fire extinguishers.

Sustainability to high humidity

One of the most important constraints dealing with all the electrical devicesinstalled in the greenhouse is that they should be waterproof.

BudgetAll the solutions should not be expensive and almost zero cost maintenance.

Reproducibility

More of a clients want to make the greenhouse exemplary and a prototype for theother schools. Thus it should not be over customized and easily reproducible.

User friendly environmentThe environment should not be irritating and overloaded with signs and otherinformation.


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DESIGN Specification Checklist

Requirements Contributing Factors Points to Consider

Overall geometry

Standard geometry for theemergency signs (compliant

to NYC Local Law 26), 2emergency exit signs abovethe emergency exit: one inEnglish, the other inSpanish; two arrow-signs(also English and Spanishversions) indicating path ofevacuation next to eachentry to the greenhouse; fireplan of the greenhouse; fireextinguisher sign above the

place designated for the fireextinguisher; intercom sign,first aid station sign.

Functional

Energy needed

Intercom, fire alarm system,emergency exit signs andBigMack buttons requireelectricity.

Safety Operational

Components of the firealarm system should becovered with the protectivecages/shells;

All the electronicequipment should be eitherwaterproof or capable tosustain high humidityenvironments.

Quality Assurance

Subject to NYC Local Law26, all the commercialproducts in compliance withthis fully meet all thequality expectations.

Quality

Reliability

BigMack buttons should

have a long life-cycle, asthey will be used daily.

Purchase of the components

Most of the components canbe purchased from thecommercial suppliers.

Manufacturing

Production of components

If decided by the client thatthe commercial BigMackswitches are too expensive,


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than, than the analogousdevices can bemanufactured using existingcommercial components(i.e. button, recorder with

microphone, and speaker).

Economic Design costs

The final solutions chosenshould be not expensivewith almost zeromaintenance costs (asuitable combination ofthese two factors should beachieved).

Ergonomic Ergonomic Design

All the signs should beaccessible both for astanding person and a

person in a wheelchair. Theentire environment shouldbe user-friendly.

Aesthetic Customer appealSigns should be noticeablebut not irritating.

Life cycle Maintenance

Safety signs will need onlyminor maintenance.BigMack switches, firealarm system and intercommight have somemaintenance costs during

the life cycle of thegreenhouse.


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APPENDIX B: Project Management and Work Break Down Schedule

GANTT Chart


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FLOW Chart of Deliverables


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TASK list

Research Client and Team Organization

We designated roles and did more research to familiarize ourselves with theSummer Groups conclusion

Initial Client Meeting We prepared by formulating questions about rough areas in the Summer Groups

proposal and extended to try to understand if the Assistant Principal, Alex wascontent with their work.

Debrief of Client Meeting

We learned more about what Alex wanted, needed, and planned to do with thegreenhouse.

Compiling of Problem and Functionality Requirements in Preliminary Deliverables

We did additional research to see what the clients problem is and what functionswere required to have a complete solution.

Preliminary PDS and Final Deliverable Description

We compiled basic ideas for the solution. For example, we knew we needed anintercom, but we have not found which brand was required.

Preliminary Sketches

Basic ideas were translated into more specific solutions with the help of the ADAguidelines

Midterm Presentation to Clients

We projected our solutions and alternative solutions so that we could get feedback to try to eliminate the alternatives. We also made sure that we understoodtheir goals, wants, and needs.

Self- Evaluation on Presentation and Changes in PDS

We evaluated ourselves trying to improve all specific areas of our design.

Feedback from Clients and Physical Therapists We discussed with them what they thought we should focus on, and highlighted

things we over prioritized.Dinner and Discussion with Rusk Institute Specialists

One of the most helpful resources. Both specialists were straightforward inreplying to our ideas. They told us if it would or would not work. They also listedthe dire needs for a working solution.

Revision of PDS and Elimination of Some Alternative Solutions

We had to make some changes based on all the feedback we received and ourself-evaluation.

Meeting with Advisor

Dr. Cross helped us identify parts of the report that needed more explanation orspecific details. He also told us what typical proposals similar to this one wouldinclude.

Meeting with Interior Design Team

Some of our questions needed to be answered to complete a functional solution.For example, we needed to know if the ramps would be inside, outside, or even ifthey would exist at all.

Meeting with Lighting Team


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We had some issues with lighting because we had to make sure that it waswaterproof and we also had to make sure that we could synchronize our electronicequipment with theirs.

Visit to Botanic Gardens

To do research on underlying structural safety procedure and placement of safety

equipment.Team Review over New Information Acquired

We discussed our research and how it would contribute to the final deliverable.Final Visit to the School

We took pictures of the placement of the signs and researched on what intercomswere compatible.

Final Report

It will be our final chance to present our ideas, solutions, budget costs, and wherewe believe project will head.


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APPENDIX C: Technical Details for Design Components

Exit Signs

Basic (Figure 1)

o 120 or 277 VACo 1 or 2 sidedo Does not have back-up power

Illuminated Sign (Figure 1)o Same as Basic but has a 4 hour

back-up battery

Wet Listed Illuminated Signo For very wet locations

Sign with Lighting and Backup Battery (Figure 2)o Includes maintenance free back-up batteryo More expensive ones can have the lights redirected

Wet Listed Sign with Emergency Light and Battery Comboo Same as the normal ones but work in very wet locations

Self Luminous (Figure 3)o No energy requiredo Very Easy to Install

o More expensive ones have a durable framefor the sign

o Single Faced

Bilingual Emergency Exito Easy installationo Durable plastic

Handicap Accessible Signs

Figure 1

Figure 3

Figure 2


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Steel not suggested out doors

Aluminum is more promising and longer lasting

First Aid Signs

All are plastic sizes are roughly 9x12

Emergency Lights (Figure 4)

Basico Easy to installo Flame Retardanto Has a back-up batteryo More expensive ones are

self-testing

Wet Listed Emergency Lightso For very wet locations

Wire guard for Signs and Lights Protective cages for signs and emergency lights

Also available polycarbonate models, moreexpensive but more aesthetically pleasant (Image 5)

Fire Alarms

Fire Alarm Pull Station (Figure 5)o ADA complianto Dependent on price, but some have weather

proof boxes

Fire Alarm Horn and Strobeo At least 2 auditory settingso More expensive ones have multiple settings

Normal/Magnetic Dry Erase Board

Normal ones are much cheaper

However, some teachers may prefer to use magnets to post things on the board

Main decision is whether the teacher wants a magnetic board

BigMack Switches

Prices vary by the length of the message that can be left

20 seconds/ 75 seconds

Water Proof Equipment would be unreasonably expensive. A cheaper solution isto put the BigMack switches away when children are not in the greenhouse

Floor Signs

Directional

Figure 4

Figure 5


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o May help organize traffic in the greenhouse and decrease the chance ofpeople bumping into each other

o Help point to an emergency exit or a stop station

Stop Signso Labels a stop station or an non-permitted room

Others:

Custom Magnetic Signso Teachers could label procedures on several magnetic signs and use them

on the magnetic board for a step by step instructional progression

Custom Vinyl Bannerso Messages that need to be posted such as general guidelines while in the

greenhouse to remind students what not to do.

ADA TECHNICAL requirements

Please see ADA Requirements Booklet in Appendix F on the ADA requirements forsafe and accessible interior design.


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APPENDIX D: Estimated Costs of Various Proposed Design Solutions

Safety

Exit Signs

Basic $16Illuminated Sign $18-26

Wet Listed Illuminated Sign $105Sign with Emergency Light and Backup Battery $36-50Wet Listed Sign with Emergency Light and Battery $160Self Luminous $70-160Self Luminous Double Face $230-280Bilingual Emergency Exit $23


12x18 Non-reflective Steel $1712x18 Aluminum $22

First Aid Station SignBasic, only English $7Bilingual First Aid Sign $13

Emergency LightsBasic $19-50Wet Listed Emergency Lights $94-140

Wire Guard for Signs & Lights $26

Educational

Dry Erase Board24"x18" $583'x2' $72

Magnetic Dry Erase Board2'x3' $1403'x4' $197

BigMack Switches20sec $9975sec $195

Instructional

Floor SignsDirectional (Arrow) $38Stop Sign $28


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OthersMagnetic Signs 12x24 $36Vinyl Banner 12x24 $55

Fire AlarmFire Alarm Pull StationP-32 Series $39

Sentry with Cover $69Weather Stopper STI-3150 $100

Fire Extinguisher $45Fire Alarm Horn and Strobe $50-83

Intercom

Intercom Receiver $200-500

The original Dukane company turned into GE Security

Quantity for theBasic Design (Needs)

Quantity for theRecommended Design

(Wants)Bilingual Emergency Exit Signs 2 x $23 2 x $23

Wet Listed Illuminated Signs 0 2 x $105Bilingual First Aid Sign 1 x $13 1 x $13

Handicap Accessible Signs 2 x $22 2 x $22Wet Emergency Light 1 x $94 3 x $94

Wet Listed Sign with EmergencyLight and Battery 2 x $160 2 x $160

Wire Guards 5 x $26 9 x $26BigMack Switches 3 x $99 3 x $195

Normal Dry Erase Boards 2 x $58 0Magnetic Dry Erase 0 2 x $140

Fire Alarm Pull Station 1x $69 1 x $100Fire Alarm and Strobe Unit 1 x $50 1 x $83

Intercom 1 x $200 1 x $300Fire Extinguisher 2 x $45 2 x $45

$1,469 $2,584

Final costs depend not only on the options chosen but also on the number of items used inthe greenhouse. Final costs can only be accurately estimated when the final interiordesign solution is submitted. Also many of the equipment may not be in very wetlocations and therefore we can afford to purchase much cheaper alternatives. As a result,the estimated costs also depend on the irrigation design. We took the safe side inestimating that everything must be waterproof.


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BUDGET Sources (Organized by appearance in budget sheet)

Exit Signs, Exit Signs with Light Combo, Wire Guards, and Emergency Lights WithoutExit Signs

The Exit Store:http://www.theexitstore.com/ The Exit Light Co:http://www.exitlightco.com/

Cost Less Lighting, Inc:http://www.costlesslighting.com/acatalog/Catalog_Emergency_Lighting_5.html


USA Traffic Signs:http://signs.safeshopper.com/7/cat7.htm

Bilingual First Aid Signs

CPR Savers and First Aid Supply:http://www.cpr-

savers.com/Industrials/first%20aid%20signs/signs.html?source=GOOG&wcw=google&kw=first+aid+sign

Dry Erase Boards

Flex A Chart Manufacturing:http://www.flex-a-chart.com/dry_erase_boards.htm

Keysan:http://www.keysan.com/ksu0555.htm

Floor Signs and Bilingual Emergency Exit Signs

Seton Identification and Safety Experts: http://www.seton.com/

Custom Magnetic and Vinyl Signs

BuildASign:http://www.buildasign.com/

BigMack Switches

Augmentative Communication Consultants, Inc:http://www.acciinc.com/Html/bigmack.htm

Electronics for Disabled People: Http://www.tecsol.com.au/AbleNetCAs.htm

Fire Alarm Pullstations

MidSouth Wire and Cable Company:http://www.midsouthcable.com/PotterPulls.htm

Fire Alarm Horn and Strobe

Fox Electric Supply Company:http://www.foxelectricsupply.com/content/products/ProductCatalog.asp?qscategoryId=25170

Fire Extinguisher

Fire Extinguisher Cabinets and Bags: http://www.smokesign.com/fiexca.html


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Intercom Receiver

GE Security:http://www.gesecurity.com/


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APPENDIX E: Photo-reportage from the Conservation Greenhouse in BrooklynBotanic Garden

Doors between different parts of the greenhouse are also wide enough for the movement

of wheelchair, however, they re not automotive.

Walkways are wide enough for the movement of the wheelchair.


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Illumination of exit signs

Component of the fire alarm (flashing lights)


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Component of the fire alarm (bell)

Component of the fire alarm (fire alarm pull)


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Signage of fire extinguisher

Fire extinguisher


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Emergency exits


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APPENDIX F

ADA Requirements Booklet

Grygorii YefremovAlbert LeeBrett BenowitzMichelle MadejskiZu-Wang Wu


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Table of Contents

TABLE OF CONTENTS........................................................................................................................... 46

INTERIOR DESIGN.................................................................................................................................. 48

CORRIDORS AND WALKWAYS .................................................................................................................... 48Minimum Clear Width for Single Wheelchair..................................................................................... 48 Minimum Clear Width for Two Wheelchairs ...................................................................................... 48 Wheelchair Turning Space.................................................................................................................. 49

DOORS ....................................................................................................................................................... 49Clear Doorway Width and Depth: Detail ........................................................................................... 49Clear Doorway Width and Depth: Hinged Door ................................................................................ 50Clear Doorway Width and Depth: Sliding Door ................................................................................ 50Clear Doorway Width and Depth: Folding Door ............................................................................... 50Clear Doorway Width and Depth: Maximum Door Depth ................................................................. 50Front Approaches Swinging Doors.................................................................................................. 51

Hinge Side Approaches Swinging Doors ......................................................................................... 51 Latch Side Approaches Swinging Doors .......................................................................................... 51 Two Hinged Door in Series................................................................................................................. 52Front Approach Sliding Doors and Folding Doors ......................................................................... 52Slide Side Approach Sliding Doors and Folding Doors .................................................................. 52

Latch Slide Approach Sliding Doors and Folding Doors ................................................................ 52

GARDENING AND TABLE ACCESSIBILITY..................................................................................... 53

MINIMUM CLEAR FLOORSPACE ................................................................................................................. 53Clear Floor Space............................................................................................................................... 53Forward Approach.............................................................................................................................. 53Parallel Approach............................................................................................................................... 53Clear Floor Space in Alcoves ............................................................................................................. 54

Additional Maneuvering in Alcoves.................................................................................................... 54 FORWARD REACH...................................................................................................................................... 55High Forward Reach Limit................................................................................................................. 55 Maximum Forward Reach Over an Obstruction................................................................................. 55

SIDE REACH............................................................................................................................................... 56Clear Floor Space Parallel Approach ................................................................................................ 56

High and Low Side Reach Limits........................................................................................................ 56Maximum Side Reach Over Obstruction............................................................................................. 56

RAMPS, RAILINGS, AND TURNS......................................................................................................... 57

RAMPS ....................................................................................................................................................... 57Components of a Single Ramp Run..................................................................................................... 57

Accessible Routes: Changes in Level.................................................................................................. 57RAILINGS................................................................................................................................................... 58

Edge Protection and Handrail Extension ........................................................................................... 58 TURNS ....................................................................................................................................................... 59

90 degree Turn.................................................................................................................................... 59Turn Around an Obstruction............................................................................................................... 59

SAFETY AND SIGNAGE ......................................................................................................................... 60

SIGNAGE.................................................................................................................................................... 60International Symbol of Accessibility.................................................................................................. 60

INTERCOM ................................................................................................................................................. 60


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Side Reach Possible ............................................................................................................................ 60Forward Reach Requirement.............................................................................................................. 61

IRRIGATION............................................................................................................................................. 62

SAFE WATER GRATINGS ............................................................................................................................. 62Gratings .............................................................................................................................................. 62Grating Orientation ............................................................................................................................ 62

SAFETY AND SIGNAGE TEAM ............................................................................................................ 63

GRYGORII YEFREMOV ............................................................................................................................... 63ALBERT LEE .............................................................................................................................................. 63BRETT BENOWITZ...................................................................................................................................... 63MICHELLE MADEJSKI ................................................................................................................................ 63ZU-WANG WU ........................................................................................................................................... 63APPENDIXG:LIST OF SOURCES .............................................................................................................. 64APPENDIXH:COPY OF POWERPOINT SLIDES USED DURING THE PRESENTATION .................................... 67


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Interior Design

Corridors and walkways

Minimum Clear Width for Single Wheelchair

Minimum Clear Width for Two Wheelchairs

ADA Requirements

Page 506

Dimensions:Minimum Width36 inches

Maximum Depth24 inches

ADA RequirementsPage 506



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Wheelchair Turning Space

Doors

Clear Doorway Width and Depth: Detail


Dimensions:Minimum Diameter60 inches




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Clear Doorway Width and Depth: Hinged Door

Clear Doorway Width and Depth: Sliding Door

Clear Doorway Width and Depth: Folding Door

Clear Doorway Width and Depth: Maximum Door Depth

\



ADA Requirements

Page 528






Maximum Depth24 inches


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Front Approaches Swinging Doors

Hinge Side Approaches Swinging Doors

Latch Side Approaches Swinging Doors


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Two Hinged Door in Series

Front Approach Sliding Doors and Folding Doors

Slide Side Approach Sliding Doors and Folding Doors

Latch Slide Approach Sliding Doors and FoldingDoors

ADA Requirements

Page 530

Dimensions:Minimum Length48 inches


Dimensions:Minimum Length42 inchesMinimum Width54 inches

ADA Requirements

Page 530

Dimensions:Minimum Length42 inchesMinimum Width24 inches


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Gardening and table accessibility

Minimum Clear Floorspace

Clear Floor Space

Forward Approach

Parallel Approach


Dimensions:Minimum Width:30 inches

Minimum Length:48 inches








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Clear Floor Space in Alcoves

Additional Maneuvering in Alcoves


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Forward Reach

High Forward Reach Limit

Maximum Forward Reach Over an Obstruction


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Side Reach

Clear Floor Space Parallel Approach

High and Low Side Reach Limits

Maximum Side Reach Over Obstruction


Dimensions:Minimum Width30 inchesMaximum Length48 inchesMaximum Floor Space10 inches


Dimensions:Minimum Width30 inchesMaximum Height54 inches

Maximum Floor Space10 inches (high)9 inches (low)


Dimensions:Minimum Width30 inchesMinimum Floor Space24 inchesMaximum Heigh46 inches (high)34 inches (low)


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Ramps, Railings, and Turns

Ramps

Components of a Single Ramp Run

Accessible Routes: Changes in Level

ADARequirementsPg. 520


Dimensions:Maximum Height inch

ADA Requirements

Page 511

Dimensions:Maximum Height to inch


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Railings

Edge Protection and Handrail Extension

ADA Requirements pg. 522


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Turns

90 degree Turn

Turn Around an Obstruction


Dimensions:Minimum Width36 inchesMinimum Wall Width36 inches



Minimum Turn Width48 inches


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Safety and Signage

Signage

International Symbol of Accessibility

Intercom

Side Reach Possible


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Forward Reach Requirement


Dimensions:

Maximum Height48 inches


Dimensions:

Maximum Width30 inches

Maximum Length48 inches

Maximum Reach20 inches


Dimensions:

Maximum Width30 inches

Maximum Length48 inches

Maximum Reach20 inches


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Irrigation

Safe water gratings

Gratings

Grating Orientation


Dimensions:Maximum inch


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Safety and Signage Team

Grygorii Yefremov

[email protected] Facilitator

Albert Lee

[email protected] Facilitator

Brett Benowitz

[email protected]

Conflict Manager

Michelle Madejski

[email protected] Overseer

Zu-wang Wu

[email protected] Keeper


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APPENDIX G: List of Sources

"BigMack" Augmentative Communication Consultants, INC. 20 Oct. 2004. 22 Nov.2006 .

Columbia Service-Learning Program. 2003. Columbia University. 22 Sept. 2006.

Dictionary: for Parents of Children with Disabilities. Nov.-Dec. 2006.

"Dry Erase Boards." Flex-a-Chart. 30 Nov. 2006 .

"Dry Erase Boards." Keysan. 01 Dec. 2006. Nov.-Dec. 2006

.

"Emergency Lights & Commercial Lighting Supplies." Cost Less Lighting. 2004. 1 Dec.2006 .

"Emory Healthcare." Wesley Woods Center. 2006. Emory Healthcare 2006. Nov.-Dec.2006.

"Environment Control." Technical Solutions. 2005. 19 Nov. 2006.

"Exit Store: Exit and Emergency Specialists." TheExitStore.Com. 2006. 14 Nov. 2006.

"Fire Extinguisher Cabinets & Bags." SmokeSign.Com. 2006. 1 Dec. 2006.

"First Aid Signs." CPR Savers & First Aid Supply. 22 Nov. 2006 .

"GE Security." General Electric Company. 28 Oct. 2006 .

Hershenson, Roberta. "Gardening as a Form of Children's Therapy." The New YorkTimes 25 July 1993. 13 Oct. 2006.


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"Horn & Strobe - Wholesale Electrical Supply Company." FOX Electrical SupplyCompany. 14 Nov. 2006.

"Horticultural Therapy Intro." Chicago Botanic Garden. 2005. Chicago Botanic Garden.15 Oct. 2006 .

"Human Issues in Horticulture." VT Horticulture. Oct.-Nov. 2006.

Kennedy, Karren L. "The Holden Arboretum Horticultural Therapy Program." TheHolden Arboretum. 13 Nov. 2006 .MidSouth Wire and Cable and Potter Fire Alarm Pull Stations. Nov. 2006.

P. 79M the Dr. Horan School. Sept. 2006.

Pacific Child Center for Children and Families. Sept.-Oct. 2006.

"Restorative Gardens for Healthcare Environments." Meristem. 2006. Oct. 2006.

"San Diego Electrical Contractor." The EXit Light Co. 2005. Nov.-Dec. 2006.

Seattle Children's Playground. Sept. 2006 ."Services." Rusk Institute of Rehabilitation Medicine. 2005. NYU Medical Center. Sept.-Oct. 2006 .

"Seton Identification and Safety Experts." Seton. 2006. Seton Identification Products.Nov.-Dec. 2006 .

"Therapeutic "Greenhouse" for Rehab Patients."http://eng.sheba.co.il/main/siteNew/index.php?langId=1&page=36&stId=551&subAction=dispTickStory. The Chain Sheba Medical Center. 24 Nov. 2006.

USA. Department of Justice. ADA Standards of Accessible Design. 1 July 1994. 23 Oct.2006 .

USA Traffic Signs. Nov.-Dec. 2006 .


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Weil, Nita. "The TIRR Greenhouse - a Secret Garden." Texas Medical Center News. 15Oct. 2000. Texas Medical Center. Nov.-Dec. 2006.

"Yard Signs, Signs." BuildASign.Com. 3 Dec. 2006 .


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APPENDIX H: Copy of PowerPoint Slides Used During The Presentation

Slide 1

Safetyand

Signage Grygorii YefremovAlbert LeeBrett Benowitz

Michelle MadejskiZu-wang Wu

Slide 2

Formal Problem Statement

Safety The greenhouse must meet all the requirements

addressed by the Americans with Disabilities Act (ADA),Fire Code, and any other safety issues that might not beincluded in formal legal regulations.

Signage The safety signage must conform to all codes and

regulations, as well as sufficiently warn and delineate anyother safety issues that might not be covered in suchregulations.

The educational signs must be adaptive to the needs ofthe students so that they can effectively communicateinformation and lessons.


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Slide 3

Design Constraints

ADA

Corridors, Doors, and Walkways; Reach limits; Wheelchairmovements; Ramps; Signs; Communications etc.

Fire Codes

Fire exits, fire extinguishers.

Sustainability to high humidity

Budget

All the solutions should not be expensive and almost zero costmaintenance.

Reproducibility

More of a clients want to make the greenhouse exemplary and aprototype for the other schools. Thus it should not be over customizedand easily reproducible.

User friendly environment

The environment should not be irritating and overloaded with signs andother information.

Slide 4

Deliverables/Functional

Requirements

Signage

Safety

Educational

Instructional Interactive System

Communication and Fire Emergencies

ADA Requirements Booklet


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Slide 5

Safety Signs

Exit, Handicap Accessible, and First AidSigns

Universal Bilingual Sign

Illuminated Signs Battery Powered

Self-Luminous

Sign with Emergency Light

Wet Listed (Water Proof)

Slide 6

Educational Instructional

Interactive System

BigMack switches

Changeable Signs

Dry Erase Boards

Floor Signs

Directional/Stop

Custom Signs

For constant reminders, i.e. safety ground ruleswhile in the greenhouse.


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Slide 7

Fire Alarm Components

Fire Alarm Pull Station

Fire Alarm Horn and Strobe

Audio and visual stimuli

Fire Extinguisher

Fire Codes require only 1 for the greenhousewith the given dimensions

Slide 8

Communication System

Intercom

Dukane is now GE Security Sound andCommunications

Product Line: STARCall


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Slide 9

Deliverables (Budget of Proposals)

$2,584$1,469

2 x $452 x $45Fire Extinguisher

1 x $3001 x $200Intercom

1 x $831 x $50Fire Alarm and Strobe Unit

1 x $1001x $69Fire Alarm Pull Station

2 x $1400Magnetic Dry Erase

02 x $58Normal Dry Erase Boards

3 x $1953 x $99BigMack

9 x $265 x $26Wire Guards

2 x $1602 x $160Wet Listed Sign w/ Emergency Light and Battery

3 x $941 x $94Wet Emergency Light

2 x $222 x $22Handicap Accessible Signs

1 x $131 x $13Bilingual First Aid Sign

2 x $1050Wet Listed Illuminated Signs

2 x $232 x $23Bilingual Emergency Exit Signs

Quantity(Wants/Recommended)

Quantity(Needs)

Slide 10

Transition Plan Future Safety and Signage Team

Educational Content Waterproof BigMack Switches

Future Design Teams Evaluate designs based on ADA Requirements Potential Re-Design of Existing Solutions

Future Clients Population

Cultural Demographic Range of Disabilities

Environment Interior Layout (ADA Requirements)

Compatibility (Fire Alarm and Intercom)

Greenhouse Horticultural Therapy Program at School for the Disabled - Safety and Signage...

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