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THE NEED FOR A COORDINATED PLANNING EFFORT BY THE EDUCATOR, THE EDUCATIONAL CONSULTANT, THE COMMUNITY, AND THE ARCHITECT TO DEVELOP THE VOCATIONAL-TECHNICAL SCHOOL IN A MANNER FILLING THE UNIQUE FUNCTIONAL REQUIREMENTS OF THE COMMUNITY WAS EXPRESSED. SOME OF THE AREAS TO BE INCLUDED IN THE FACILITY INCLUDE INSTRUCTIONAL SPACES, PRODUCTION LABORATORY SPACES, COMMUNICATION AND RESOURCE SPACES, AND SPACES FOR SPECIFIC JOB TRAINING PROGRAMS. (LP)

The Committee on Capital Financing of the Council of Ontario Universities set up the Task Force on Building Costs in June 1971 to analyze in detail comparative building cost data. The first phase of the study involved describing and comparing in detail the initial costs and design requirements of a group of university and non-university buildings. The second phase is to investigate long-term cost and performance factors, including costs of maintenance and operation, and the effectiveness of the buildings in use. This report covers only the first phase of the study, the specific objectives of which were: (1) to develop an understanding of the components of cost in university and non-university buildings; (2) to develop and utilize a methodology that will enable the ready comparison of components of cost; and (3) to provide the necessary descriptive information so that a cost/design comparison might be undertaken. Also included is an extensive supplement that contains the elemental cost analysis and performance and statistical data on which the report is based. (Author/HS)

Resulting from a conference concerned with high-rise fire problems, this manual has been prepared as a fire department training manual and as a reference for students enrolled in fire service training courses. Information is provided for topics dealing with: (1) Typical Fire Problems in High-Rise Buildings, (2) Heat, (3) Smoke and Fire Gases, (4) Life Hazards, (5) Exposure Problems, (6) Water Supplies, (7) Access Problems, (8) Logistics Problems, (9) Coordination Problems, (10) Communications Problems, (11) Salvage and Overhaul, (12) Loss of Electrical Power, (13) Smokeproof Stairways, and (14) Special Problems. A tactical checklist and glossary are appended. (SB)

Building maintenance is a basic two-year trade education course requiring 2 1/2 hours of study on each of 160 teaching days per year. Student abilities should range from those capable of the simplest custodial work to those who may eventually be superintendents of building complexes. The syllabus is organized in sections by traditional skills groupings (custodial services, grounds maintenance, redecorating, carpentry, masonry, electricity, plumbing, climate control, drawings and specifications, bookkeeping and estimating). A two-column format lists course content with suggested audiovisuals and methodology. Appended are lists of texts, references, and audiovisuals; a source directory; and a list of tools and equipment considered to be the minimum necessary for a class group of 20 students. (MS)

The purpose of this project was to develop a transitional instructional program to serve out-of-school and drop-out American Indian youth entering vocational education programs in forest technology, fire science, heavy equipment maintenance and health occupations. The project was designed to develop a 3-quarter transitional program concerned with the development of basic skills, career planning, an introductory core in 2 career area clusters, work experience of both a general and vocational nature, and work habits. It involved the recruiting of 20-25 Indian youth per quarter to start into the 3-quarter sequence. This project provided seed money to: (1) open access to college programs to Indian students; (2) develop transitional core programs allowing undecided students to explore career possibilities in the Mountain Oriented Occupations and Health Related Occupations. The report also explained the curriculum development techniques utilized by the project. Covering fire science, forest technology, and heavy equipment maintenance, 92 behavioral objectives were given. Of these, 51 were core content for all 3 areas. These objectives were then evaluated for strengths and weaknesses, using reports submitted by the instructors. Additionally, subjects, purposes, and teaching patterns were given for hospital building maintenance and health occupations to both interest and motivate students. (EE/KM)

Unwarranted amounts of energy are wasted each year in providing major public and privately owned buildings and the desired environment within them. Improved design, construction, and maintenance and operation can save significant amounts of energy without impairment of these processes throughout the life cycle of these buildings, arbitrarily established as 50 years. To successfully attain this energy conservation, increased cooperation and coordination among owners, designers, contractors, maintenance and operation personnel, labor, and governmental agencies will be necessary. Implementing all of the recommendations contained in this report during the life cycle of a large building should result in a reduction in energy consumption of more than 50 percent. Therefore, there is great potential for energy conservation in large buildings, with the accompanying significant benefit of dollar savings. This report consists of a broad summary and overview of the energy conservation aspects of large buildings, followed by three subcommittee reports containing detailed studies and guideline recommendations in the three areas of design, construction, and maintenance and operation. A bibliography is provided. (Author)

An in-depth study of public housing in New York focuses almost exclusively upon the cost analysis aspect of decision. The costs of various construction techniques, design arrangements, and materials have been collected and analyzed. The stated aim of the report is to reduce cost as much as possible, with user comfort being a secondary consideration. In the light of this aim, basic plan designs are examined in terms of space and subsequent cost efficiency. The means for achieving the spatial arrangements recommended are examined from all aspects. Beginning with structure, comparisons are made between various systems. Interior elements, exterior elements, and mechanical equipment are similarly analyzed. Final recommendations are made for immediate solutions and long term considerations. An appendix contains indexes enabling the cost criteria to be extended to other areas. (RS)

The data collection system used in this evaluation was developed in cooperation with the U. S. Office of Education. The inventory data included data in the categories of building information, room information, classroom-laboratory utilization, office assignments, and enrollment. A summary of the data is charted and described for each of the institutions. (HH)

The procedure described herein entails the use of an educational planning consultant, statements of educational and service problems to be solved by proposed construction, a site plan, and architect selection. Also included in the outline of procedures is a tentative statement of specifications, tentative cost estimates and matrices for conducting space utilization surveys. (GM)

The second publication of a series of three issued by the Colorado Department of Education is designed as a guide for local school districts in the development of a property accounting system. It defines and classifies groups of accounts whereby financial information, taken from inventory records, may be transcribed into debit and credit entries for audit purposes. Examples of summary statements and journal entries are included along with a bibliography of property accounting sources. (NI)

The capital improvement program presented to the Regents of the University of California comprises charts and graphs depicting--(1) the basic academic elements which influence the program, (2) basic elements of cost, (3) the scope of the total program in dollars, and (4) the management of the program from the inception of a project through design and construction to occupancy and maintenance. Typical elements illustrated are academic space requirements, student mix, area standards, capital outlay by year, building project schedule, and flow chart of personnel involved. (HH)

The Materials and Activities for Teachers and Children (MATCH Box) project was developed in 1965 to provide for the relatively intensive treatment of a subject over a short period through materials geared to the elementary school level. Each MATCH Box contains materials, equipment and activities that work together to foster the teaching/learning of specific subjects. HOUSES is designed to introduce to first to third grade children the concept of differing physical environments and their significance for the people who live in them. The children study the Netsilik Eskimo winter igloo and summer karmak, and the Western Nigerian river mud house. By the use of houses in this unit it is hoped that the children will understand that the many differences between housing styles demonstrates that where people live influences how they live. The MATCH Box contains films, a series of still photographs, house models, real building materials, picture charts, and books and stories. The teacher is aided by a list of background facts on the Nigerian and the Eskimo environment and the unit can be divided into eight parts, each outlined in this manual. (SH)

Over 5800 books pertaining to higher education are included in this bibliography. Its 16 sections deal with the following areas: 1) historical, philosophical, sociological, and general development; 2) organization and administration; 3) finance, budget, and business administration; 4) faculty personnel; 5) directories; 6) admissions and registration; 7) student personnel; 8) teaching methods and media; 9) learning and psychological factors; 10) graduate curricular; 11) adult and university extension curricula; 12) undergraduate curricula; 13) evaluation and accreditation; 14) physical plant; 15) libraries; and 16) junior colleges. At the beginning of each section, there is a short notation of some of the sub-topics included in that area. The books were published from approximately 1955 through 1969, but many were out of print at the time of the bibliography's publication. Copies are available from Higher Education Council, Maryland State Teachers Association, 3444 N. Charles Street, Baltimore, Maryland 21201 ($2.50). (DS)

After a brief discussion of when a school board should consider modernizing mechanical and electrical equipment the speaker explored the specifics of lighting, heating, and ventilation. Technical data on foot candles, types of light fixtures, and the importance of air conditioning in modern school buildings are presented. The presentation concludes with the recognition of the need for research on air conditioning in existing buildings. (GM)

Air flow in the neighborhood of buildings is briefly described and compared with that assumed for the usual atmospheric diffusion equations. The literature is reviewed and empirical formulae which have been proposed are listed and compared. (RH)

Topics discussed include--(1) requirements for weatherproofing and sealant materials for thin shell concrete roof, (2) effect of physical factors on weatherproofing of thin shell concrete roofs, (3) problems and limitations imposed by thin shell concrete roofs and their effect on weatherproofing and sealant materials, and (4) properties and uses of available weatherproofing and sealant materials. Also includes an open forum discussion and a report of discussion from a workshop held during the conference. (RH)

The text is made up of a number of general papers followed by the presentations of specific plans of college and university, public, and school libraries. The general sessions were devoted to areas of common interest to anyone contemplating a library program. Topics discussed include--(1) elements in planning a library building program, (2) equipment evaluation and selection, (3) environmental control, (4) human mechanics in relation to equipment, (5) educational innovation, and (6) the place of the school library facilities in the new curriculum. Floor plans, photographs, and diagrams accompany the text. (RK)

A primer on school design prepared to serve as a review of educational change and architectural consequences. Major themes underlying reforms in education are discussed, teaching and alternative learning arrangements are reviewed, and the interrelation of school activities are examined. The current educational scene is reviewed in an attempt to discover those innovations which have implications for facilities. Alternative teaching-learning arrangements needed to meet various educational objectives are portrayed. Also suggested are some various combinations of people, spaces and resources to indicate how certain activities might take place in relation to one another. Many photographs, diagrams and drawings illustrate this document. This document previously announced as ED 026828. (FPO)

Reviews publications supporting the concept that carefully planned special characteristics of a classroom can facilitate desired activities both for the teacher and students. The author denotes these facilitating associations as the "suggestiveness of space," and applies the term "limiting conditions" to spacial characteristics which prevent particular activities. In designing science facilities the architect should be acquainted with the needs of the room which determine spacial requirements. A list of specific findings which help in designing better schools is provided. (PR)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample is included. (AG)

APPROXIMATELY 176 BOOKS AND ARTICLES PUBLISHED BETWEEN 1912 AND 1961 ARE LISTED IN THIS BIBLIOGRAPHY ON RURAL EDUCATION AND THE SMALL SCHOOL. EMPHASIS IS PLACED ON GENERAL REFERENCES, BUT ABOUT ONE QUARTER OF THE LISTINGS ARE PLACED UNDER SPECIFIC SUBJECT HEADINGS SUCH AS BUILDINGS, CONSOLIDATION, LIBRARY SERVICE, ETC. THE ENTRIES ARE ALPHABETICALLY ARRANGED UNDER THE SPECIFIC AREA HEADINGS. (DK)

A demonstration of how colors may be specified for use by all those trades and professions involved in building science. This is of vital importance in furthering the use of color, not only in structures but in every other aspect of our daily usage. Free enterprise requires a color language in order to expand the use of color, and to allow for specified tolerances and variations which can be established on a scientific basis. Presented are the results of studies which suggest, not only to the building industry but to all those who use color, a simple, comprehensive method of color identification. Topics discussed include--(1) color identification based on color order, (2) problems of color identification, (3) color identification for the building industry, (4) color in architecture, (5) the problem of color communication, (6) merchandising through color, (7) a plea for color coordination, and (8) color in interior design. (RK)

To provide a basis on which to determine space required in the public higher education institutions of Pennsylvania, the State Commission on Academic Facilities developed an instruction manual for a method of inventorying physical facilities by building and room. The building inventory and the room inventory are presented as separate sections, each section providing the necessary procedures to be followed and the data forms to be used. General information is provided on the scope of the inventory, the building identification coding, an inventory of residential facilities and the staff required for an inventory study. Appendixes provide necessary data for completing the forms and include such items as building categories and codes, construction codes, building condition codes, determining the gross building area, ownership codes, room function codes and definitions, room type codes, and other information related to building and room classifications. (BH)

A DESIRABLE SCHOOL PLANT IS ONE WHICH PROVIDES A PHYSICAL ENVIRONMENT WHERE THE LEARNING AND TEACHING PROCESSES CAN PROCEED AT THE MAXIMUM RATE. THE OBJECTIVES OF MAJOR CONCERN IN SCHOOL PLANT PLANNING ARE--(1) SPATIAL ADEQUACY, (2) QUALITY, (3) SAFETY, (4) AESTHETICS, (5) ADAPTABILITY, AND (6) EFFICIENCY AND ECONOMY. CERTAIN SEQUENTIAL STEPS NEED TO BE FOLLOWED IN ORDER TO OBTAIN AN ADEQUATE AND DESIRABLE PLANT. FIRST, THE EDUCATIONAL OBJECTIVES OF THE SCHOOL COMMUNITY SHOULD BE FORMULATED. SECOND, AN EXTENSIVE SCHOOL PLANT SURVEY NEEDS TO BE CONDUCTED. THIRDLY, THE EDUCATIONAL SPECIFICATIONS FOR EACH BUILDING MUST BE PREPARED. THE FOURTH STEP IS ARCHITECTURAL INVOLVEMENT AND PLANNING. THE PLANT PROGRAM SHOULD BE IMPLEMENTED BY FOLLOWING THESE STEPS--(1) OFFICIAL APPROVAL OF THE PROPOSED PROGRAM, (2) INFORMING THE PUBLIC OF THE DISTRICT'S PLANT NEEDS AND THE PROGRAM PROPOSED FOR MEETING THOSE NEEDS, (3) THE USE OF AN ARCHITECT TO TRANSLATE THE PLANT NEEDS INTO PLANS AND SPECIFICATIONS, (4) BUILDING CONSTRUCTION, (5) SITE DEVELOPMENT, AND (6) FURNITURE AND EQUIPMENT. AFTER CONSTRUCTING A SCHOOL PLANT, IT IS ESSENTIAL TO ESTABLISH A GOOD MAINTENANCE AND OPERATION PROGRAM. A BIBLIOGRAPHICAL REFERENCE SECTION IS INCLUDED. (ES)

Systems approach as used in this paper refers to the process of a building coming into being. The systems approach attempts to relate the processes of factory production and school construction in that the problems of the spacing and fitting of construction components are considered at the beginning of the design stage of construction. For the systems approach to insure minimum cost, high quality and flexibility it must be based on production volume, reasonable notice time to industry for tailor-made components, and clearly defined functional goals. (HH)

By July 1, 1966, each school district in New York State was required to install a system of property accounting. This pamphlet provides a suggested method of property accounting to assist school districts in meeting this requirement. In addition, suggestions are made to help the districts record the information needed for fire insurance purposes. (HW)

AT THE END OF WORLD WAR II, ENGLAND EXPERIENCED A SHORTAGE OF TRADITIONAL BUILDING MATERIALS WHILE HAVING TO FACE THE PROBLEM OF PROVIDING MORE THAN 1 MILLION PLACES FOR SCHOOL CHILDREN IN 7 YEARS. IN 1946, THE COUNTY OF HERTFORDSHIRE BEGAN USING PREFABRICATED STANDARDIZED MATERIALS FOR SCHOOL CONSTRUCTION TO MEET THIS NEED. STANDARDIZATION HAS SO LOWERED CONSTRUCTION COSTS THAT THE USE OF PREFABRICATED SYSTEMS HAS CONTINUED TO GROW, EVEN THOUGH SHORTAGES OF TRADITIONAL BUILDING MATERIALS NO LONGER EXIST. IN 1961 EDUCATIONAL FACILITIES LABORATORIES (EFL) BEGAN A STUDY OF THE ENGLISH EXPERIMENT TO DETERMINE THE FEASIBILITY OF APPLYING SIMILAR METHODS TO SCHOOL CONSTRUCTION IN THE UNITED STATES. THE SCHOOL CONSTRUCTION SYSTEMS DEVELOPMENT PROJECT (EFL) HAS UNDERTAKEN TO DESIGN A COMPLETE SET OF COMPONENTS FOR THE CONSTRUCTION OF SECONDARY SCHOOLS. EFL HOPES TO COORDINATE A NUMBER OF SCHOOL DISTRICTS IN ESTABLISHING A MARKET LARGE ENOUGH TO INTEREST INDUSTRY IN BIDDING FOR A CONTRACT TO PRODUCE PREFABRICATED MATERIALS MEETING STANDARDS SET BY THE SCHOOL SYSTEMS. A DETAILED DISCUSSION OF THE ENGLISH SCHOOLS, INCLUDING PHOTOGRAPHS AND DESIGNS, MAKES UP THE BODY OF THE REPORT. (AD)

THE ESTABLISHMENT OF A COLLEGE FROM THE APPOINTMENT OF THE PRESIDENT TO THE COMPLETION OF THE 1ST YEAR OF CLASSES IS DISCUSSED. CURRICULUM AND INSTRUCTION, STAFF PERSONNEL, STUDENT PERSONNEL SERVICES, FINANCE, PLANT AND FACILITIES, AND COMMUNITY SERVICES AND RELATIONSHIPS ARE CONSIDERED IN INDIVIDUAL CHAPTERS, EACH CONSISTING OF TWO PARTS--(1) A REPORT OF THE CRITICAL DECISIONS TO BE MADE IN EACH AREA WITH ARGUMENTS FOR ALTERNATIVE POSITIONS AND RECOMMENDATIONS FOR A COURSE OF ACTION, AND (2) A STATEMENT OF THE IMPORTANT PROBLEMS WHICH ARISE IN STARTING NEW INSTITUTIONS INCLUDING SUGGESTED SOLUTIONS. A SUMMARY CHECKLIST OF THE STEPS TO BE TAKEN IS PRESENTED. BIBLIOGRAPHIES OF REFERENCES ON THE JUNIOR COLLEGE, SAMPLE COMMUNITY SURVEY FORMS, AND SEVERAL ADMINISTRATIVE ORGANIZATION CHARTS ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES, 1777 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C., FOR $1.00. (AD)

LIBRARY PLANNERS SHOULD EXPECT AUTOMATION, MICROFORMS, AND FACSIMILE TRANSMISSION TO MODIFY BUT NOT RADICALLY CHANGE THE LIBRARY AS THE INSTITUTION WE NOW KNOW IT TO BE. CHANGES WILL INVOLVE TRADE-OFFS IN SPACE AND DEMANDS FOR ADDITIONAL SPACE. (MF)

THE PURPOSE OF THIS REPORT IS TO SERVE COLLEGE OFFICIALS, HOUSING ADMINISTRATORS, PLANNING GROUPS AND ARCHITECTS BY FOCUSING ON THE DECISION FACTORS WHICH RELATE TO HIGH-RISE AND LOW-RISE STUDENT HOUSING. DECISION FACTORS INCLUDE--(1) LAND USE IMPLICATIONS, (2) SITE REQUIREMENTS--BUILDING CODES, SUB-SOIL CONSIDERATIONS, NATURAL TERRAIN, ACCESSIBILITY, OUTDOOR AREAS, CAMPUS PLAN, GROWTH PATTERN, (3) COST IMPLICATIONS, (4) OPPORTUNITIES FOR CUMULATIVE SAVINGS, (5) TECHNICAL CONSIDERATIONS--BUILDING MATERIALS, SUCH MECHANICAL SERVICES AS PLUMBING, ELECTRICITY, (6) TRAFFIC REQUIREMENTS, (7) COMMON FACILITIES AND SERVICES, (8) OPERATIONAL FACTORS--MANAGERIAL SUPERVISION, HOUSEKEEPING, MAINTENANCE AND REPAIR, (9) SIZE AND INSTITUTIONAL BIGNESS, AND (10) SOCIOLOGICAL IMPLICATIONS. APPENDICES DISCUSS--(1) COMPARATIVE EVALUATION OF HIGH-RISE VS. LOW-RISE DESIGN, (2) HEIGHT OF HIGH-RISE, (3) PROGRAM STATEMENT FOR ST. OLAF COLLEGE, AND (4) CHECKLIST FOR RESIDENCE HALL PLANNING. (HH)

A SIMPLE BUILDING WITH A MINIMUM NUMBER OF INSIDE AND OUTSIDE CORNERS GIVES THE MAXIMUM AMOUNT OF QUALITY TEACHING SPACE FOR EACH BUILDING DOLLAR. THIS CONCLUSION IS BASED ON ONE ARCHITECTURAL FIRM'S COMPARISON OF TWO SIMILAR SCHOOLS, ONE OF WHICH HAD A MORE COMPLEX PLAN. A COMPARISON OF COSTS, AREAS, PERIMETERS, VOLUMES, NUMBER OF CORNERS, AND NUMBER OF ROOFS IS GIVEN. (JT)

The physical plant administrator manages men, money and materials to create the best possible physical environment for the educational processes at his institution. Areas of concern of the plant administrator are administration, building maintenance, janitorial services, traffic, security and safety, utilities, grounds, alterations, and improvements. Elements suggested for successful plant management are--(1) planning, both immediate and long-range--defining goals and determining means, (2) organizing, with emphasis on communications, (3) supervision--directing, motivating and co-ordinating, and (4) controlling--setting standards, checking and reporting on performance, and correction of performance. Development of people is also listed as an important aspect of successful plant administration. A job description for a superintendent of buildings and grounds is outlined under two major headings--(1) development for approval of the business manager programs for the maintenance, repair, and operation of college buildings and grounds, and (2) assisting, serving and acting for the business manager in planning the development of the physical plant. (HH)

THIS GUIDE PROVIDES STEP BY STEP ASSISTANCE TO THOSE RESPONSIBLE FOR A SCHOOL BUILDING PROJECT. THE RESPONSIBILITIES OF THE BOARD OF EDUCATION AND THE SCHOOL STAFF ARE EDUCATIONAL PLANNING AND MAKING STUDIES OF THE SCHOOL POPULATION. ADVISORY SERVICES ARE PROVIDED BY THE STATE EDUCATION DEPARTMENT. THE FOLLOWING STEPS ARE AMONG THOSE CITED AS BEING IMPORTANT. CONVERSION OF EDUCATIONAL PLANS INTO WORKING DRAWINGS IS THE RESPONSIBILITY OF THE ARCHITECT. SINCE HE ALSO GUARDS THE BOARD AGAINST DEFICIENCIES IN WORKMANSHIP, CAREFUL ATTENTION MUST BE GIVEN BY THE BOARD TO HIS SELECTION AND EMPLOYMENT. SUPPORTIVE SERVICES FROM THE ENGINEERING AND LEGAL PROFESSIONS MAY HAVE TO BE CAREFULLY CONSIDERED. UPON COMPLETION OF THESE STEPS, THE BUILDING PROJECT MUST PROCEED TO SITE DETERMINATION, PRELIMINARY PLANS, DISTRICT APPROVAL, FINAL PLANS, AND BIDDING PROCEDURES INCLUDING AWARDING OF BIDS. SUPERVISION OF THE CONSTRUCTION PROCESS AND INSURANCE COVERAGE MUST BE PROVIDED. PROCEDURES FOR HANDLING CHANGE ORDERS MUST BE ESTABLISHED. WHEN CONSTRUCTION HAS BEEN COMPLETED, THE BOARD OF EDUCATION MUST INSPECT THE FACILITIES FOR FINAL ACCEPTANCE. THIS FOLLOWS THE ISSUANCE OF THE CERTIFICATE OF FINAL APPROVAL BY THE ARCHITECT. PLACING THE BUILDING IN USE IS THE FINAL TASK. (RH)