XXX - efmabc.com Talk_ Fall 2012.pdf · XXX Water & Fire Damage Emergency Response 24/7 At Canstar,...
48
A tribute to Mac Christensen Managing trees in schoolyards: the young trees EFMA member profile on Chuck Morris How pattern matching and recognition can make your buses safer How to select the correct restoration solution for your roof’s conditions. PUBLICATIONS MAIL AGREEMENT #40934510
Transcript of XXX - efmabc.com Talk_ Fall 2012.pdf · XXX Water & Fire Damage Emergency Response 24/7 At Canstar,...
A tribute to Mac Christensen
Managing trees in schoolyards: the young trees
EFMA member profile on Chuck Morris
How pattern matching and recognition can make your buses safer
How to select the correct restorationsolution for your roof’s conditions.
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ICA
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4 Ops Talk • Fall 2012
Published by: DEL Communications Inc. Suite 300, 6 Roslyn Road
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PRINTED IN CANADA 11|2012
Ops TalkCovering all aspects of educational facilities and operations.
In this issueEFMA President’s Message – Tom Louie, P.Eng., FEC ...............................6
A message about a friend: A tribute to Mac Christensen .......................................................................8
Thoughts on Chuck Morris .......................................................................10
Managing trees in schoolyards: the young trees .....................................14
Real people, real decisions ........................................................................16
Cleaning, flushing and treating hydronic systems ...................................18
Does your heating system make the grade? ...........................................22
TransporTaTion secTion
Message from the ASTSBC .................................................................... 24 How pattern matching and recognition can make your buses safer ..................................................................... 26
THOUGHTS ON: the way I see it ..............................................................29
Philips Lighting’s energy-efficient lamps help Capilano University score big ....................................................................30
Cost-benefit implementation of school security technology .................34
Study abroad: School District No. 91 Business Company to open a B.C. offshore school in China ...................................................37
Roof evaluations: are they important? ......................................................38
Occupiers’ Liability .....................................................................................40
Applying the right roof coating to the right roof: How to select the correct restoration solution for respective roof conditions....................................................................42
Offering educational facility managers over 35 years of caster experience ...........................................................44
The future of property management ........................................................45
Index to Advertisers ...................................................................................46
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6 Ops Talk • Fall 2012
EFMA PRESIDENT’S MESSAGE
Tom Louie, P. Eng., FEC
As we move through fall, the season of tran-sition and change, I can not help but notice a parallel. Like the autumn trees, changing colour in preparation for the next season, our organization, too, is enduring a transi-tion of sorts – one of growth and change. Such a similarity invites reflection.
In 2009 and 2010 your executive engaged in a process to develop a long-range plan for the association. This inward and outward reflection resulted in the final document identified as 2011–2015 Directions. Initially, the implementation of the plan start-ed with the rebranding of our association in 2011 – from the School Plant Officials Association (SPOA) to the Educational Facility Managers Association (EFMA) – and continued with a marketing plan to raise the EFMA’s profile province wide.
And so begins the next step. Equipped with a clear blue-print for success, your executive is now well-positioned for the future. It is my hope that the executive will focus their efforts over the next few years on the EFMA’s long-range plan, par-ticularly “Goal 3: Our association has organizational sustain-ability.”
The objectives of this goal are outlined as follows:• Develop succession plan for executive and zone chairs• Improve value to members, exhibitors and sponsors• Increase membership• Improve membership engagement• Improve zone executive interaction• Known as an association of facility professionals
Many of the aforementioned points focus on increasing our membership – and so they should. Membership is the key to any association; without membership, an association would wither away, much like the autumn leaves. By focusing on the needs of our membership, your executive can ensure the val-ue of membership is ever-increasing.
What is the value of membership? As
one of the credit card companies would
say, “Priceless.” For 12 years, I have had the
privilege of holding an EFMA membership,
and I can tell you from personal experience
that it has been invaluable. Succinctly, many
fellow members have also relayed this same
idea:
“I’m very thankful for EFMA and the sup-
port, education and leadership it provides to
facility management professionals.”
“EFMA leadership opportunities gave me a confidence that
translated into my job. My supervisor at the time took notice
of my growing facility knowledge and management skills and
eventually promoted me.”
So what can the EFMA do for current and new members? In
my opinion, EFMA can:
• Strengthen your workplace skills
• Improve the performance of your facilities
• Provide the latest technologies, trends and research
• Promote your value as a decision-making education partner
• Raise your professional profile in the education sector
• Offer a means of networking
At this time, I would like to extend a warm welcome to
both new and long-time members and ask that each of you
exercise your EFMA membership to the fullest: attend zone
meetings, conferences, and converse with your executive and
fellow members. I would also like to extend a second warm
welcome to perspective EFMA members; I look forward to
working alongside you. Together, you the membership are the
lifeblood of this association, and as your president, I commit
to serving you in the highest regard as we put these goals into
action.
To another successful year! b
XXX
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8 Ops Talk • Fall 2012
Mac Christensen (August 25, 1936 – Sep-tember 5, 2012) was employed by the Chilliwack School District (District No. 33) for 43 years. He began his career as a carpenter and painter and was later ap-pointed to the position of custodial su-pervisor, where he remained for the rest of his career. He enjoyed his time with the district and took great pride in his work. His impact continues to be felt.
Mac was one of the earliest members of our association (then known as SPOA); he joined our as-sociation in 1968, participated on the executive and held the office of president in 1977-78. Throughout his career, Mac provided guidance to our association and for years after his retirement, he continued to attend our conferences and share his wisdom. Like a sailor on a ship, Mac’s clear vision of our association’s purpose and values held us on a steady course, and today we reap the benefits of his vision. Our association embraces relationships, education, and the sharing of prac-tices and information, which were all part of the vision that Mac held so dearly.
I was fortunate to meet Mac in 1989, when I left mechanical contracting and moved to Chilliwack to become the district’s maintenance supervisor. Mac was a great inspiration to me; his wisdom in the field of facility management provided me with guidance and direction as I learned my new role in the school district. Some of my fondest memories of Mac were when he shared with me his experiences and wisdom over a coffee or the occasional lunch. He was always supportive, en-couraging and provided me wise direction. Mac and his wife Marie became very dear friends to my wife, Brenda, and I. Their kind friendship always brightened our day. Seeing Mac and Marie was one of the highlights of attending the annual conference that we will always remember.
Mac also encouraged me to participate on the executive of
A message about a friend
A tribute to Mac Christensen
our association. I served as president in
1996-97 and again in 2009-10. In this role,
I relied on the lessons I learned from Mac.
He was right when he said that getting in-
volved helps you individually – and it also
helps you enhance skills that you will use
in your career. It provides new experienc-
es that help you grow as an individual and
as a team member, and it teaches you to
work in a team to achieve the purpose of
the association and for the betterment of
all members. You meet new people; you participate in and
support a variety of committees, including committees with
the ministry. The learning opportunities are unlimited. If I may
say, on behalf of Mac: please take time to get involved in your
zone and put your name forward to serve on the provincial
executive.
Mac was a very important influence to me, and I know he
was to many others as well. We will miss him dearly. I will al-
ways keep those kind memories of Mac in a special place in
my heart, and I know Mac’s vision for our association will con-
tinue on as we continue building excellence.
Thank you, Mac. Your wisdom, vision and commitment to
our association have provided us with a compass which we will
use as we navigate our association’s future. The character of
our association will reflect your values of honesty, integrity and
professionalism as we maintain school facilities and enhance
the learning environment for the students of British Columbia.
We will miss you.
Your friend,
Steve Jackson, AScT, RPA, GSC, CEFM
Director of Operations
School District No. 6 (Rocky Mountain)
Invermere, B.C. b
Educational Facility Managers Association of B.C. | www.efmabc.com 9
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10 Ops Talk • Fall 2012
Perhaps one of Chuck Morris’s most notable traits is his sense of humour – and his name, not to be confused with American movie star and martial artist Chuck Norris.
“My name has always elicited a re-
Thoughts on Chuck MorrisBy Jill Schettler
sponse from people, sometimes daily,” laughs the good-humoured gentleman. “One day years ago when I had just had my truck fueled, I handed my credit card to the young female who had filled the truck. [My wife] Cheryl was with me at the time, so imagine her surprise and response when as the attendant was heading back to process the credit card, she stopped suddenly and ran back to the truck screaming, ‘Chuck Norris! Chuck Norris!’ We still smile about that one.”
As one-time colleague Peter Orjala, manager of building trades for S.D. No. 35 and vice-president of the EFMA con-firms, the aforementioned story epito-mizes Morris’s good nature.
“He definitely has a sense of hu-mour, is a fun guy to be around. We got
along really well,” confirms Orjala, who had worked with Morris for 15 years at School District No. 35. “He’s very genu-ine, very conscious, a hard-worker, very organized – an all around good guy.”
Chuck Morris, manager of plant op-erations and sales for a modular build-ing manufacturing company, is a man of many colours. A child of the ‘50s, Mor-ris prides himself on being an achiever who takes ownership for his responsi-bilities and actions. Neither Morris nor any of his nine siblings are content to remain status quo.
Working in three school districts af-forded Morris the opportunity to visit many areas of the province, thus fueling his passion for photography. In fact, a number of his photos have graced the cover of Ops Talk magazine. As well,
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12 Ops Talk • Fall 2012
Morris is an avid writer, as revealed through his very insightful “Thoughts On” Ops Talk editorials. Add to the photographer and writer’s credentials hunting and fishing, as well as a list of past involvements: a volunteer with the crime prevention section of a local RCMP detachment, an RCMP Auxiliary member, a trained provincial firearms instructor (side arms), and past presi-dent of the Auxiliary and Reserve Peace Office Association – a resume that reads much like that of his Hollywood kin.
Morris has spent the majority of his life in B.C., aside from an 11-year stint in Manitoba, where he garnered his inter-provincial Red Seal, met and married “a great Ukrainian gal” and had two chil-dren. After governmental changes and multiple layoffs, Morris, with family in tow, trekked back to his home province, where he spent the next 30 years work-ing for the public education system in facilities.
As Orjala continues, everything just went smoothly around Morris, and his
drive for life was contagious. “He’s got a real passion, without a
doubt. I was behind him 100 per cent. Chuck paved the way for people being promoted from within (at the school district). He led the path for some of the other fellows; I myself did the same thing,” says Orjala, who notes Morris’s mentoring abilities are unmatchable.
Not until recently did Morris make the switch into the private sector with his current position at the modular manufacturing company – a business that builds classrooms, offices, schools, camps, and anything modular for the commercial, industrial and institutional sectors. It was a decision that Morris says encouraged personal growth.
“I believe in life-long learning – not just in academics, but in anything that affects my work, my personal life, and that of family and friends,” says Mor-ris. “I was not content to hold only the Red Seal certification, so I took on other challenges that in some cases were off-shoots of my trade.”
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“I firmly believe if one seeks out in-formation pertinent to their goals and operation and continues to learn and practice, when something happens you should be able to respond in a reasoned fashion that allows a rapid response. The busier I become the more I like it, as it means I need to operate at a higher level… at times near a frenetic pace!”
Within the school districts Morris worked to show what could be done outside of the normal process; his seven years with SPOA (now the EFMA) are another prime example. Of his time with the organization, Morris has many blissful memories.
“SPOA was an opportunity to offer my talents to the organization and to meet and learn more about it, the members, and about me,” shares Morris. “I abso-lutely enjoyed my time as a director and then as a table officer. I feel I was able to learn, lead, and leave something behind after my tenure as president. The appre-ciation shown me by my peers certainly is a humbling experience.” b
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14 Ops Talk • Fall 2012
Parents and students are planting a tree
in the schoolyard. It is a great event for
the school and its community, a small
contribution for a better future. Once
everybody is gone, the tree is turned
Managing trees in schoolyards:
the young trees
over to the maintenance crew.
Did we provide proper instructions
for the planting event? Can we ensure
the long-term survival of the tree?
At the time of planting, there is an
important practice that must be imple-
mented. The root system of the tree
must be managed to deal with circling
roots. These roots continue to grow
around and around, even after plant-
ing, eventually growing into the trunk
and becoming girdling roots. We often
see trees dying from girdling roots two
to five years after planting.
All trees coming from a nursery may
have circling roots. Trees grown in con-
tainers may have roots that circle inside
the container. The circling roots are
obvious on the outside of the root ball.
Field-grown trees sold as bare root or
balled-and-burlapped may have been
propagated from seed, acorn or cutting
in a small circle container. In this case,
the circling roots are close to the trunk
By Mario Lanthier, CropHealth Advising & Research
Community planting event in Kelowna.
Close-up of root defects (girdling post-planting).
Root defects: circling propagation container overview.
Root management: scalping roots before planting. Shavings placed in container. Staking a young tree after planting.
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Educational Facility Managers Association of B.C. | www.efmabc.com 15
and may not be visible unless the root
system is exposed.
To prevent the formation of girdling
roots, the root system must be roughed
up at the time of planting. Destroy the
outside layer of roots. Have no hesita-
tion. Experience has shown that trees
with cut roots at the time of planting es-
tablish better than trees left untouched,
because regrowth is vigorous at the cut
portion. There is one provision: the tree
must be properly irrigated until estab-
lished, as the removal of some roots re-
sults in a small stress on the tree.
Here is another method. Before re-
moving the tree from the container, use
a pruning saw and cut out one or two
centimetres from all around the root
ball; also at the bottom. A root will con-
tinue to grow in the direction it is point-
ing. If the root is cut on the outside dur-
ing the circling portion, the regrowth
will continue to circle. By contrast, if the
root is cut just before the outside edge,
the regrowth will go towards the out-
side of the root ball.
There are other important practices
at the time of planting. Stakes can be
installed around the tree; their purpose
is mostly to create an invisible bar-
rier and keep young vandals away. The
stakes can be attached at one-third to
two-thirds the height of the tree. The
attachment must be loose to allow the
tree to move in the wind, which helps
build the trunk calliper quickly. Re-
move the stakes when the tree is large
enough to support itself.
Mulch can be installed at the base of
the tree. Apply a five-centimetres-thick
layer of good quality compost on the
surface of the soil. This will stimulate
microbial activity in the root zone. Top
with another five-centimetres-thick lay-
er of bark mulch or coarse wood chips.
This 10 cm layer will provide about 80
per cent weed control and improve soil
quality over time. Plan to refresh every
two years.
Mulching the ground has another
major benefit. It keeps the weed trim-
mers away from the base of the tree.
Weed trimmers are useful in our
maintenance program. But we must
train the operators; otherwise they
damage the trunk of young trees while
cleaning weeds growing at the bases.
An alternative to applying mulch is
to apply a landscape disk at the base
of the tree. The best disks are made
of coco fibre or other natural materi-
als. They work well, give a nice finished
look, and last for three to five years, un-
til the tree is large enough that weed
control is less a concern.
This article is based on a presentation
made at the annual conference of the
Educational Facility Managers Associa-
tion of B.C., held in June 2012 in Pentic-
ton, British Columbia.
About the Author:
Mario Lanthier is a certified arborist with
the International Society of Arboricul-
ture. His company, CropHealth Advis-
ing & Research, is located in Kelowna,
B.C. and offers services to public agen-
cies and nurseries on issues related to
pest management and plant health.
Online: www.crophealth.com. b
Placing mulch around young trees.Weed management: trimming near a fence.
Close-up of trimmer damage to tree trunk.
Mulching disk (made of cocofiber) placed around young tree.
16 Ops Talk • Fall 2012
Choose to work with an EFMA member
You are in a very unique position! As a professional who manages the myriad of maintenance needs in a B.C. school facility, you enjoy support and resource sharing from a wealth of industry col-leagues and vendor associates through the Educational Facility Managers As-sociation of B.C.
Arrange a pre-loss site visit with an EFMA member restoration company
As a restoration contractor, we are committed to providing product and in-dustry education as we build our work-
Real people, real decisionsBy Velvet Cates-CapellManager, Marketing and Public Relations – Canstar Restorations
ing relationship with EFMA members. Our job is to be “fully prepared” to re-spond to your restoration emergencies and to support you through partnership and education. We are committed to providing you with the most current, cost-effective solutions our industry offers. Although each water-loss situ-ation is unique, with many variables to factor into the plan of action, a pre-loss meeting will prove invaluable. Planning ahead can result in the first call being made sooner, the restoration company arriving on site quicker with the correct amount of equipment, and money be-ing saved. Planning ahead allows proac-
tive solutions to be explored as a team with facility staff ahead of the disaster, thus saving time during the emergency response and the subsequent restora-tion.
One of the most complex challenges: hardwood gym floors
Let’s look at one of the most complex challenges: water damage, restoration and repairs to hardwood gymnasium floors.
In a fresh-water event, the facility’s maintenance staff will most likely call the restoration company immediately, then start the restoration process by stopping the source of the leak, moving some items from the affected area and perhaps even extracting some initial water. Each of these steps helps mini-mize the damage.
Once the restoration company ar-rives, extraction and stabilization of the building begins while the initial assess-ment is done. During the initial assess-ment, the certified water-loss technician determines the source of the damage, then assesses the extent of water intru-sion, the extent of water migration, and the potential for hidden moisture pock-
Educational Facility Managers Association of B.C. | www.efmabc.com 17
ets. While mapping the water damage,
the technician will use thermal imaging
and moisture metering equipment as
diagnostic tools.
It is critical for the technician to de-
termine the type of wood(s) that are
affected, as each type of wood reacts
differently when in contact with mois-
ture. It is equally important to identify
the substrate materials. Over-drying
can cause buckling and loss of integrity
to the wood. A certified structural dry-
ing technician will be able to identify
the right drying protocol for each type
of wood to ensure the proper moisture
content is present when dry standard is
reached.
Choose to work with an EFMA member certified in structural drying
The technician will also assess the
surrounding environment of the build-
ing and determine which special con-
ditions are present that will affect the
drying process. The building’s air han-
dling system will be taken into consid-
eration along with the ambient tem-
perature readings. The technician will
identify the types of building materials
that have been affected, such as walls
or ceilings that are double dry-walled,
laminated wall coverings, semi-gloss or
enamel paint, insulation, and cabinetry
or lockers.
Armed with specialized training in
structural drying, the water damage
technician determines the most ef-
fective drying methods, the direction
from which to dry and the equipment
to choose based on the findings from
the visual assessment and the readings
from the moisture metering and map-
ping tools. Specialty drying systems
such as the Injectidry are designed to
work alongside floor mat drying sys-
tems and dehumidification equipment
in order to remove large amounts of
moisture. These drying systems inject
warm, dry air and extract the moist air,
as well as extract potentially contami-
nated air. Moisture metering through-
out the drying process is used to ensure
first-rate progress of both the drying
portion of the job and the subsequent
restoration and reconstruction.
Maintaining a high level of safety and
security throughout the restoration pro-
cess is mandatory. Getting the building
back to business and resuming regular
student activity as quickly as possible is
our top priority.
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www.canstarrestorations.com
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B.C. b
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18 Ops Talk • Fall 2012
Although not an expert in this topic, I have been observing over the years what seems to work and what doesn’t. I have listened to many “experts” and I think I have a pretty good handle on it. Clean-ing out and treating a hydronic system is an important, but often forgotten, step in protecting system components and maximizing efficiency. The two dif-ferent reasons to perform these proce-dures each require a slightly different approach.
New systems:When a new system is installed, it
should be flushed to remove any debris, solder flux, pipe dope, oil, etc. This step should never be skipped, and the stories are many when it comes to the kind of stuff found in some brand-new systems. I personally have dug twigs and leaves out of a “Y” strainer, wood splinters out of pump impellers, and once – a glass marble out of an air separator. I have seen strange gel plugging a basket strainer, and dealt with noisy boilers due to oil and grease coating water-side heat exchanger surfaces – all in brand-new systems.
If an installer has taken reasonable precautions to be sure there are no big
chunks in the new piping and to be sure that there is no solder flux or oil in there, they might lobby to get by with a clean water flush and dump of the system – don’t buy it. Get your mechanical engi-neer or facilities manager to specify that the installer engage with a firm that is an acknowledged local expert in hydronic fluid treatment and system cleaning. These people will assess the system and water quality, and prescribe a cleaning and treatment regime appropriate to the materials in your system and appropriate to the condition of the local water. They should be capable of ongoing testing of the system, and have a “suite” of chemi-cals that will be compatible with each other and not gum up the works. This all applies to new systems and retrofit situa-tions when boilers and other major com-ponents are replaced.
Old systems:You should also clean and flush when
an older system gets fouled by sludge, rust/lime scale, algae, etc. There are all kinds of nasty things that can show up, including exhausted chemicals and gly-col that has “gone bad” (usually faded down into an acidic state – very hazard-ous to your system). Part of a regular
maintenance check should be to drain
fluid samples and check pH and chemi-
cal inhibitors. Should there be any chem-
icals in the system, you will need to know
what they are; if need be, farm the job
out to your supplier who will be unlikely
to cause any “mix’n’match” problems.
Some chemical suppliers will provide
you with a test kit to go along with the
chemicals you buy from them so that
you can do this yourself. This detail is
important and should be a key decision
point in deciding which chemical sup-
plier to work with. Equally good are the
suppliers that have a lab with quick turn-
around, where you can send a sample for
testing.
Other ways to determine if a system
needs to be cleaned include draining
some water from low spots in the sys-
tem if any are accessible, and looking at
what comes out. Depending on the ma-
terials of your system, the fluid may be
coloured – and this is not always a bad
sign – but there should never be any grit
that comes out. I am a great believer in
“Y” strainers and cartridge filters, and
the newest dirt separators are brilliant.
All of these devices will help capture
junk in your system, but just as crucial,
Cleaning, flushing and treating hydronic systemsBy Roy Collver
Belimo Americas219-6279 Eagles Drive
Vancouver, BC V6T 2K7Tel: 604-221-6105
Cell: [email protected]
www.belimo.ca
Sammy TongWestern Region Sales Manager
Mississauga Offi ceTel: 866-805-7089
Sparks, NV 800-987-9042
XXX
IBC Technologies Inc. 1445 Charles Street, Vancouver, Canada
Ph: 604 877 0277 Fax: 604 877 0295 Web: www.ibcboiler.com
5
20 Ops Talk • Fall 2012
they can be the canary in the coal-mine;
if the strainers or filters plug up, it’s a
likely sign that you should be cleaning
the system out. (Filtration is a topic wor-
thy of an article all on its own – perhaps
the upcoming spring issue of Ops Talk.)
Indicators that a system needs cleaning include:
• Noisy boilers. For fixed-fire boilers,
the noise increases as the boiler heats
up. With the new modulating boilers,
noise will start at some mid-fire point
and become louder as the burner
modulates to higher firing rates.
Many high mass/high water volume
boilers will not warn you however, and
the first indication you might have is
water on the boiler room floor from a
cracked pressure vessel.
• Seized or noisy pumps. Crud gets
onto the bearing surfaces and in no
time, it means “bye-bye” for your cir-
culator.
• Leaks. Relief valves, pump seals, pip-
ing joints, radiators, air vents – just
some of the components that may
spring a leak due to fouling or corro-
sion.
• No heat or reduced heat in some loops, radiators or other heat trans-fer components. Junk builds up in
piping or terminal units and either
stops flow completely, or reduces it
enough to restrict heat transfer and
performance. The most common cus-
tomer complaint that should trigger a
“gummed-up” system investigation is
the cold radiator tale of woe.
• Valves won’t close off. Zone valves,
gate valves, compression valves, re-
lief valves – any valve with a seat may
suddenly fail to completely shut off
when it should. There is a pretty good
chance there is crud on the sea pre-
venting positive shut-off.
So where do you go from here?
The procedures for cleaning and
flushing are pretty simple, and common
sense should prevail:
Step no. 1 – Get the supplier to assess
the system. This means taking water
samples, checking the system for leaks
and blockages (cold loops and radia-
tors), noting the different metals mak-
ing up the system, and documenting
any issues (more about metals shortly).
Step no. 2 – Use the chemicals in a sys-
tematic procedure to:
• Clean the crud out of the system.
• Passivate the system after cleaning.
• Install some kind of filtration device(s).
• Refill the system and treat with appro-
priate chemicals.
• Provide ongoing protection and mon-
itoring/documentation after the sys-
tem is refilled.
Note: When replacing a boiler, it is a
real “dandy” idea to clean, flush, and
then put in the new boiler.
Just for the record: I have never been a
big fan of adding chemicals to hydronic
systems – but I now consider it a nec-
essary evil, given the nature of today’s
mixed-metal systems. Multi-metals
make life in the closed-loop hydronic
system interesting, and can create lots
of work for what I have always called
“the chemical guys”. Have a look at the
galvanic table of metals chart.
Corrosion of metals results from gal-
vanic action (a reaction between two
dissimilar metals). The severity and
type of corrosion will vary, depending
primarily on pH imbalance, oxygen in
the solution, fluid conductivity and bac-
terial attack. Minerals in the water add
confusion to the mix, and chemical ad-
ditives can also become problematic.
You can see from the chart that if all
of the system components are ferrous,
they are not going to aggressively at-
tack each other unless conditions are
really bad, at which point they literally
cannibalize themselves. We have hun-
dreds of years of history and experience
in dealing with corrosion in ferrous pip-
ing systems, and have developed a
toolbox of chemicals and techniques for
Educational Facility Managers Association of B.C. | www.efmabc.com 21
reducing corrosion. In contrast, modern
hydronic systems have a real “mixed
bag” of materials in them. It is normal
now to see copper and steel pipe, cast-
iron, plastic pipe, rubber components,
brass and bronze, stainless steel and
aluminum all within a single system. The
further apart the different metals are on
the chart determines the likely-hood
that the less “noble” metal will give up
its ions to the more noble metal. The
reason magnesium and aluminum are
used as anodes in water heaters is that
they sacrifice themselves to save the
steel tank from rusting away; the same
thing can happen to your aluminum
boiler. Also, the various metals in the
system may best respond to different
conditions, especially pH, so at times
we could have a conflict in how best to
treat a system.
Consult with the boiler manufactur-
er to get their recommendation as to
water quality and chemical treatment.
Keep in mind that the boiler manufac-
turer is primarily interested in making
sure their boiler is not damaged – the
chemical suppliers are primarily inter-
ested in getting you to buy their chemi-
cals. A responsible boiler manufacturer
will have precise instructions as to the
pH levels required and what other fluid
conditions will keep their boiler happy.
They should also detail the mainte-
nance intervals for checking and adjust-
ing additive levels so that water chem-
istry doesn’t wander off into the sunset.
You should find that aluminum boiler
manufacturers will provide the most
detail, because aluminum boilers are
the most sensitive to damage; the cast-
iron/steel guys should be next, with less
concern from the copper boiler people,
and the stainless and stainless/titanium
manufacturers are the least worried –
the same order you see in the galvanic
table.
Remember that cleaning chemicals
are NOT designed to be left in the sys-
tem. That’s where the “flush” part of
“clean and flush” comes from. Again
– make sure you follow the manufac-
turer’s instructions as to how long to cir-
culate the chemicals, at what tempera-
ture, and how to dispose of them. Most
manufacturers will have a testing proce-
dure so that you can check to make sure
all of the cleaning chemicals have been
flushed out and/or neutralized.
A cautionary note – if you are dealing
with an old system, or one that has been
subject to serious corrosion, the clean
and flush procedure may reveal and/or
cause the system to spring one or more
leaks. It is important to have someone
monitor the system for leaks during the
procedure so as to limit damage should
a leak occur.
To justify my insistence that you get
a true expert involved, consider the fol-
lowing example of aluminum boilers in
a traditional system. (I am not trying to
demonize aluminum boilers here, by the
way; if you look at the Galvanic Table,
you can see that in the right conditions,
even stainless steel, in its active state,
can be affected by corrosion.) Alumi-
num just happens to be more sensitive
to galvanic corrosion due to its sensitiv-
ity to high pH and its position on the
chart in relation to other common met-
als used in systems today. However gal-
vanic action often occurs on the same
piece of metal (even stainless steel and
copper) where a corrosion cell takes up
residence on a small area of the metal
and creates a cathode and anode adja-
cent to each other – in essence, making
the same piece of metal dissimilar to it-
self – weird. A corrosion pit will develop
at these locations.
When pH wanders away from where
it is supposed to be, the system “robs
Peter” (the aluminum heat exchanger)
to “pay Paul” (the copper pipe and
steel panel radiators).
So what is this sensitivity to pH then,
and where is the confusion? Here is a
quick example. One of the most popu-
lar inhibited propylene glycol-based
heat transfer fluids on the market, when
mixed to a recommended concentra-
tion of 50/50, has a pH of 9.5 to 10.5.
The aluminum boiler manufacturers I
have checked with all state a maximum
pH level of eight to 8.5; so just doing
what we have been doing for years is
obviously not going to work in the case
of aluminum boilers. My understanding
is that ferrous metals respond well in al-
kaline environments, but aluminum will
go downhill fast. Aluminum is more for-
giving of a slight acid environment, but
ferrous components will suffer. “The
chemical guys” have special inhibitors,
and the knowledge necessary to safely
use them. These compounds are meant
to protect the various metals, and al-
though I have always been skeptical
of some of this stuff (over-enthusiastic
sales people make much of it seem like
hocus-pocus and mega-vitamin supple-
ments), it is clear that many of these
products can help prevent corrosion
and prolong the life of your equipment.
Just make sure you employ someone
who knows what they are doing.
Happy hydronics! b
B.G.E. Service & Supply Ltd.Leaders in Filtration
Quality and Service
(204) 694-3037
(604) 526-3154Vancouver
(250) 564-6178Prince George
Customer Service Desk Hours:Mon-Fri 7:30 - 4:30
Commercial, Industrial & Residential HVAC FiltrationAir Filtration Service ProgramsPaint Booth Service ProgramsAIRCUITY Building Performance MonitoringOdor & Corrosion Control SystemsHEPA Filters & Clean RoomsFully Stocked Service CentresCustom Filter ManufacturingDust Collection Equipment and Cartridges
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22 Ops Talk • Fall 2012
1: Internal diagram of the Vitocrossal 200, CM2 boiler. 2:Low-emission fully modulating cylinder burner. 3: Stainless steel Inox-Crossal heat exchanger. 4: Vitocrossal 200, CM2 side view.
From the space heating that keeps classrooms comfortable in cold weath-er to the domestic hot water used in washrooms, showers and cafeterias, your school’s boiler system must carry a significant heating load while deliver-ing consistent, uninterrupted service. Equipment, maintenance and fuel costs, system reliability and greenhouse gas emissions must all be taken into ac-count when addressing your heating system needs. This becomes especially challenging with shrinking budgets and growing environmental concerns. For-tunately, Viessmann has a solution that is sure to fit the bill – and your budget.
The Vitocrossal 200, CM2 from Viessmann: a practical approach to innovation
With its distinctive mix of proven Viessmann technology and innova-tive features, the new Vitocrossal 200, CM2 takes a bold step forward while retaining trusted Viessmann quality and performance. The gas-fired boiler com-bines unparalleled flexibility with out-standing thermal efficiency up to 97 per cent, making it an ideal choice for a new installation or an economical retrofit of your school’s heating system.
Viessmann technology from top to bottom
The Vitocrossal 200, CM2 utilizes advanced condensing technology to extract heat that would escape up the chimney in a conventional heating system, significantly reducing fuel con-sumption, heating costs and environ-mental impact. Fully pre-assembled
Does your heating system make the grade?
to simplify installation and commis-sioning, its new fully modulating Viess-mann premix cylinder burner features a wide modulation input range of 5:1 turndown ratio to precisely match load and provide clean, quiet and environ-mentally friendly operation. The gen-erous heat transfer surface area/heat input ratio of the SA240 316Ti stain-less steel Inox-Crossal heat exchanger allows for maximum heat extraction while maintaining a compact size. Its smooth, corrosion-resistant surface al-lows condensate to simply run off – a “self-cleaning” process that ensures continuous condensing efficiency, re-duced maintenance costs and longer boiler service life.
Progressive design featuresThe Vitocrossal 200, CM2 operates
with low inlet gas pressure (NG) of only four inches of water column for com-patibility with a greater range of supply pressures. Extremely low water pres-sure drop through the heat exchanger eliminates the need for a dedicated boiler pump and low-loss header in sin-gle boiler installations, while the boiler’s large water capacity extends burner run time and reduces cycling.
A versatile solutionMultiple venting options (direct or
chimney, up to 200 feet in length), fuel flexibility (NG/LPG/LNG) with simple electronic conversion and seamless in-tegration into building control systems simplify retrofit projects and provide numerous possibilities for new schools. Shipped unassembled for easy trans-
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Multiple boiler systemsUp to four Vitocrossal 200, CM2 boil-
ers can operate in a cascade configu-ration to precisely match your school’s varying heating load (inputs of 133 to 4448 MBH), maximize boiler plant ef-ficiency and provide security against heating plant service interruption. Harness the full potential of your Vito-crossal 200, CM2 cascade installation with the powerful Vitocontrol-S – an advanced digital boiler and system control with outdoor reset function to ensure reliable, efficient performance. The Vitocontrol-S will modulate burn-ers, stage and rotate boilers, and regu-late boiler water temperature, common supply temperature and up to two heat-ing circuits with mixing valves.
About ViessmannThe Viessmann Group is a leading in-ternational manufacturer of heating sys-tems. Founded in 1917, the family busi-ness maintains a staff of approximately 9,400 employees and generates roughly 1.7 billion Euro in annual group turnover. Viessmann has 23 production and project management divisions in 11 countries, business activities in 74 countries, 32 subsidiaries and 120 sales offices around the world. For additional information, please contact the Canadian head office in Waterloo, Ontario, at 1-800-387-7373 or visit www.viessmann.ca. b
1. 2. 3. 4.
XXX
Introducing the Vitocrossal 200, CM2: a brand new face with familiar features
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CIPHEX West 2012, Vancouver, BCNovember 7-8, Booth 819
Meet the Vitocrossal 200, CM2 gas-fired condensing boiler – featuring the Viessmann technology you know and the performance and value you expect.
Thermal effi ciency of 97%†
Ideal for large residential or commercial applications with inputs up to 1112 MBH (single)/4448 MBH (cascade)Generous heat transfer surface area/heat input ratio with 316Ti stainless steel heat exchanger to maximize heat extractionExtremely low NOx emissions and quiet operation from fully-modulating Viessmann pre-mix cylinder burnerWide modulation range of 5:1 turndown ratio precisely matches loadMultiple venting possibilities with pre-installed air intake kit for direct or chimney venting (PP or stainless steel) up to 200 ft. Gas fuel flexibility (NG/LPG/LNG) with simple electronic conversion Low inlet gas pressure requirement (NG) as low as 4 inches of water column Large water content extends burner run time and reduces cycling No dedicated boiler pump required due to extremely low pressure drop through heat exchanger - no low-loss header required in single-boiler installations Seamless integration of powerful Viessmann control technology and building management systemsSuitable for high altitude operation up to 10,000 ft.
OpsTalk - CM2 - Fall-2012.indd 1 9/11/2012 9:06:13 AM
24 Ops Talk • Fall 2012
Message from the ASTSBC
The Association of School Transportation Services of British Columbia (ASTSBC) is proud to be contributing to the EFMA’s Ops Talk magazine. The work our ASTSBC members do in school districts is a very integral part of operations, and many of us are members of both organizations.Last year at this time we made you aware of an initiative we had undertaken. We developed apartnership with the Ministry of Education in setting up a school bus purchase program in theprovince of B.C. The program was a huge success, and garnered competitive pricing for everyonein B.C. purchasing new school buses. This program was offered to anyone transporting schoolchildren in B.C. including our private contractors, independent schools and band schools. At thetime of writing this article, we are mid-way through this process again and have tweaked things toimprove and streamline the process for all involved. We are excited to see the new outcomes ofthis program and the benefits it will provide our members as we lead by example in sharedservices. All going as planned, we will be able to start purchasing in mid-November.As many of you know, we have an ongoing relationship with the Motor Carrier PassengerCouncil of Canada (MCPCC). The structure under which they operate has changed slightly as aresult of the new direction of our federal government, and it is much more project-based. We haverecently partnered with them in a new Labour Market Initiative (LMI) to provide more onlinetraining to our professional bus operators across the province. This new LMI, along with the othertools available to any of us, can be accessed free-of-charge at www.buscouncil.ca. The new CSA D-250 2012 has just passed final ballot and will take effect on all buses beingproduced and sold in Canada sometime in April 2013. The ASTSBC has two representatives onthis committee, which does a great job representing the interests and safety standards of B.C. Itwill, however, have a large impact in B.C. once it comes into effect, as major changes haveoccurred for the construction of handicap buses. The new standard is going to reduce capacity ofour new handicap buses by almost one-third by improving safety for our wheelchair-boundstudents. Although this may come as a shock, or appear problematic in the future, rest assured ourassociation has been keeping our members and Ministry staff informed every step of the way, andwill continue to do so.This coming July, we will be hosting our 48th annual conference and tradeshow in the LowerMainland. This year we are going to provide some advanced engine and transmission sessions forour technicians; these in-depth sessions will show beneficial tools to our delegates to streamlinetheir operations, and will offer a means to gather valuable statistical data that will provide manygood meaning tolls in the future. I am very proud of this industry in B.C., and the positive impact we place on student outcomes. Ilook forward to serving as interim president until our next AGM in July 2013.
Frank Marasco, CDPTASTSBC interim and past president
TRANSP
ORTATIO
N
XXX
26 Ops Talk • Fall 2012
Can a school bus driver think faster than a
computer? In his book Sources of Power
– How People Make Decisions, Dr. Gary
Klein explains how research conducted
by the United States military demon-
strated that the human brain can make
decisions more effectively and faster
than a computer in certain types of life
and death situations that require quick
evaluations of judgment and nuance.
According to Klein, when U.S. combat
commanders attempted to use software
programs to make decisions in military
combat exercises, they were continually
beaten by opposing commanders. The
human opponents were simply able to
make decisions faster and more effec-
How pattern matching and recognition can make your buses safer
tively. We saw a real-life example of this
when Angel Perry, a school bus driver in
Henryville, Indiana reacted to the sud-
den appearance of a tornado during her
route. Perry likely saved the lives of her
riders with the rapid emergency evacua-
tion of her bus as a tornado was bearing
down on her. Reviewing the images from
the bus’s security camera, you can hear
her counting her students while she also
gives them commands between counts.
This is an impressive example of just how
well school bus drivers can perform un-
der extreme conditions.
There is one very important point
about Klein’s research that bears specific
exploration. His researchers found that
the human brain functions rapidly and
effectively, but only when it has been
properly prepared. So the credit for An-
gel Perry’s amazing performance should
also go to her supervisors and the train-
ing that provided what Klein refers to as
a “base of knowledge” that she could
rapidly apply under such demanding
circumstances. One way in which we see
this base of knowledge come into play is
when people use what is referred to as
pattern matching and recognition. This
is a technique that can be learned and
developed over time and only requires
life experience and good judgment to
exercise.
Developed in cardiac care units in
By Michael Dorn and Chris Dorn
TOP ROW – Left: As the first line of contact between the school and the community, it is critical that bus drivers remain observant to any sign of danger. Middle: Being prepared to act and having adequate supplies to respond to a variety of emergency situations are critical for bus drivers, who are required to be their own crisis team for the first few minutes of most crisis situations. Right: A positive, cheerful demeanour is a good first start to defusing possible danger and improving communications between the driver, riders and parents.
Photographic credit for all images: Rachel W
ilson.
BOTTOM ROW – Left:The average person would be surprised at the kinds of prohibited activities that the observant driver may notice during a bus route.Second to Left: Many violators assume that drivers are preoccupied with driving and in many cases, even believe that a driver will not notice illicit activity going on in close proximity. Third to Left: Bring prepared for everyday medical emergencies is one of the basic job functions of a bus driver, even though we all hope that most drivers are never forced to face this type of situation. Third to Right: Being alert and observant can help detect danger as well as other issues that come on the bus, including bullying, gang activity, depression and suicidal thoughts. Second to Right: Weapons and other contraband are one of the most basic reasons why drivers should be observant. While finding a gun on a bus or encountering the use of a weapon during a route can be scary, with proper training and alertness most drivers will be able to respond calmly, safely and professionally to a wide variety of incidents. Right: Being alert and observant can improve driver-rider communication, making it more likely that a driver will find out about dangerous situations and other issues that students may experience on the bus, including bullying, gang activity, depression and suicidal thoughts.
Educational Facility Managers Association of B.C. | www.efmabc.com 27
TRANSP
ORTATIO
NAustralia, pattern matching and recog-nition has now long been incorporated into many other fields including:• Military training• Law enforcement • Security procedures• Antiterrorism practices• Dignitary protection
This evidence-based concept has been credited with reducing mortality in cardiac units by as much as 50 per cent by training staff to notice and ap-propriately act upon slight abnormali-ties in human behaviour. When nurses in cardiac units in England were provided additional training to help them spot the tangible signs that a patient was about to have a subsequent heart attack, fewer patients died. But when nurses in an Aus-tralian cardiac unit were provided with the same type of training, an amazing 50 per cent reduction in patient deaths occurred because of one additional in-struction: nurses were told to request a special medical team to respond if they noticed that a patient did not act the same as other patients in similar circum-stances based on the nurse’s experience – even when no tangible medical indica-tors of risk were present.
What we have since learned is that the nurses who had been specifically em-powered to listen to their “gut instincts” were actually responding to subtle but observable differences that occur when a patient is in the early stages of distress. When pattern matching and recognition is applied with other types of training, it can enhance the ability of school staff to notice more tangible indicators.
What this means is that school bus drivers using pattern matching and recognition are more likely to detect threats, ranging from a student who is being bullied to a terrorist waiting at a bus stop with a rifle hidden under a long coat. The patterns that emerge can indi-cate a variety of types of danger other than direct violence. Pattern matching and recognition can improve the ability of school employees to detect a variety of types of risk including:• Bullying
• Students at risk for suicide• Gang activity• Drug activity• A person who is carrying a weapon• Trespassing• People who are mentally ill• Medical emergencies
Pattern matching and recognition is extremely valuable in helping school bus drivers and aides to correctly identify a crisis in the first critical seconds. For ex-ample, in one Georgia case, a school
bus driver noticed a middle-school stu-dent getting out a man’s car on a city street near a school. The driver called school district police officers and sug-gested they check on the man and the girl. Police found that the man had just molested the girl, and, upon searching the vehicle, also recovered a loaded handgun. Once the situation was stabi-lized, the driver told officers that though the man and girl had not done anything overtly suspicious, based on her day-
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28 Ops Talk • Fall 2012
TRANSP
ORTATIO
N to-day observations over many years of driving a school bus she felt that they did not act like a father and daughter nor-mally would.
This skill set can also be incredibly im-portant in crisis situations. In one tragic incident, a school administrator mistak-enly thought a student had simply fainted when she had actually been shot with a small caliber handgun. Misreading the situation resulted in a delay of approxi-mately eight minutes before an ambu-lance was called. The victim, who was an honour student, died before the ambu-lance arrived. This example helps us to understand why an immediate response is required for some crisis situations, and how differently things could have turned out if Angel Perry had not been so well prepared to make life and death deci-sions when faced with a tornado.
Helping drivers understand their own abilities to use pattern matching and recognition can help them more accu-
rately recognize an emergency situa-
tion and take appropriate action to gain
control of the situation and protect the
students. Our experience has been that
school bus drivers and support person-
nel can be effectively trained to spot
danger and to make effective decisions
under even the most challenging crisis
situations. Drivers like Angel Perry have
and will continue to amaze us when their
organizations take the time to train and
empower them to save human lives.
About the Authors:
Michael Dorn serves as the executive
director of Safe Havens International,
a non-profit school safety center. The
author of 26 books on school safety,
Michael’s work over three decades has
taken him to Central America, Mexico,
Canada, Europe, South Africa, Asia and
the Middle East. Michael and his son
Chris have keynoted dozens of state, na-
tional and international pupil transporta-
tion conferences and trains thousands
of school bus drivers each year. Michael
welcomes reader feedback and can be
reached at www.safehavensinternation-
al.org.
Chris Dorn has co-authored five books
on school safety and his work has taken
him to Mexico, Bolivia, Canada, Eng-
land, France, Vietnam, South Africa and
the Netherlands. Chris has presented
at dozens of state pupil transportation
conferences as well as multiple School
Transportation News and National As-
sociation of Pupil Transportation confer-
ences. Chris leads the Safe Havens Inter-
national Video Production Unit and has
produced or assisted with hundreds of
school safety-training videos including
The First 30 Seconds: School Bus Crisis
Scenarios and Safe Passages: School
Transportation Security and Emergency
Preparedness. Chris can be reached at
www.safehavensinternational.org. b
Educational Facility Managers Association of B.C. | www.efmabc.com 29
In our world we are faced with many decisions on a constant basis. Should I walk to the store or drive; should I say hello to the clerk or just ignore her; my boss really gave me a hard time yester-day and today I don’t feel like going to work.
Is your world a negative one or are you one of those people who always view the world as one full of opportuni-ties? How do you begin each day? You have a choice; are you ready to use it?
This great world of ours has had many people from all walks of life contribute much to society overall and to people directly. Do you know what they have contributed? All it takes is will. It takes your will to listen, to observe, to want to learn and do better. It takes practise and repetition. If you see or hear some-thing you like and think it will help to improve your relationship skills at home or at work, you need to think about it and put it into practise. It must become one of your mantras!
You never know who the people are that you will meet and how they’ll in-fluence your life into the future. (Au-thor unknown)
This is the way I see it:Treat everyone with respect. Give of
yourself, share your knowledge. Build relationships that prosper and that al-low one to expand upon knowledge learned. Learn from others. See how they treat people in a positive fashion. Develop synergy. Working together achieves so much more than working by oneself. Value your new acquaintances.
Optimism is an intellectual choice. (Diana Schneider)
This is the way I see it:You can choose not to participate.
You can choose to always search for a reason why something will fail. You can choose to have that little black cloud
By Chuck Morris
THOUGHTS ON: the way I see it
follow you wherever you go – and it will! This world has advanced because of optimistic attitudes. It truly is an intel-lectual choice to see the world through eyes that follow free thought.
As Winston Churchill once quoted: “A pessimist sees the difficulty in every opportunity; an optimist sees the op-portunity in every difficulty.”
Character is a long-standing habit.(Plutarch)
This is the way I see it:Humans think, feel and act. These
traits help to form your character. What you experience as you grow up helps to shape how you think, feel and act.
Hopefully you recognize the positive aspects of these traits and use them to your advantage, allowing free flow of thought and expression. There are acceptable characteristics that society readily allows. These allow people to achieve things they never thought pos-sible.
Habits are hard to break. Develop good character traits and soon they will be ingrained as habits. Keep them as a baseline but always strive to improve upon them. A person of good character will go a long way in life! Is your charac-ter one of quality?
The problem is not that there are problems. The problem is expecting and thinking that having problems is
a problem. (Theodore Rabin)
This is the way I see it:Life is full of problems. It is how you
interpret them that is the real issue. Treat a problem as if it is a challenge and figure out the solution. Expect problems. Everyone deals with prob-lems each day. Anything you do, as you strive to do better, or just proceed through life, will highlight an issue that needs resolving.
Tackle it head-on and with gusto! Do not go through life trying to avoid prob-lems. Surprise! You cannot avoid prob-lems. Discover what challenges really are, and plan to deal with them head-on. Brainstorm with others because syn-ergy of combined thought creates won-derful solutions! Experience a problem not as an obstacle but as your next chal-lenge!
Here’s a thought! If you break your neck, if you have nothing to eat, if your house is on fire, then you got a problem. Everything else is an incon-venience! Got a problem? (Robert Fulgham)
We all know how to make the “right choice” as we stumble through life. We have all been on the other side of things and realized that is not where we want to be. Nearly all of it is straight common sense.
At least that is the way I see it! b
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30 Ops Talk • Fall 2012
With three campuses located in North Vancouver, Squamish, and Sechelt, B.C., Capilano University prides itself on offering a variety of programs and services designed to support its stu-dents’ successful academic and profes-sional pursuits. Dedicated to helping its 7,500 credit students and 7,000 non-credit students become independent thinkers and learners, the university is also committed to “developing new and innovative programs in response to market demand.” So it came as no surprise when this leading institution and model of environmental respon-sibility recently elected to pursue an energy-efficient lighting upgrade within
Philips Lighting’s energy-efficient lamps help Capilano University score big
its own Sportsplex Gymnasium to im-prove lighting quality, reduce energy consumption and costs, and remain on the cutting-edge of green products and practices.
“Environmental stewardship is part of the university’s mission,” confirms Capilano University energy manager Laura Williams, “and any ways to save on operating costs and shift money to the student experience take priority.” In late 2011, an opportunity to dem-onstrate that commitment to energy and cost conservation presented itself within the Sportsplex Gymnasium, a central facility that houses the univer-sity’s athletics department and sports
teams and hosts a variety of events, from convocation ceremonies to the recent men’s and women’s provincial basketball championships.
“In 2005, we conducted an energy-efficient lighting upgrade in our gym using 54-watt T5 High Output (HO) fluorescent lamps, but as some of the lamps had reached their end-of-life six years later, it was time for a relamping,” Williams shares. With the gym’s 30-foot-high ceilings that were often difficult to access, Williams and her team took the opportunity to investigate their product options and landed on a high-quality lighting solution which promised to de-liver even greater savings and ensure minimal maintenance – Philips Light-ing’s new Energy Advantage T5 HO 44 Watt lamps.
“We were excited when we heard that this product had just become avail-able, because it offered not only a 10-watt, or 19 per cent, reduction in our energy consumption per lamp but also performance that was equal to or bet-ter than the 54-watt lamps we’d been using,” Williams says. “We saw it as a total win-win situation.”
“Philips Energy Advantage T5 HO 44-watt lamps with ALTO technology driven by Centium electronic ballasts were absolutely a great choice for Cap-ilano’s Sportsplex Gymnasium,” states Philips Lighting account manager Ja-son Fisher, LC. “In addition to saving 10 watts per lamp relative to their previous
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32 Ops Talk • Fall 2012
54-watt models, the new 44-watt ver-
sions offer a long rated average life of
40,000 hours to minimize maintenance
costs and concerns, and they maintain
93% of the 54 watt lamps’ lumen out-
put, ensuring no discernible loss in light
levels,” he adds.
“With just 1.4 mg of mercury, the
lowest in the industry, Philips’s new T5
HO 44-watt lamps meet the university’s
needs for an energy-efficient, environ-
mentally responsible and highly sus-
tainable solution.”
To minimize any disruption in op-
erations, the university used outside
contractors to upgrade the gym’s 738
lamps within 130 fixtures during the De-
cember 2011 holiday season, and com-
pleted the relamping within one week.
Since then, the results of the upgrade
have fully met Capilano’s expectations
– and more. “Based on their excellent
lumen output, the university won’t need
to run all 10 banks of lights in the gym
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End User Capilano University (North Vancouver, British Columbia).
Project Description The project involved the upgrade of 738 54-watt T5 HO fluorescent lamps in the university’s Sportsplex Gymnasium to Philips Energy Advantage T5 HO 44-watt lamps featuring ALTO technology driven by Centium electronic ballasts.
Project Timetable Project completed in December 2011.
Utility Partner BC Hydro, which provides electricity to 1.8 million customers within the province of British Columbia (Power Smart Program).
Energy Savings Following their upgrade to 44-watt technology, Capilano University enjoyed a 19 per cent reduction in energy consumption, a $1,900 annual reduction in energy costs, energy savings of 27,000 kilowatt-hours per year, a 7.44 reduction in kilowatt-hours of demand, and a less than one-year payback period on the investment.
Other Benefits Experienced
· Rated average life of 40,000 hours will offer long lifespan and reduced maintenance concerns and costs .
· Lowest mercury levels in the industry (1.4 mg) support the university’s environmental and sustainability goals.
· Outstanding lumen output and high colour rendering index help ensure bright and comfortable lighting as well as the ability to engage less lighting, which reduces energy consumption and costs and extends lamp life.
· By capitalizing on an industry-exclusive, first-to-market technology from Philips Lighting, Capilano University positioned itself as a leader in green innovation and a model of sustainable products and practices in its community and sector.
Educational Facility Managers Association of B.C. | www.efmabc.com 33
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except at official or evening events,”
Williams says, a reality that will enable
the university to enjoy the benefits of
bright and comfortable lighting while
extending lamp life and reducing en-
ergy consumption.
“Our calculations further reveal that
the upgrade will save us a minimum of
$1,900 annually in energy costs, deliver
energy savings of 27,000 kilowatt-hours
per year, and reduce kilowatt-hours of
demand by 7.44, a true win for the en-
vironment, while paying itself back in
less than a year,” she explains. “Best of
all, students, employees, and visitors all
love the new lighting, with one visiting
coach even asking what we’d done in
the gym because the lighting was so
bright and easy to see under. All of the
feedback has been so positive, which
has been extremely rewarding.”
Four years into the Power Smart En-
ergy Manager Program sponsored by
local utility BC Hydro, which supports
Capilano University in attaining a five-
year goal of reducing its 2007 baseline
levels of energy consumption by 25 per
cent by 2013, Williams is thrilled that
their lighting upgrade “counts toward
our target and helps us continue to
stay on track toward our goal.” Future
upgrades at the institution will include
a pathway lighting project involving
the use of 42-watt Philips Lumec Me-
troscape LEDs as well as an LED light-
ing upgrade in the university’s two
largest parking lots. Additional lighting
upgrades already completed in 2011 in-
clude a project in the main library involv-
ing a switch to high-efficiency induction
lighting within 90+ architectural fixtures.
Though already an active champion
of energy-efficient products, Capilano’s
recent lighting retrofit proves that an
upgrade to a “next-generation” prod-
uct can still be economically justified.
“Overall, this lighting upgrade made
common and economic sense, but the
performance has spoken for itself,”
Williams says. “The light level increase
since the relamping has been remark-
able. We’re excited to have reduced
our annual operating expenses and
to be able to offer those savings back
to the university for student academic
programs, campus life enhancements,
and other worthy pursuits.”
“Throughout the entire upgrade
process,” Williams adds, “Philips pro-
vided professional, hands-on support
and made us feel very comfortable
and confident about our choice. They
really stand by their products.”
Having had a thoroughly positive up-
grade experience that met the universi-
ty’s comprehensive goals for high-quali-
ty, energy-efficient, and environmentally
sound lighting, Williams hopes other ac-
ademic institutions and businesses will
pursue similar lighting upgrades to ac-
crue such benefits. Concludes Williams,
“We just want to share the love.” b
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34 Ops Talk • Fall 2012
Cost-benefit implementation of school security technologyBy Michael Dorn and Chris Dorn
In contrast to what was available just a de-cade ago, modern school safety and secu-rity technology solutions are nothing short of amazing. Unfortunately, as was the case then, there are still many instances of school organizations spending hundreds of thou-sands and even millions of dollars on se-curity technologies that do not deliver the anticipated improvements in school safety. Typically, these gaps in performance have little to do with the quality of the technol-ogy, but are instead a result of a failure to fit security technology solutions to needs defined through an effective assessment process.
What types of school safety assessments are there?
Unfortunately, there is not a definitive and standardized school safety assessment process that is consistently agreed upon by leading school safety experts. While some assessment processes focus solely on physi-cal security, others are much more compre-hensive and look at school safety in a more holistic manner.
Whether local personnel conduct the as-sessment or an outside vendor is contracted to perform the work, school officials should carefully define the scope of the assessment before it is started. Broader assessments of this type will prove to be far more effective than those focused mainly on locks, doors, alarms and security cameras in isolation. For example, a basic physical security as-sessment might last a few hours, whereas a school safety, security, climate, culture and emergency preparedness assessment can encompass several visits and will address physical security as well as other critical ar-eas such as:• The level of connection between the
school and its students and staff• The effectiveness of student supervision in
the school
Planning is essential when deciding what type of security equipment to purchase. It is important to consider facilities issues, cost limitations, integration into district emergency plans (pictured) and the practicality of day-to-day operation when choosing new equipment. The best security technology on the market is no match for improper installation, a failure to properly integrate equipment into existing procedures and policies, or a lack of staff time to operate and maintain the equipment. Photographic credit: Rachel Wilson.
A staff member locking an exterior door during a lockdown drill. In addition to basic security features, a school safety, security, climate, culture and emergency preparedness assessment takes into account physical security concerns when evaluating the overall level of emergency preparedness in a school. In this photo, for example, the type of door design increases the time it takes for a staff member to secure a door during a lockdown. One recommendation in an assessment report for this particular facility might be to consider short- and long-term fixes for this issue. A short-term fix may be keeping doors locked during the day and a long-term fix would be to enhance or replace the locks on this bay of doors during facilities upgrades or renovations. Assessments are helpful in creating a ready-to-go “wish list” for future improvements when budgets come available. Photographic credit: Chris Dorn.
In some cases, attackers don’t even need to bring their own weapons. This large butcher knife was found easily accessible in an unlocked teachers’ lounge of an elementary school during one of our assessments. It is not uncommon to find this type of hazard when a school does not undergo a regular physical security assessment. Photographic credit: Chris Dorn.
Pan-tilt-zoom (PTZ) cameras, either moving on a timer or controlled by remote, can be helpful if properly placed with an adequate field of coverage and appropriate level of lighting when the camera is in operation. These types of cameras are often able to be controlled remotely from an administrator’s office and some districts even have iPad apps to access camera views anywhere in the building. When using a timer to pan back and forth, the location of the camera and the amount of time it takes to pass the field of view should be considered so there are minimal gaps in coverage when the camera is rotating in another direction. Photographic credit: Rachel Wilson.
Educational Facility Managers Association of B.C. | www.efmabc.com 35
• The effectiveness of access control and visitor management procedures in actual practice
• Ways to reduce the chances of injury and death due to common hazards (for example, gravity hazards and “Slips, trips and falls”)
• The probable level of effectiveness for emergency preparedness measures under the stress and confusion of an actual crisis event
• How closely written plans and poli-cies match actual safety, security and emergency preparedness measuresThis comprehensive approach to the
assessment process can dramatically improve the effectiveness of security technology implementation. This al-lows decision-makers to selectively purchase and place equipment where it is needed, rather than basing these decisions on guesswork. For example, our assessments commonly reveal gaps where cameras and night-time lighting are not coordinated to provide proper lighting for video surveillance at night. Another common problem we see is the implementation of an expensive surveillance system with little or no in-put from staff in the building where the equipment is to be used.
Using assessments to improve implementation of security technologies in concert with human behaviours
School facilities must serve a very dynamic, interactive and constantly fluctuating population of students, staff and visitors. Since they are designed to serve children and youth, the security technology needs of schools are some-times very different from the applica-tion of the same security technology solutions in other settings such as air-ports, courthouses, factories and shop-ping malls. The type of comprehensive assessment described above can help school officials more effectively select and integrate security technologies to the unique school environment. For ex-ample, obvious gaps in student super-vision at specific locations and times of
day are one common finding of our as-sessments. This finding might result in a recommendation to use a combination of security camera coverage, improved student supervision at key times in the locations identified by the assessment, and a new school policy that prohibits students from congregating in certain areas.
One of our larger school district cli-ents spent $56 million on new secu-rity cameras in one fiscal year but did not see a dramatic drop in their inci-dent rates. When this technology was supplemented by training and clearly communicated expectations for staff assigned to supervise students in these “hot spots” identified through an as-sessment process, before and after surveys of students demonstrated a 50 per cent reduction in unhealthy behav-iours such as gang activity, vandalism and fights. While the security technol-ogy cost millions, the supportive hu-man practices to enhance it cost the district less than $12,000 for a district of 300,000 students.
The assessment process can help match the implementation of security technology to actual rather than per-ceived needs. This in turn can make schools safer but also dramatically re-duce both short- and long-term fiscal expenditures.
Using the assessment process to select security for technologies based on cost-benefit
One common problem in school se-curity involves the acquisition of capa-bilities that are not the most effective choices for the reality of risk in relation to funding limitations. For example, the purchase of security cameras instead of a visitor management system might be relatively ineffective even if the up-front costs are lower. For example, an elementary school that is located in a high-crime neighbourhood would likely benefit more from a solid access control and space management program than from video surveillance. In this type of situation, capturing a crime on video
Camera placement is critical, especially with fixed cameras that can only be moved by facilities personnel using a ladder. These cameras might be placed just a bit too close together and probably represent an over-investment of equipment in a single area. Photographic credit: Rachel Wilson.
Camera placement and angle are critical, and should be considered with landscaping in mind. It is not clear which came first, the camera or the plant, but the two should be coordinated so that the camera has a clear field of view – unless the plant itself is the subject of surveillance! Photographic credit: Rachel Wilson.
One type of exterior camera. It is important to consider the placement, angle and lighting for all exterior cameras. Photographic credit: Rachel Wilson.
Dome-style security cameras with a tinted shield can be helpful if properly placed with an adequate field of coverage and appropriate level of lighting when the camera is in operation. These types of cameras are often able to be controlled remotely from an administrator’s office and some districts even have iPad apps to access camera views anywhere in the building. Photographic credit: Rachel Wilson.
36 Ops Talk • Fall 2012
would be less effective than prevent-
ing it in the first place. While both of
these types of technologies could help
reduce risk, the chances are better that
a good visitor-screening system will
have a higher return on investment in
the form of increased security and staff
perceptions of safety, particularly if the
cameras are not monitored – as is often
the case with primary schools.
As this example shows, the assess-
ment process can help school officials
determine not only which types of se-
curity technologies are needed but
can also help to prioritize their imple-
mentation for maximum effectiveness
over the long term. This example also
underscores the need to support the
technology with day-to-day operations
practices in the school. For example,
the visitor management system may be
easily defeated if staff commonly leave
side doors propped open. In this exam-
ple, adding proximity access card read-
ers to doors may reduce the feeling
among staff that they even “need” to
prop doors open at all. One of our ana-
lysts recently spoke to a teacher at an
elementary school that said propped
doors were a constant concern of hers
at her old school, where this was a com-
mon practice. After being transferred
to a new school building with proxim-
ity access for all staff, the same teacher
reported that she never sees propped
doors at her school building.
Educating staff to increase the effectiveness of security technologies
Educating staff on the technologies
selected can be very important for a
successful implementation. For this
reason, staff interviews can be an ex-
tremely important part of the assess-
ment process. It is very common to
learn that staff members have unrealis-
tic expectations of what technology can
do. In one case we were brought in to
a remote and rural school district after
a multiple-victim shooting committed
by a student. In response, the district
had purchased a walk-through metal
detector, plugged it in, placed it in a
main hallway and instead of providing
staffers for the unit, placed a sign that
asked visitors to walk through the unit
themselves! The superintendent was
under the impression that somehow the
unit would notify them if a person was
carrying a gun – assuming they walked
through the detector in the first place.
Though this is an extreme example, it
is very common to learn from interviews
that staff assume someone is monitor-
ing security cameras constantly, ready to jump into action at a moment’s no-tice. One teacher we spoke reported an incident where a student was showing a gun to fellow classmates in a restroom and was convinced that the incident would have been instantly neutralized if there had been security cameras in the restroom. It is also common for staff to automatically buzz-in visitors with no effort to even ask the visitor’s purpose for visiting the school. We routinely pro-vide the names of famous serial killers when we have to buzz into schools, and say strange things that should arouse suspicion, and are still often buzzed in by office staff who are focused on other duties and just see the buzzer as a for-mality that by itself will increase safety.
Today’s robust and highly capable se-curity technologies can be a wise invest-ment when properly applied. Taking the time to properly assess real needs before selecting specific solutions can reduce costs, decrease the burden on staff time and maybe even save lives.
About the Authors:
Michael Dorn serves as the execu-tive director of Safe Havens Interna-tional, a non-profit school safety cen-tre. Safe Havens analysts have assisted clients with school safety assessments for more than 2,000 public and non-public school facilities. The author of 26 books on school safety, Michael’s work over three decades has taken him to schools in Central America, Mexico, Canada, Europe, South Africa, Asia and the Middle East. Michael welcomes reader feedback and can be reached at www.safehavensinternational.org.
Chris Dorn has authored five books on school safety and his work has taken him to Mexico, Bolivia, Canada, Eng-land, France, Vietnam, South Africa and the Netherlands. Chris performs school safety, security, climate, culture and emergency preparedness assessments for schools and leads the Safe Havens International Training Video Produc-tion Unit. Chris can be reached at www.safehavensinternational.org. b
One of our analysts doing an assessment of a school – gravity hazards and fire code violations are a common sight in many storage rooms and closets. Photographic credit: Rachel Wilson.
Michael Dorn accompanies a building principal on a school climate assessment. Photographic credit: Chris Dorn.
One of our analysts conducting a facility assessment – exterior access control is the first line of defense and should be one of the starting points of a physical security assessment. Photographic credit: Rachel Wilson.
Educational Facility Managers Association of B.C. | www.efmabc.com 37
More Chinese high school students will soon be able to graduate with a Brit-ish Columbia diploma, all thanks to the School District No. 91 Business Com-pany, which received help from Com-munity Futures Stuart Nechako.
“Our Chinese colleagues would like to build a school that leads to gradua-tion on a British Columbia high school diploma. The students would be taught in English by B.C.-certified teachers, us-ing B.C. curriculum, and following spe-cific legislation under the B.C. School Act,” says Ray LeMoigne, president of School District No. 91 Business Com-pany.
There are currently a number of B.C. offshore schools operating in the world. The schools offer a B.C. graduation di-ploma which is highly coveted by Chi-nese students, as it shows that they are qualified to study throughout North America.
The school to be built in Xianghe is planned to open in September 2014, but until then the business company has developed sister schools, where two secondary schools from School District No. 91 are paired with two sec-ondary schools in China – one in Beijing and the other in Xianghe. These sister schools desire to create B.C.-certified offshore schools within their existing Chinese public school facilities.
“Our intent is to offer the program in both centres, starting with Grade 10 in 2012, and then grow the program
Study abroad
through the next five years. We have had exchanges of students and teach-ers go over to China and spend 10 days in their sister school, and are looking forward to reciprocal visits in 2012.”
Because the business company has to operate at an arm’s length from the school district, it cannot use financial grants offered to the district; it has to operate as a separate business (the school district owns the only share of the business company). In order to raise the start-up costs to start the busi-ness company and to run the program, Community Futures Stuart Nechako ap-proved a portion of the necessary funds on a loan basis.
“Community Futures has economic development dollars for which we ap-plied and met the criteria. Across five of their centres, they approved the loans for their portion of the start-up financing. We also received financing through Northern Development Initia-tives Trust.”
Although the partner schools and soon-to-be B.C. offshore school in Chi-na are just beginning, LeMoigne hopes that one day students from British Co-lumbia will take advantage of this op-portunity and choose to study a semes-ter abroad.
“They would stay at the schools in China and take B.C. courses, but also pick up on the language and cul-ture and understand what China is all about.” b
By Shayna Wiwierski
School District No. 91 Business Company to open a B.C. offshore school in China
38 Ops Talk • Fall 2012
You would think after performing thou-sands of roof condition evaluation re-ports and preparing the same amount of roof design drawings and specifica-tions, one would rarely come across a situation that presents a unique prob-lem. Well, after over 25 years in busi-ness, it happened.
Our firm was called in by a school district to evaluate the extent of de-terioration of the roof assembly on a building that was over 30 years old. The roof was the original four-ply asphalt built-up roof (BUR). The owner was not
experiencing many leaks; however, due to the age of the roof, the owner thought it might be prudent to perform some preventive main-tenance to extend the life of the roof indefi-nitely – or even retrofit the roof with addition-al insulation, as they didn’t think they had very good thermal re-sistance.
We arrived on site to find the roof com-
pletely under water, so our initial inves-tigation was limited to some wading around and interior investigation. One thing we noted on the roof was rela-tively few roof drains. The existing deck varied from area to area, and consisted of poured-in-place concrete, metal roof deck, wood roof deck, and con-crete slab. The underside was plastered ceiling. There was little water staining, and it was limited to around openings. Sometime later, when the roof surface was dry, we returned to complete our evaluation (Photo 1).
Infrared scans, core-cuts and probes each indicated total moisture saturation
By Zen Szewczyk, vice-presidentIRC Building Sciences Group Inc.
Roof evaluations: are they important?
1.1.
2.
3.
Educational Facility Managers Association of B.C. | www.efmabc.com 39
above all roof decks. The continuity of the decks and a good vapour barrier had been hiding a secret for some time. So much for preventive maintenance!
Roof replacement should be easy! Remove and replace. Drainage calcula-tions showed that the size of the rain-water leaders was adequate to get all the water off the roof; however, they were just so few and far in between. The distance between drains was as much as 125 feet. The idea of adding additional drains was thwarted by an in-accessible ceiling space, firewalls, and a fire-resistant mineral fiber no longer used in building construction.
Random core samples confirmed that the existing poured-in-place concrete deck was very uneven, with deviations up to two inches. Introducing rigid ta-pered insulation would have yielded an inconsistent surface with unsatisfactory results. Furthermore, in order to achieve any success with rigid, the insulation would require a slope of at least ¼-inch per foot. The insulation thickness would have been from three inches at the drain to 19 inches at the high point. The costs were rising (Photo 2).
It didn’t take long to conclude that the optimum solution was lightweight insulating concrete. The existing roof was removed to the deck. After deck re-pairs, a new vapour barrier was mopped to the deck to act as a temporary roof. Lightweight insulating concrete was pumped onto the roof surface where it would find its level. The stair-stepped polystyrene would be installed at a 1/16-inch per foot slope. The top coat of lightweight was installed and finished smooth. After the top pour reached adequate pull strength (four to seven days), the venting sheet and base sheet were installed. After the base sheet was installed, a 24-hour rainstorm arrived.
To everyone’s delight, the water was
draining off the roof like never before
and even after the cap sheet was in-
stalled, the thickness of the overlaps
had little effect on the ability of the roof
to shed water. The project was com-
pleted to the satisfaction of the manu-
facturer, contractor, consultant, and the
building owner and all within budget
(Photo 3). b
40 Ops Talk • Fall 2012
Occupiers’ LiabilityEach year, the Schools Protection Program (SPP) re-
ceives a number of reports of potential “Occupiers Li-
ability” claims. This article provides a brief refresher
on the statutory obligations that the Occupiers Liability
Act [RSBC 1996] CHAPTER 337 (the “Act”) creates for
occupiers, and the steps that can be taken to mitigate
the risk of these types of claims arising.
What does the Occupiers Liability Act say?
Section 3 (1) of the Act stipulates:
“An occupier of premises owes a duty to take that
care that in all the circumstances of the case is reason-
able to see that a person, and the person's property,
on the premises, and property on the premises of a
person, whether or not that person personally enters
on the premises, will be reasonably safe in using the
premises.”
This duty of care applies in relation to: “the condi-
tion of the premises, the activities on the premises, and
the conduct of third parties on the premises.” This duty
of care extends to all people who enter the premises,
including trespassers. In the case of trespassers, how-
ever, where they have the intention to perform a crimi-
nal act, the duty owed is significantly limited.
The standard of care: what is “reasonable”?
The courts in British Columbia have consistently con-
firmed that the standard of care required is one of rea-
sonableness, not one of perfection. Furthermore, there
is no obligation for an occupier to warn of the ordinary
risks of everyday life.
What constitutes reasonableness is assessed consid-
ering the specific circumstances of each case. Rightly,
there are varying expectations for meeting the test in
different circumstances and on different types of prem-
ises. For example, on an icy day, expectations with
regard to timely sanding and de-icing would be much
higher for the main entranceway of a building when
compared to a small footpath over the premise’s fields. Expectations for snow removal would also be very dif-ferent in a town where snow was an uncommon occur-rence, when compared to a community where snowy winters were commonplace. Factors that may be con-sidered when determining whether the requisite stan-dard of care was met may include:
• The size of the premises
• Who uses the premises and for what purposes
• Volume and frequency of traffic on the premises
• Whether structures on the premises met current safe-ty standards
• Whether relevant aspects of a building met applica-ble building codes
• Whether there was a known hazard
• If there was a known hazard, whether there were warning signs posted
• Forseeability of the hazard
• Whether conduct of occupier was within acceptable industry standards
• Whether a similar accident had occurred previously on the premises
• Length of time that a hazard was known to exist
• Ease with which a hazard could have been prevented
Be aware that with new developments in safety prac-tices and with a greater awareness of risks within our society, what is accepted as “reasonable” may change over time.
What can a breach of the standard of care look like?
An occupier can breach their duty by:
Educational Facility Managers Association of B.C. | www.efmabc.com 41
41
• Failing to keep pathways, parking lots and fields in reasonable condition
• Failing to have appropriate lighting on the premises
• Failing to put out caution signs when washing floors
• Neglecting to clean up spills on a hallway floor in a timely fashion
• Allowing unsafe activities to take place during an on-site event
• Failing to remove out of control guests from the premises
• Unreasonable or nonexistent maintenance and in-spection policies
What steps can be taken to help manage the risk of Occupiers Liability claims?
Developing a risk management plan which addresses the three areas where the duty of care is owed (condi-tion of the premises, activities conducted on the prem-ises and the conduct of third parties on the premises) provides the best opportunity to mitigate the risk of injuries occurring on the premises and will also assist in the defense of the occupier when claims are pursued.
Consider the following strategies as part of your risk management program:
• Develop and implement inspection and maintenance policies
• Develop and implement regular cleaning and main-tenance policies
• Include in policies the requirement to document in-spections and maintenance
• Document inspections, maintenance, and cleaning activities, and ensure these documents are kept
• Keep up to date on safety developments and prac-tices
• Train employees to report promptly any defects or hazards
• When hazards are discovered, address them imme-
diately by posting signs/notices warning of the risks
and/or erecting barriers to prevent access
• Ensure any renovations and expansions adhere to all
applicable building code standards
• Ensure that any lease agreements explicitly state the
responsibilities of each party
• Develop a policy for contracting for services which
is aimed at identifying qualified and competent con-
tractors and includes indemnity and insurance re-
quirements in contracts
• Establish and advertise codes of conduct for staff/
students/guests
• Develop strong relationships with similar organiza-
tions of similar size so that you can share loss experi-
ences and stay current on best practices
• When accidents/losses do occur, review your policies
and procedures and adjust them to mitigate the risks
of recurrence
It is strongly recommended that schools regularly re-
view their practices and policies in light of their obliga-
tions under the Occupiers Liability Act. Ensuring strong
risk management plans are in place and following these
plans will assist in preventing losses from occurring and
minimize the likelihood of a finding of liability in the
event that claims are pursued.
Footnotes:
Occupiers Liability Act, section 3(2) 1 Section 3(3) and 3(3.1) of the Occupiers Liability Act
state: Despite subsection (1), an occupier has no duty of
care to a person in respect of risks willingly assumed by that
person other than a duty not to(a) create a danger with in-
tent to do harm to the person or damage to the person's
property, or (b) act with reckless disregard to the safety of
the person or the integrity of the person's property.
2 3.1) A person who is trespassing on premises while com-
mitting, or with the intention of committing, a criminal act is
deemed to have willingly assumed all risks and the occupier
of those premises is subject only to the duty of care set out
in subsection (3).
Reprinted from the Volume 15, Issue 2, Spring 2011 edition
of SPP’s Risk Ed with publishing permission. b
42 Ops Talk • Fall 2012
In today’s building industry and economy, we all want to get
the most value out of what we purchase. Therefore, when
you make a large investment like a roof, it becomes critically
important to protect the investment through proper mainte-
nance to ensure you will get the longest possible life out of
your roof system.
Due to increased labour costs and the environmental con-
siderations of a roof tear-off, roof coatings and roof restora-
tion systems are becoming a more popular option. Of course,
before you consider which restoration solution is the most ap-
propriate option, it’s important to assess the current state of
your roof.
Get to know your roof
Knowing when to repair versus when to replace a roof is a
critical decision that requires an expert eye. Trained roofing
professionals can assist you by providing visual inspections
to help identify roof damage and leaks, which are most of-
ten found in flashings and roof penetrations. Address these
critical areas prior to applying any roof coating. Core cuts and
non-destructive testing provide key information in determin-
ing the condition of your roof. Also, wet insulation on a roof
will need to be removed and replaced before the roof can be
restored. An infrared scan can identify locations of wet insula-
tion; typically if more than 30 per cent of the roof’s insulation
is wet, a complete tear-off is recommended.
Selecting the right roof coating
With so many different types of products and chemistries
available, it is important to select the most appropriate prod-
uct based on your environment and needs. Some important
roof conditions to consider when selecting a restoration coat-
ing include:
• Current condition of the roof
• Location
• Slope
• Ponding water
• Chemical exposure
• High heat exposure
• UV exposure
Subjecting a roof or restoration coating to any or all of these
conditions will greatly affect its performance and life expectan-
cy. Therefore, when selecting from the variety of roof coatings
available in the market today, it is important to consider the fea-
tures and benefits of each coating type, as well as its drawbacks.
Applying the right roof coating to the right roofHow to select the correct restoration solution for respective roof conditions
By Tom Stuewe
An aliphatic urethane high-tensile coating was used to restore this 20-year-old roof.
Cool roof coatings, such as the acrylic coating shown here, reduce energy bills by decreasing air conditioning needs while extending roof life.
Educational Facility Managers Association of B.C. | www.efmabc.com 43
Acrylic Water-based acrylic coatings are both easy to use and envi-
ronmentally friendly. They are most often used for reflectivity,
and are designed to cool the roof down. They are also very
elastomeric, maintaining performance when temperatures
fluctuate. However, they typically do not have high tensile
strength, so may not be the best option to resist wear-and-
tear.
Polyurethane Polyurethane coatings offer a highly durable surface that
protects the roofing system from a wide variety of conditions.
Urethanes typically have higher tensile strength than most
other coatings, enabling roof system expansion and contrac-
tion. Polyurethanes are great in high-stress areas, around pen-
etrations, or on wall flashings where your building endures the
most abuse. Keep in mind that there are two types or urethane
coatings. Aromatic urethanes may be adversely affected by
UV over time; however, aliphatic urethanes are UV-stable and
will provide lasting integrity.
Silicone Silicone coatings are mostly used to cover and protect spray
polyurethane foam (SPF) roofs due to the coating’s permeabil-
ity. Silicones are also very well suited for areas with extreme
temperature ranges and intense UV exposure. Once used,
their slick surface can only be recoated using another layer
of silicone. Their downside is high dirt pickup and low abra-
sion resistance, making them unadvisable for highly visible or
heavy traffic areas.
PVDF Polyvinylidene fluoride (PVDF)-based coatings, long asso-
ciated with metal roofing, are now being used in traditional
low-slope applications. PVDF-based coatings are typically wa-
ter-based products; they resist dirt pickup and maintain high
reflectivity without fading or yellowing. The dried film surface
is very smooth, promoting reflectivity, making them ideal for
roofs demanding high aesthetics and energy savings.
When selecting a coating to restore your roof, make sure
the coating is designed for its particular conditions. Select-
ing the right coating will optimize the service-life extension
of your restoration for the highest return on your investment.
About the Author:
Tom Stuewe is an 11-year veteran of the construction industry
and is active in many construction and coating industry asso-
ciations. Stuewe is the coatings and mastics product manager
at The Garland Company, Inc. a 100-plus-year-old manufac-
turer of high-performance solutions for the total building en-
velope. b
Conditionstype of roof-Coating
polyurethane acrylic Silicone pVDF
Ponding water Best Acceptable Better Good
Chemical exposure Best Acceptable Good Better
High heat exposure Better Acceptable Best Good
Building movement Best Better Good Acceptable
UV exposure Better Good Good Best
44 Ops Talk • Fall 2012
Caster Town Ltd. is a family-run business known for the excellent selection of casters, glides, low-speed wheels and material handling equipment. They offer:
• Casters of all types, sizes and materials • Hand trucks, dollies and stock-picking equipment • Metro wire shelving and carts • Glides, caps and floor protection hardware
Our knowledgeable staff can answer your technical questions and recommend the best items from our large selection of high-quality casters; wheels; mate-rial handling equipment; chair parts; glides; furniture legs; caps, plugs and grommets; shelving; and hard-ware.
Serving the institutional, industrial and specialty mar-kets as well as homes and offices, Caster Town has lo-cations in Vancouver, Edmonton and Calgary to serve you. We are Western Canada’s caster specialists!
For more information, visit us online at www.caster-town.com or contact Scott Cluthé:
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Offering educational facility managers
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Educational Facility Managers Association of B.C. | www.efmabc.com 45
The computing power of desktops and portable devices has increased over 200 times since the year 2000. An iPhone or Android smartphone probably has more computing power to-day than most overall businesses had 12 years ago. Are you using today’s computing power to your best advantage? Do you even have a plan to take advantage of mobile technolo-gies and the power of smart devices?
Until now, most property and facilities management systems have been based on traditional technologies with applications focused on accounting, work-order, and service management. Fortunately, there now are some very creative applications of mobile technologies using QR codes to help simplify and improve how buildings are managed. They provide a clever means of getting critical building information into the hands of the people that need it, exactly when and where they need it. Building specific social media collaboration tools are also now available that greatly improve communication within buildings, resulting in positive tenant engagement.
QR codes were invented in 1994 by Toyota to track vehicles in the manufacturing process. Today they are most often seen in advertisements, usually simply taking you to the company’s home page. They have since been adapted to a wide variety of uses, including supporting all aspects of facilities manage-ment. By tagging assets or spaces within a building, you can collect or deliver information specific to that asset or space extremely efficiently, providing some very effective tools for building and property managers.
Consider putting a QR code on an asset like a boiler or chill-er. That QR code can be scanned to make a service request, to obtain information, or complete a service or maintenance request. If your operations staff notices that your chiller is leaking fluid, they could scan the code on the chiller with their smartphone and a screen will pop up allowing them to place a service request and attach a photo of the leaking fluid. The request can immediately go either to your service centre or directly to your HVAC service company. The technician will get an alert on their smartphone with all the appropriate informa-tion and the photo.
When the tech arrives, he can scan the same QR code, see the work order, as well as other important information such as the service history, operating manuals, technical drawings, special instructions, etc. When finished, he can scan the QR code again to complete the service request, providing a sum-mary of the work completed, which then automatically updates
the service history and sends the necessary information for in-
voicing. It can also automatically notify the building manager
that the problem has been solved.
There are a large variety of ways that QR codes can be uti-
lized to improve facilities management. Similarly to how QR
codes can be used to maintain and manage equipment, they
can be used to manage spaces within a building. For instance,
by placing a QR code in a conference room, tenants can scan
the code to place a room-specific service request, or obtain
information like special instructions (i.e., how to use the audio-
visual equipment), a room inventory, a booking calendar for
the room, or energy consumption data.
Other uses include scanning to describe unique architec-
tural features, or to provide information on botanical displays
around the building. They can also be used to provide energy
transparency, or engage tenants in surveys, or provide special
event information, etc.
QR codes can be made even more powerful by also attach-
ing custom forms, checklists and workflows. You could set up
regular maintenance schedules, providing the technician a
complete inspection checklist when he scans the equipment’s
QR code. The technician can complete the inspection form
on site so equipment histories again are easily maintained.
Inspections can also be associated with spaces. Examples
include deficiency checklists for a construction or renovation
project, health and safety site inspections, or doing janitorial
or other service inspections.
Security and privacy of building information is ensured
through establish role-based permissions. The system will
know who is scanning, and based on their role in the build-
ing, only provide them access to information that is relevant to
them. This can save a lot of time and greatly reduce data entry
work because of the information that is automatically associ-
ated with the code and the user.
The QR code-based mobility application, combined with the
custom forms, makes this technology a truly unique and ef-
fective way to manage facilities that is easy to use and takes
advantage of the power of mobile smartphone technology. It
is the way of the future, and the future is here now.
About the Author:
Tom Brauser is the COO of BuiltSpace Technologies. Online:
www.builtspace.com. b
The future ofproperty managementBy Tom Brauser
46 Ops Talk • Fall 2012
Index to AdvertisersB.G.E. Service & Supply Ltd. . . . . . . . . . . . . . . . . . . . . . 21
Belimo Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Blue Imp Recreational Products . . . . . . . . . . . . . . . . . . . 17
Canstar Restorations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Caster Town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Craven Huston Powers Architects . . . . . . . . . . . . . . . . . 10
Clean Spot Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Coast Modular Manufacturing Ltd. . . . . . . . . . . . . . . . . 11
D.G. MacLachlan Limited . . . . . . . . . . . . . . . . . . . . . . . . . 9
Easy Access Industrial Design Inc. . . . . . . . . . . . . . . . . . 9
Erv Parent Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
ESC Automation & Delta Controls . . . . . . . . . . . . . . . OBC
Garaventa Lift B.C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Garland Canada, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Gentis Water Company . . . . . . . . . . . . . . . . . . . . . . . . . . 10
IBC Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Interior Turf Equipment . . . . . . . . . . . . . . . . . . . . . . . . . 30
IRC Building Sciences Group Inc. . . . . . . . . . . . . . . . . . 39
JM Bean & Co. Ltd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
McGregor Hardware Distribution . . . . . . . . . . . . . . . . . . 7
Metal Supermarkets . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Norspec Filtration Ltd. . . . . . . . . . . . . . . . . . . . . . . . . . . 28
On Side Restoration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Refrigerative Supply . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Reliable Controls Corporation . . . . . . . . . . . . . . . . . . . IBC
Roofing Contractors Association of B.C. . . . . . . . . . . . . 27
Royal Stewart Ltd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Shanahan’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Shutters & Shades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Soprema Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Spears Sales & Services Ltd. . . . . . . . . . . . . . . . . . . . . . . 10
Stutters Disaster Kleenup . . . . . . . . . . . . . . . . . . . . . . . . 33
Talius . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IFC
Viessmann Manufacturing Company Inc. . . . . . . . . . . . 23
Wesco Distribution/Philips Lighting . . . . . . . . . . . . . . . 31
Western Bus Parts & Service Ltd. . . . . . . . . . . . . . . . . . 25
Winmar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
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Working together to control your building energy costsManaging a school isn’t child’s play. Simple energy concerns are magnified across multiple buildings all trying to react to variable loads. You need real time data, one simple interface, flexible reporting and the power to change every system in your buildings.
With a Delta Controls system through ESC or one of its Partners, you can manage operating costs effectively by identifying inefficiencies and acting upon them, even remotely. After all, you have a responsibility for hundreds of students, keeping them safe and comfortable so that they achieve their learning potential.
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