Senior II
Technical & Vocational Education & Training School To salvage a falling community, is to prepare the whole nation for any crisis to come.
Maspero Triangle
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Project Credits
Senior II Report Done under the supervision and regulations of the Architectural Department of the Engineering faculty in Modern Sciences and Arts(MSA) University in partnership with the University of Greenwich
Supervised by: Prof. Hisham Gabr Prof. Omar Fawzy Prof. Sameh El-Fiki Asst. Prof. Rasha Sayed and the rest of the teaching staff of LAs and TAs
Presented by: Moustafa Ahmed Ali
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ACKNOWLEDGMENT
Within the smallest achievements, lies a path and opportunity to greater ones. No one creates success with a single hand, but with the collective effort of individuals dedicated to a task with a unified vision for a better future. This project was done and developed with the motivation and support of many individuals who pushed me further and acknowledge my potential. I would like to show my greatest and foremost appreciation to every staff member involved in this project, all the supervisors mentioned for their great mentoring and guidance, my Senior I research group and to every professor or lecturer from within the university or outside whom showed their faith and endless support for this project to push it beyond its limits within such limited time. I hereby thank everyone involved that helped make this project what it is.
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PREFACE
Egypt’s educational system might be one of the most flawed through out the current modern approach of the world’s nations. As we perceive academic education in universities as the most eloquent path to success, the world is shifting towards craftsmen and the ability to procreate innovative solutions to current problems through expertise. Our mission is one of simple words, but a more complex approach. Our intent is to provide Egypt’s first dedicated Vocation and Technical School that teaches the current and upcoming generations the expertise and precision of a craftsman and technical labor. However, this is not the full extent to our proposal. We are looking to rehabilitate individuals, focusing on Maspero’s Triangle, to fully integrate and enable the students to creative thinking, innovation and abolishing the notion of vocational students being second class to their academic counterparts.
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Table of Contents
Acknowledgment Preface Section I - Introduction Synopsis Site Analysis Programme
Section II - Design Synopsis Inspirations Concepts Proposals Major Turning Points Proposed Design
7 8 12 20 23 24 26 28 32 34
Section III - Construction
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Strategy Materials Details
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Section IV - Structure System Strategy Structural Plans Systems Details
Section V - Environmental Assessment Synopsis Elevations Elements Energy Analysis Materials
Section VI - Leed Self-Assessment Checklist Achievements
Annex Bibliography
40 50 55 56 58 60 62 65 66 68 70 76 78 79 80 82 91 94
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“
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True education is concerned not only with practical goals but also with values. Our aims assure us of our material life, our values make possible our spiritual life. -Ludwig Mies van der Rohe
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Section I
Introduction “We are looking to rehabilitate individuals, focusing on Maspero’s Triangle, to fully integrate and enable the students to creative thinking, innovation and abolishing the notion of vocational students being second class to their academic counterparts.”
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Introduction
Synopsis Vocational schools has been around for as long as anyone could remember. Their influence and importance are of utter most essential to the development of any solid or newly formed educational infrastructure that would render a country viable for future development and provide a real solution to an endless struggle of many educational systems that fell to the notion of having to be a university graduate to work. While it may sound plausible, but then the abundance of higher education graduates against the dwindling numbers of technical and vocational expertise most likely to deem the job and business market a failing scene due to the imbalance. 8
In Egypt, the problem lies with the mentality of the population itself and their views on technical and vocational education. This rift causes individuals to always seek higher education, not for an academic status or personal educational interest but for a social merit that barely holds any importance when it comes to the life that awaits any student beyond the educational phase. As long as vocational schools receive a status of the lower class among the educational realm, there won’t be any real development. Thus the proposal of a vocational school seeks to add value to the long lost aspect that have made countries rise in the past.
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Social Aspect
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Economic Aspect
Egyptians tend to view technical
The imbalance of university graduates
schools as a second class education
against the dwindling number of tech-
only made for school dropouts and/
nicians is a reverse paradigm of the
or failures, creating an abundance of
normal work requirements making
university graduates and lack of tech-
businessmen ready to pay a lot more
nical expertise.
for technical labor.
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Urban Aspect
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Political Aspect
Normally, informal settlements and
Although Education and Politics are
slums are an issue for many cases,
two different cases, but they are strict-
but in the case of vocational and tech-
ly connected. With a firm strategy to
nical education, this seems to be quite
alter the educational system to incor-
the opposite. With the abundance of
porate and cement vocational educa-
technical expertise within the area as
tion to a highly sought after career is
the main source of work residing in
a step towards real development and
small workshops within such areas,
having a world class vocational school
signals a power notion of opportunity.
built on such a high land value pushes the boundaries for its significance.
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Introduction
Technical & Vocational School Technical and Vocational Education and Training (TVET) is concerned with the acquisition of knowledge and skills for the world of work. Throughout the course of history, various terms have been used to describe elements of the field that are now conceived as comprising TVET. These include: Apprenticeship Training, Vocational Education, Technical Education, Technical-Vocational Education (TVE), Occupational Education (OE), Vocational Education and Training (VET), Professional and Vocational Education (PVE), Career and Technical Education (CTE), Workforce Education (WE), Workplace Education (WE), etc. Several of these terms are commonly used in specific geographic areas. Student Recruitment
Licensed Craftsman
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Technical Education
Rehabilitation
Work Experience
Basic Knowledge
Overhaul
Research
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Master the Craft
Vocational Education
Formal education designed to provide
Formal education designed to pre-
knowledge and skills underlying pro-
pare for skilled occupations in indus-
duction processes with a wider con-
try, agriculture and commerce, gener-
notation than vocational education at
ally at secondary level.
secondary or higher level.
Introduction
Objectives The highest notion to achieve in Egypt’s educational development isn’t solely done by eloquent words and teachings, but by pragmatic solutions that incorporate students of different ages within the society. Provided trust, respect and proper education, vocational education could provide us with the needed economical and communal sustainability. 1
Vision
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Mission
A top of the art educational facility that
Promoting Vocational Education in the community
abolishes past notions of Vocational
by integrating individuals and locals into a complex
Education and revolutionizes Techni-
system of teaching expertise, the art of crafts, prop-
cal Education Systems to provide eco-
er and basic academic education, and the rehabili-
nomical and communal sustainability.
tation of an individual thinking.
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The professional
Objective
Sector made to clarify the development of the educational system and integrate VET with in it.
• To incorporate the Triangle’s strong influence within the development of the school • To integrate existing expertise of famous crafts and promoting the less famous • To sustain and develop a powerful alternative to the traditional education system • To stand the test of time
Women
The Commercial
Some VET schools tend to leave out women
Which young kids, 10-12 years or above, learn
and focus on hard crafts, while others focus
street trading, working at department stores,
solely on women and their ability to produce lavish work such as tailoring.
The Nursing
and other similar businesses.
VET Schools
Provides the needed practical expertise for people pursuing Nursing with professional care and preparation in consideration.
The Agricultural Involves a variety of specific occupations relating to Agriculture, comprising tillage of soil, care of animals and vegetation.
The Industrial A sector being the most engaging and complex out of all types, it incorporates a great range of trades, crafts and manufacturing skills. This specialized sector is available to everyone with little to no preparation, and also to the higher mechanical engineering candidates.
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Introduction
Site Analysis Maspero Triangle lies within he heart of Cairo, it resides in a neighborhood surrounded by Downtown to the South, South-East and Bulaq Abu Al-Ela North, North-East, while being separated from Al Jazirah or Zamalek by the Nile river to the west. The area was named after French Egyptologist, Gaston Maspero, who served as the curator and director of the Egyptian Museum in 1914, which directly overlook the triangle from the South. Maspero has been the target of many redevelopment plans including the most recent in 2015, the international competition that took place to re-design the whole area, seeing global interest from many top firms including the winner, Foster + Partners. The issue of the land lies within the dispute of the land owners and the illegal settlements of the local residents that raises many problems as well interest and investment within the area.
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Area
Road Network
• The total area of the triangle Maspe-
• 6th of October Bridge
ro streets without external Corniche :
• El-Galaa street
317,598 m
• Nile Corniche Street
• Facade along the Nile, which can be
• 26th of July Corridor
exploited: 238 m
• 15th of May Bridge
• The facade on the 26th of July Corridor: 918 m
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2
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Site Borders
• West: Nile Corniche & Zamalek • North: 26th of July Corridor & Bulaq Abu Al-Ela • East & South: Galaa’ St., 6th of October Bridge & Downtown
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Introduction
Site Analysis In an area labeled by Chaos in the region, the paradigm attempts to Incorporate Maspero’s Neighbor, Downtown, ordered structure of the Haussmannian Architecture to enhance and integrate the areas as to connect the people of Maspero and incorporate them with surrounding context. From Chaos, order is reborn to shape and govern our world. In Egypt specifically, Chaos roams free to overrule and dictate the architecture of becoming. The result is a loss of identity through the skyline overlooking the Nile to the untrained eye, but in fact this signals a notion of potential to overshadow the chaotic scenery that dominates the area in order to sustain and develop the most basic necessities and building prototypes that accommodate the local residents of Maspero.
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Introduction
Site Analysis The underlying order emerges amidst the chaos of architecture, through a public vocational school that connects the Ordered (Downtown) with the Chaotic (Maspero) on the urban scale, the informal with the formal building prototypes on the architectural scale, and the overlooked and forgotten value of Vocational Education with the current failing education system that governs the state into failure while raising that new educational system’s own significance to be placed in such a high land value area to provide the first real Vocational education facility within the very heart of Cairo to claim its dominance as an alternative to the traditional educational system.
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Introduction
Site Analysis Maspero is well connected to Cairo and its surrounding neighbors either distant or close-by. The heavy presence of bus stops, even if they are illegal, metro stations and its close proximity to urban public squares such as Tahrir and Ramsis squares gives it an easy accessibility to nearby cities and towns. While the presence of Egypt train station connects the site on a macro level with the rest of Egypt as it is mostly used by the public for In-country transport from the very top, Alexandria, to Aswan at the very bottom. The urban pattern clearly states an informal planning within the area. Despite the rigid and radial of the haussmannian architecture of the Downtown area, it clearly did not affect much the urban planning of the Maspero Triangle.
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Strengths
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Opportunities
• Accessible from the main road.
• Offers possible connection to Downtown
• Strongly linked with Downtown.
• Existing workshops surround the site and could be incor-
• Extremely close to various public
porated.
transports.
• Zahr Al Gamal street is the main trade area of the triangle.
2
Weaknesses
4
Threats
• High noise levels.
• Al Armanti area is the most insecure area of the triangle.
• The bridge blocks most of its view.
• The closed surroundings threatens the area’s security.
16 • Overlooks a very crowded road.
Introduction
Site Analysis
Historic Development
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Introduction
Site Analysis
Poor Healthcare
Major Public Buildings
While it is not common to have a hospital inside each
There’s a clear presence of important public buildings that
and every zone, but it’s not only wrong but frustrating
should incorporate the area into their high standards, from
for the residents to not have a small medical center, al-
T.V. & Radio Building to Ministry of Foreign Affairs, but instead
though there are major nearby Hospital.
it leaves the area as nothing but a neglected background invis-
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ible due to their much taller buildings.
Introduction
Site Analysis
Entertainment
Major Hotels The major hotel of the area is located
Main entertainment in the area is found at the mall of Hilton
inside the premises of the triangle, Hil-
located across the street. On the other side of the triangle
ton Ramses, a major hotel brand in a
“Cinema Ali Baba� is found of major architectural impor-
poor environment.
tance
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Introduction
Programme Spaces
Sq. meter required
min. number of people using the space *space required/person
Number of units
Admission office
250 m2
12 person*4.2 m2 = 50 m2
5
Registration office
250 m2
12 person*4.2 m2 = 50 m2
5
Offices
210 m2
11 person*2.8 m2 = 30 m2
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Exhibition
420 m2
50 person*4.2 m2 = 210 m2
2
Library
400 m2
140 person*2.8 m2 = 400 m2
1
Kitchenette
40 m2
7 person*2.8m2 = 20 m2
2
Toilets
42 m2
5 person*4.2m2 = 21 m2
2
Administration
Total
1612m2
Services
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Multi Purpose unit
840 m2
300 person*2.8 m2 = 840 m2
1
Cafeteria
450 m2
25 person*2.8 m2 = 75 m2
6
Clinic
10.5 m2
3 person*3.5 m2 = 10.5 m2
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Total
1300.5 m2
Introduction
Programme Spaces
Sq. meter required
min. number of people using the space *space required/person
Number of units
Class rooms
1200 m2
30 person*2.8 m2 = 80 m2
15
Lecture Halls
600 m2
60 person*2.8 m2 = 150 m2
4
Staff rooms
100 m2
15 person*2.8 m2 = 50 m2
2
Computer labs
300 m2
30 person*3.3 m2 = 100 m2
3
Studying areas
420 m2
25 person*4.2 m2 = 105 m2
4
Wood workshops
300 m2
30 person*5 m2 = 150 m2
2
Metal-works workshops
300 m2
30 person*5 m2 = 150 m2
2
Car Workshops
400m2
30 person*6.6 = 200 m2
2
Nursing
100 m2
30 person*3.3 = 200 m2
1
Storage
350 m2
50 m2 / workshop = 50 m2
7
Shops
150 m2
10 persons*3.0 = 30 m2
5
Crafts rooms
500 m2
30 person*3.3 m2 = 100 m2
5
Toilets
42 m2
5 person*4.2m2 = 21 m2
2
Services
100 m2
7 person*2.8m2 = 20 m2
5
Minimum width 2.4 m2
4 person*0.6 = 2.4m2
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Educational
Corridors Total
4862 m2
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Introduction
Programme Spaces
Sq. meter required
min. number of people using the space *space required/person
Number of units
Class rooms
800 m2
30 person*2.8 m2 = 80 m2
10
Staff rooms
50 m2
15 person*2.8 m2 = 50 m2
1
Computer labs
100 m2
15 person*3.3 m2 = 50 m2
2
Storage
50 m2
50 m2
1
Crafts rooms
50 m2
15 person*3.3 m2 = 100 m2
2
Toilets
42 m2
5 person*4.2m2 = 21 m2
2
Services
40 m2
7 person*2.8m2 = 20 m2 min. number of 4 person*0.6 = people using the 2.4m2 space *space required/person
2
Youth Educational
Spaces Corridors Total
Sq. meter Minimum width 2.4 m2 required 1132 m2
Number of units
Lobby and reception Main cores
200 m2
18person*2.8 m2 = 50 m2
4
Waiting area
168 m2
20 person*2.8 m2 = 56 m2
3
Lobby
140 m2
50person*2.8 m2 = 140 m2
1
Toilets
42 m2
5 person*4.2m2 = 21 m2
2
Total
550 m2
Grand total
9456.5 m2 Total Plot Area: 19,000 m2 / 4.5 Feddans
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Total Built up Area: 9,500 m2 Footprint Area: 6,500 m2
Section II
Design “The highest notion to achieve in Egypt’s educational development isn’t solely done by eloquent words and teachings, but by pragmatic solutions that incorporate students of different ages within the society. Provided trust, respect and proper education, vocational education could provide us with the needed economical and communal sustainability.”
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Design
Synopsis Before the concept phase began, the ideology and direction of work to produce a successfully functioning and aesthetic idea to the mind was already in place. The immense inspiration drawn from the Suprematism art and the fascination with Modular Architecture almost gave the initial concept-alternatives proposal a unified umbrella to work under. The idea stemmed from the complex and overwhelming architecture of the surrounding context, not the NeoClassical, not the Haussmanian, but the undervalued slums design. The proposals thought to look more into such immersive design technique that seems to be the opposite of a good design to the short sighted, while looking through a functional glass brings out the design-for-need paradigm that we sorely miss in the tallest of buildings.
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Design
Synopsis For long we have considered time to be a test that we need to overcome in order to maintain our species survival in this world. Since the dawn of time, Egyptians have put their knowledge into defying time regarding it as a mere transition between this life and the next. We have seen past success in that matter only in Architecture. Some of which are still standing, having seen centuries of civilizations and growth to withstand the barrier we have set for ourselves. Yet we have never considered Time to be a dimension that could contribute to our existence instead of diminishing it. Since Einstein introduced the Relativity Theory to the world, we have started seeing the world from a much broader scope. The three dimensions we once knew to map the whole world around us started to be lacking in defining certain aspects in the universe. A Line, Plane, Shape, Time and Velocity are the defining five dimensions of our universe and as such should be incorporated contemporary and complex designs that can withstand the Time & Space, but also incorporate time in its advantage to deliver an educational facility that could overlook the transition of the educational system.
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Design
Inspirations ART | Suprematism The art is a unique and quite simple despite its name, the main characteristics is that it possesses and demonstrates all geometrical shapes and simplifies them into their most basic forms whilst conveying the same message they were made to deliver. Suprematism influence affects all concepts through the origination of forms and the basic geometry that dominates the visuals merging and eluding to complete forms.
ARchitecture | Modular Modular Architecture could easily be associated with the architecture of developing a prototype and then repeating it over and over, while it may seem plausible, but its far from the truth. This architecture seeks the basic geometry as a solution and drive for its approach to the function required within a space to better create a visually appealing and functional building. This denotes the simplicity of the single geometry, yet the complexity and strong interrelation with multiple placed geometries to achieve and sustain a fluid yet strong pragmatic solution. The work of Rasem Badran was very inspiring for the process of this project, especially his view and proposal for the Maspero Triangle competi-
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tion.
Design
Inspirations Literature | Of Gods & Men As self-made writer, I have managed to write two books part of an Epic-Fantasy novel series that are yet to be published. The project drew a lot of inspiration from writing these books and as such were done on a parallel level. The title of series refers to the main struggle inspired by the world’s constant rift between religions and men depicted in an epic scale fictional universe that has the human race divided into two sub-races, the Daywalkers and the Nighstalkers who worship the sun and moon goddesses respectively, with their struggle for land dominance. On the other hand, the first book’s title refer to the story being told from the perspective of the Daywalkers and their empire comprising of four kingdoms divided since the great seal was raised to imprison the Nightstalkers to pose no threat... Until, the seal starts to fade. The second book of the series planned for release will start putting the readers through the eyes of the opposite faction, the Nighstalkers, with events unfolding through the same story-line.
Ideology | Order & Chaos The science and ideology of man vs. world, good vs. evil, and order vs. chaos was an underlying dogma to all the work put on with this project.
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Design
Proposals Concept I | Urban Strings In an area with dense population, a crossroad of different social, economical and urban levels and endless opportunities, there has to be complex consequences that is dealt by effectively in the simplest of ways to adopt the rich history and value of the urban context within a project that aims to deliver hope to residents and others alike. This concept draws lines and grids from various important architectural & urban elements that transforms in the site to create a form that further enhances the existing urban structure while exposing its subtle beauty to the nearby areas
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“Strip the geometry to its utter simplest form to confine complex ones�
Design
Proposals Concept II | 5th Dimension For long we have considered time to be a test that we need to overcome in order to maintain our species survival in this world. Since the dawn of time, Egyptians have put their knowledge into defying time regarding it as a mere transition between this life and the next. We have seen past success in that matter only in Architecture. Some of which are still standing, having seen centuries of civilizations and growth to withstand the barrier we have set for ourselves. Yet we have never considered Time to be a dimension that could contribute to our existence instead of diminishing it. Since Einstein introduced the Relativity Theory to the world, we have started seeing the world from a much broader scope. The three dimensions we once knew to map the whole world around us started to be lacking in defining certain aspects in the universe. A Line, Plane, Shape, Time and Velocity are the defining five dimensions of our universe and as such should be incorporated contemporary and complex designs that can withstand the Time & Space, but also incorporate time in its advantage to deliver an educational facility that could overlook the transition of the educational system. The main concept incorporates Space and Time and spatial dimensions to define the form and function of the building to emphasis on the history and promote the future of the area and the developed educational system
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Design
Chosen Proposal
Concept III | Order within Chaos The underlying order emerges amidst the chaos of architecture, through a public vocational school that connects the Ordered (Downtown) with the Chaotic (Maspero) on the urban scale, the informal with the formal building prototypes on the architectural scale, and the overlooked and forgotten value of Vocational Education with the current failing education system that governs the state into failure while raising that new educational system’s own significance to be placed in such a high land value area to provide the first real Vocational education facility within the very heart of Cairo to claim its dominance as an alternative to the traditional educational system. Thus the Square Modular System was used extensively in all design elements and decisions to create the proclaimed order within chaos by the use of modular square grids and forms ordered by their size in accordance to the required program and activity, and overlapped by their orientation and placements to comply with environmental and physical aspects of the chaos lines generated. The concept aims to integrate Maspero with Downtown using existing urban fabric and visual grids in order to fuse the chaos in Maspero with the order in Downtown area into chaotic order.
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“When there is Chaos, there is an underlying order�
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Design
Major Turning Points Jury I | Saturday, 5th of March, 2016
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Submission | Tuesday, 8th of March, 2016
Jury II| Saturday, 26th of March, 2016
Jury III| Saturday, 16th of April, 2016
Jury IV| Tuesday, 3rd of May, 2016
Design
Major Turning Points Final Jury | Saturday, 14th of May, 2016 In an area labeled by Chaos in the region, the project tries to Incorporate Maspero’s Neighbor, Downtown, ordered structure to enhance and integrate the areas as to connect the people of Maspero and incorporate them with surrounding context. From Chaos, order is reborn to shape and govern our world. Thus the Square Modular System was used extensively in all design elements and decisions to create order within chaos by overlapping and merging multiple square modules
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Design
Proposed Design
Master Plan
Main Elevation
First Floor Plan
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Site Plan
Solid & Void
Access Points
Zoning Circulation
Section A-A
Section B-B
Section C-C
Embassy-Side Elevation
Maspero-Northern Elevation
Western Elevation
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Design
3D Shots Birdseye Views
Isometric view
Exterior Views
Night view
Library exterior view
Main spine view under cross bridge
M.P.U exterior area
Public seating pocket view
Main entrance underlooking exhibition
Marketplace shot
Classroom shot
Atruim interior shot
Interiorr Views
Library interior shot
36 Bridge overlooking exhibition
Principle’s office overlooking the school
Cafeteria intreior view
Section III
Construction “To construct with passion, is to build for the future. As any building seeking to leave its footpring among the landscape of the universe, its birth or way of coming into being simply matters as much.�
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Construction
Strategy The buildings are of simple building methods of Concrete with an external facade of curtain walls, treated with custom made adaptive solar fins that are placed between mullions and moved vertically to comply with the shading needed for each space using PIA system that greatly decreases the need for maintenance and allows for automatic monitoring and control for the building to adapt and negate the extensive hot climate. Other external walls, that face a noise issue to help sustain the acoustic levels needed for a fully operative educational facility, are treated with a double layer of square shaped modules of both reflective and absorptive material placed on the exterior side of the wall help isolate the interior space from the outside noise. All exterior materials used are of high recycling value and minimal emission values to satisfy the paradigm of a high standard prototype vocational school to better inspire future school buildings or other buildings within the area to shift towards greener building and construction techniques. While it is known to cost more, but that is in fact false and promotes nothing but negativity towards sustainable building an as such the step was taken to build the project with minimal cost and the highest energy efficiency with regards to waste and carbon emissions to better affect the surrounding context and influence the ever rising construction techniques and technologies in the country.
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Construction
Strategy The triple ring system that warps each building acts as both vertical shading system as well as a host for horizontal cold water pipes that exchanges heat around the building with the soil to achieve passive cooling while the glass facades helps with the heat exchange process rapidly. The very upper ring act mainly as a shading device for the roof and encompasses vertical water pipes that connect with external and horizontal hollow beams that form a modular pattern and serve as Hydroponic farms to maximize the usable building area through the roof and help accommodate an extra vocational training in agriculture (On top of CarRepairs, Metalworks, and Woodworks vocational trainings) for the residents and students to help them gain the knowledge of building hydroponic farms for their roof tops for a much cleaner environment and revive the falling agricultural field through minimum resources and supply. Materials used comply with the codes and regulations of buildings as well as satisfy the LEED requirements for a sustainable facility with a low carbon footprint and a higher contextual presence of a green approach in materials as well as building techniques and processes to further enhance the proposal’s core strength and justifies its presence in such a powerful and rich site location.
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Construction
Materials
Exterior Finishing Materials
Aluminum Shading Fins
Off-White Paint Electrochromic Thick Aluusing EnviGlass Panels minum alloy ronOxide pigcovering water ment on top pipes painted of BioBase with Environ501 soy-based Oxide pigment foam insulation
Double Skin Modular Reflective surface with an underlay absorbative cushion
The usage of these materials allowed the manipulation of the facades to a much greater extent, while dealing with the facing environmental issues that stems from the established hot climate of the Middle-East. All materials used were developed specifically to deal with heat exchange, energy efficiency and carbon emissions, this renders the building as an exterior surface to be positive towards the environment and enhances its collaboration and efforts to sustain and develop energy within the context, while putting maximum management on emissions and waste. This is provided through the use of various materials and the manipulation itself of the forms to provide passive cooling, shading, maximum natural lighting and control over the extent of which.
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Construction
Materials
Interior Finishing Materials I - Classrooms (Low Traffic) ULTIMA® Square Lay-in fine texture Mineral Fiber Ceiling White paint using EnvironOxide pigment over ComfortBoard Mineral Wool Board Insulation by Roxul Inc.
Smart lighting system with Vivid MR16 LED light by Soraa
TacTiles® flooring cover by Interface Inc.
II - Library (Medium Traffic) ULTIMA® Square Lay-in fine texture Mineral Fiber Ceiling
Kinetex Textile Composite Flooring by J+J Flooring Group
Electrochromic Glass Panels
Smart lighting system with Vivid MR16 LED light by Soraa
Aluminum Alloy recyclable railing pipes and balusters
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Construction
Materials
III - Atrium (High Traffic)
Electrochromic Glass Paneled Skylight PoE Access Control Locks byAssa Abloy Group Kinetex Textile Composite Flooring by J+J Flooring Group
ULTIMA速 Square Lay-in fine texture Mineral Fiber Ceiling
Aluminum Alloy recyclable railing pipes and balusters
IV - Offices (Low Traffic) ULTIMA速 Square Lay-in fine texture Mineral Fiber Ceiling Aluminum Alloy cover over Durable速 PVC water piping system
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TacTiles速 flooring cover by Interface Inc.
Construction
Materials
Materials Glossary CrossLam Cross Laminated Timber
Used in : Temporary Exhibits and Marketplace Kiosks CrossLam is a cross-laminated timber (CLT) structural panel made by gluing layers of softwood boards one on top of the next at right angles to each other. The resulting panels are light and dimensionally stable in all directions and can be used for floors, walls, and roofing. CLT is made from less desirable wood, including wood taken from forests killed by mountain pine beetles, but higher quality wood can be used if it is going to be exposed to view, and FSC-certified wood is available. CLT comes in panels up to 12 meters long, 3 meters wide, and 0.3 meters thick and uses formaldehyde-free Purebond polyurethane adhesive.
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Construction
Materials Kinetex Textile Composite Flooring
Used in : Medium - High Traffic Interior Flooring Kinetex is a soft surface floor covering intended for use in place of hard surfaces such as vinyl composite tiles in medium- to high-traffic commercial applications. These 60cm x 60cm semi-rigid tiles are 0.5cm thick, compared to 0.6–1.2cmfor standard carpet tiles, and are engineered with a wear layer made from solution-dyed PET that resists staining or bleaching and is woven for abrasion resistance and durability. Kinetex is made from 60% recycled content (50% post-consumer PET sourced primarily from water and soda bottles) and, unlike carpet, can be ground and processed into new backing in one step without costly material separation and sorting or loss of performance. Kinetex is treated with perfluorinated compounds to resist dirt and improve its lifespan; note that these chemicals persist in the environment and may have long-term environmental impacts.
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Construction
Materials TacTiles® flooring cover
Used in : Low Traffic Interior Flooring TacTiles is a proven glue-free installation system of modular carpet tiles. From this, it developed a glue-free installation system that uses the inherent strength to create a dimensionally stable “floating floor.” The TacTiles installation system uses 7cm adhesive squares. These flexible backing systems hug the floor, creating dimensional stability without glue. The tiles are connected to each other and nothing sticks to the subfloor. They are easy to use and eliminate the mess, odor and drying time of spread adhesives. They also provide greater flexibility for installation and selective replacement. With virtually zero VOCs and an environmental footprint that’s more than 90% lower than traditional carpet adhesives, TacTiles offers a more sustainable installation option.
45
Construction
Materials ULTIMAÂŽ Square Lay-in fine texture Mineral Fibre Ceiling
Used in : Ceilings Mineral fiber ceilings are 100% recyclable and, thanks tothe closed-loop recycling process, the Ceiling-2-Ceiling options offer the highest level of post-consumer recycled content. They deliver combination acoustics to improve indoor environmental quality and certified low VOC emissions to meet stringent indoor air quality standards. Fiberglass ceilings deliver significant energy savings via high light-reflective surfaces, contain up to 75% recycled content and are also 100% recyclable. In addition, many companies offers plant-based binder options for certified low VOC emissions.
46
Construction
Materials Paint using EnvironOxide pigment
Used in : Wall Paint Pigments, when used as concrete coloring agents, enable architects to design attractive aesthetically pleasing buildings, as well as providing solutions to many of their design problems. Using EnvironOxide pigments to paint over finished walls or concrete products is relatively simple, but some care must be exercised to achieve optimum performance. EnvironOxide pigment is an iron oxide pigment recovered from abandoned coal mine drainage. Companies produce a range of nontoxic, non-bleeding pigments that can be used as a colorant for concrete, cement block, paint, wood stain, and brick.
47
Construction
Materials Vivid MR16 LED Lights
Used in : Lighting Fixtures The Vivid MR-16 LED luminaires are ideal for use where light quality is critical, such as art galleries or retail displays. Unlike other LEDs that use gallium nitride (GaN) crystals grown on a sapphire or silicon carbide base, Soraa uses GaN grown on a GaN base so the crystals have far fewer imperfections. Though less efficacious than some LEDs, Soraa MR-16s produce higher intensity, “full spectrum” light that can rival halogen bulbs, while operating at much lower temperatures. The color rendering index (CRI) is as high as 95. Soraa’s Vivid MR16s are available in 14-, 25-, and 36-degree beam angles.
48
Construction
Materials Power Over Ethernet Access Control Locks
Used in : Door-Lock Systems Ethernet data cables carry low-voltage electricity to power the lock as well as transmitting data to and from the devices using a facility’s already existing wired and wireless local area network (LAN). Each PoE door typically uses about one watt per door in standby mode, saving more than 150 kWh per year compared to a traditionally wired system. Ethernet power loads are low enough that a modest uninterruptable power supply (UPS) may be able to maintain electronic-access functionality in the case of a power outage.
49
Construction
Details Construction Details Glazing Systems
50
Construction
Details Wall to Slab Connections
Floor Slab Detail
Wall to Wall / Foundation / Footing Connection
Footings & Foundations
Arrangement of Strip Footing
51
Construction
Details Environmental Construction Approach
Tubes are filled with a special hydraulic fluid and as the sun moves over the building, there will be an imbalance of heat between the two tubes and the louvres will open or close as appropriate.
52
Construction
Details Dynamic Sun Shading Fins
53
Construction
Details General 3D-Sectional Drawings
3D-Sectional View of a Building Block
54
Exploded 3D-Sectional View
Section IV
Structure System “A building’s structure is the identity and hidden personalty that holds all the hardships that the it has to through. While a few label it as the ugly side of the construction business, others simply could watch steel and concrete lift something no one else coud carry it so easily.”
55
Structure System
Strategy The project complexity lies within the layering of much simpler shapes to generate the form of a clean yet complex geometrical shape that fits the function and perform environmentally. This concept does not overlooks the structural needs and aesthetics that should be present to simply represent the vocational school at its finest physical form, but also its underlying core that supports the structure. The building takes advantage from the meeting corners of the square modules to bette convey the structural grids and place the structural elements within, as to not disrupt the visual and the Architecture of the project. The main structures system used are simple Column and Beam structure systems in smaller spans, and Concrete Frames system in longer and open spans.
1
Solid Slabs
2
Reinforced Concrete Frames
Solid Slabs are used in a wide array of
Reinforced Concrete Frames are
functions using Reinforced Concrete
more commonly used in areas of larg-
construction and is typically used in
er spans and to eliminate the need for
smaller scale spaces.
any structural element to drop with in the open space.
3
Inverted Frames
Inverted Frames use the same elements and techniques as traditional Reinforced Concrete Frames, but they hold the structure from its underside of the beam, instead the top side.
56
57
Structure System
Plans
Solid Slab Solid Slab Solid Slab
Solid Slab
R.C. Frames
Solid Slab
Solid Slab Inverted Frames
R.C. Frames
Solid Slab Solid Slab Solid Slab
R.C. Frames
Solid Slab
R.C. Frames
Structural Plan showing Structure System used and Structural Elements.
Floor slabs for Ground Level
58
Solid Slab
Structure System
Plans
Grid Plan A
Grid Plan B
59
Structure System
Systems Solid Slabs Details Usual Span: 6-10 Meters Effective Depth: Short Span / 35
Solid Slab Reinforcement
One-Way Slab Plan
60
Two-Way Slab Isometric
Structure System
Systems R.C. Frames Details Usual Span: 12-25 Meters Effective Depth: Span / 15 The choice of the frame itself is generally governed by the external and internal architectural considerations as well a the purpose at which it is used. The statical system depends on the conditions at the support. In the case of the M.P.U and Exhibition, the rectangular frame can be chosen as the main supporting element. The frame is chosen to span in the short direction, every 8m, while continuous secondary beams supported on the frames are used on the roof to get a reasonable slab thickness.
Frame Sketch
R.C. Frame Detail
R.C. Frame Reinforcement
R.C. Frame Connection
61
Structure System
Details
Column Reinforcement
Solid Slab Reinforcement
The standard use of Solid slabs allow for a much cheaper construction option as well as following a sustainable construction techniques, that doesn’t mean directly to use sustainable materials but more civic and humane techniques capable of delivering and sustaining the heavy load of work that goes into structural work.
62
Structure System
Details
Structure System Reinforcement
The use of steel and concrete in almost every structural element is not much of a problem when it comes to the source of materials and sustainability, as in Egypt, the use of Timber products structure system is very limited as being a desert based country. while concrete and steel are manufactured locally with very high standards,
Cross Section of Beam Re-bar
63
Structure System
Details
Beam Reinforcement
Column Reinforcement
Plan of Column Re-bar detail
Cross Section of Column Re-bar
64
Section V
Environmental Assessment “Designing for the environment is a hefty task as it takes into consideration everything living around you and integrating it within the project, but that is the beauty of it, the simplicity and more pragmatic solutions are always the ones that makes the cut.�
65
Environmental Assessment
Synopsis The world is not getting any younger, so as our race, and we must develop towards a unified vision for a common future that would encompasses us to co-exist with our environment. If we manage to keep the existing nature as it is, maybe our future generations won’t look back with a confused eye to how the world looked back then. Construction is the essence of moving forward and leaving our footprint on this world to the generations to come, but to do so we must put into consideration that we want them to see the world as we did, instead of a faded photograph of a world once known to exist. Sustainable construction is one of the most overlooked paradigm in our world today, many speak of it yet little understand it. This thesis might not understand the full potential of sustainability, but the project itself tries to implement the most vital environmental aspect to serve the project within its functional and aesthetical aspects to overcome the problems created mostly by construction and wasted materials.
1
Economy of Resources
2
Life Cycle Design
The project’s main design materials
The design takes into consideration
focuses dearly on the recyclability
the different life stages for the project,
and endurance to minimize the need
beginning with when it is only a mere
for maintenance and running cost to
sketch, its construction, and when its
achieve better cost reduction.
well beyond its maintenance stage.
3
Humane Design
4
Community Participation
The term indicates the project’s ability
The project’s main function focuses
to bring forth its function with regards
on involving the community within
to the comfort of the users as well as
the project, to grant them the valued
serving all kinds of users, instead of a
experience and enables community
target bunch.
development through self-help and collective participation.
66
“Meeting the needs of the present without compromising the ability of future generations to meet their own needs.�
67
Environmental Assessment
Elevations
Green Materials
Lecture Hall
Crafts Room
Hydroponic Farms
Library
Youth Classrooms
Eastern Elevation
Aluminum Shading Fins
Off-White Paint Electrochromic Thick Aluusing EnviGlass Panels minum alloy ronOxide pigcovering water ment on top pipes painted of BioBase with Environ501 soy-based Oxide pigment foam insulation
Double Skin Modular Reflective surface with an underlay absorbative cushion
The use of green materials within the exterior facades as well as the interior finishes as mentioned in Chapter 3. was strictly chosen to fit a sustainable model and achieve a better environmental and indoor quality. All materials used in the project are LEED Certified and grants several points within the LEED assessment system to showcase the project as a prime example of Green Building in Egypt, as well as influencing the surrounding community to follow such path. Materials used focuses primarily on its ability to be recycled after it serves its intended life span, as well as retaining low maintenance needs and cost as a key factor to the selection of the array of elements specified within the project.
68
Environmental Assessment
Elevations
Exhibition
Woodworks Workshop
Multi-Purpose Unit
Administration
Computer Labs
Southern Elevation
The challenge in the project’s functional distribution was the main elevation overlooking Al Galaa’ St.(Main Road and Access) is oriented towards the South. While it may be easy to develop, but the goal was to offer various activities on the front side of the site, while also avoiding any environmental issues that may rise or occur due to the proposed zoning of the functional spaces within the project.
Youth Classrooms
Library
Class Rooms
Crafts Rooms
Metalworks Workshop
Car Repairs Workshop
Exhibition
Northern Elevation
Metalworks Workshop
Car Repairs Workshop
Exhibition
Western Elevation
Marketplace
69
Environmental Assessment
Elements
Sustainable Site
The outdoor spaces were created to maximize the use of natural air flow within the compacted passages between the building blocks, while the North-South oriented main spine was used to cross ventilate the whole project and offer a much better overall air quality of outdoor and indoor spaces alike. The project’s landscape area utilizes several activities for the school as well as the outside community, offering seating pockets with automatic shading system to offer a cool seating area for the commutes, while minimizing vehicular involvement within the project space to discourage the use of short distance-use of cars and encourage bicycle transports with racks offered all around the site for a more sustainable impact by the users of the school.
70
Environmental Assessment
Elements
Environmental Technologies and Solutuions
1
Hyroponic Farms
2
Geothermal Cooling/Heating
One of the main elements of environmental designs and
The square rings incorporated in the design offered a real oppor-
also serves as a main functional vocational education space
tunity to provide a sustainable and natural heat exchange system
is the Hydroponic Farms placed on the roofs of the buildings,
that lets underground pipes of water exchange heat to lower or
to maximize usage of building space as well as offer a green-
raise the temperature of the indoor spaces as it comes up and
er and efficient environment to help the community learn
goes through the triple rings system that envelopes each building
about the benefits of hydroponic farming.
block and exchange heat easier due to the glass facades.
3
Adaptive Solar-Shading Fins
4
Electrochromic Glazing
The highly recyclable Aluminum fins uses PIA systems to re-
All glass used for the skylights located on the building roofs are
side between the mullions of the curtain walls and allows the
made of Electrochromic Glazing which allows the control of the
movement of the shading fins vertically to provide shading
amount sun light entering the space using minimal energy, while
for a specific space at every point of time within the day to
in return saving massive amounts of energy from the lower need
maximize shading and climate control.
of air conditioning as well as gaining natural sunlight.
71
Environmental Assessment
Elements
Exploded 3d Section with Technological details An important part of the design process is to consider when it is beneficial to protect glazing from the sun. If glare is controlled by other means, such as internal blinds, it can be useful to allow winter sun into the building to supplement heating and increase light levels. Adaptive Solar-Shading Fins is ideal for this, since it can be configured to provide the required protection. A simple horizontal Shading fin is best suited to facades facing between South East and South West, but with careful design Solar fins can be effective on most facade orientations. Natural light entry and ‘vision out’ must play an important part in the overall design process. Consideration needs to be given to the amount of natural light entering the building, as well as the need to have a clear view to the outside.
72
Environmental Assessment
Elements
Hydroponic farms on the other hand provide a very challenging and real solution to the ever ending problem of agriculture in Egypt, as it tries to teach farming enthusiasts or even normal home dwellers an ancient effective yet forgotten vocational craft in its own right. Hydroponic farms save over 70% of consumed water in traditional farming as well as giving out a healthier and better quality crop by using a controlled feeding system to the short root with water. The ring design that envelopes all the buildings within the project offer a cavity to host a set of cool water pipes that keeps flowing around the building and exchanges heat with the soil to lower temperature in hot summer days, while providing warmth through a reverse cycle in the winter. The same design is located on the building roofs to host the PVC pipes that will feed the hydroponic farms with water, allowing the water to go through various stages and uses before being treated on site.
73
Environmental Assessment
Elements
On-Site Water & Waste Treatment Earth Flow Compositing System is a medium-size, in-vessel composting system with a motorized traveling auger to aerate the compost and a biofilter and fan to minimize odors. With walls that are insulated to R-18 and a greenhouse top, the vessel is sealed against pests and leakage. Units can accept 300–3,000 pounds of organic waste per day and are designed for use on college and corporate campuses and at resorts. Depending on size (10’–40’ in length), the system may consume 5–10 kWh per day, according to the company. A unique biofiltration system using wood chips can be part of the planted landscaping for some projects, and this system can be hooked directly to a commercial pulper system for greater convenience. Compost is harvested every two to three weeks and should be cured before spreading directly on beds or fields.
74
Environmental Assessment
Elements
Humane Design
Ramps for ADA Design
The Humane Design consideration of the project takes into account all handicapped users who have every right to enjoy and adapt to the movement and building facilities as everyone else. The abundant and mandatoray existance of ramps at every building entrance with a 1/12 slope allows all wheelchair users to circulate within the project with ease. The project also focuses on the easiness of path finding within the project, with building blocks sharing such a compacted arrangement makes little spaces far off any point of the project, also the clear spine clearly defines the movement and stopping points within the outdoor area to better facilitate the spaces and maximize their use and function. While, the simple courtyard indoor plan solution gives little to no maze-like circulation paths that would leave any user confused and/or create unnecessary walking distances to accommodate the main design plan. All buildings comply with Fire Safety codes offering a maximum of 15 meters walking distance between any point and the nearest stair case, as well as multiple entry and exit points for each building, while the water pipes moving inside the building offer a safety reaction to fire detection that lets the circulating cooling water put out any fires immediately through ceiling sprinklers. The main idea is to let the environment set the pace of the movement and flow of the project as well as minimize the need for any vehicular movement around the site, while encouraging bicycle transportation on-site and off it as well.
75
Environmental Assessment
Energy Analysis
Day-time Illuminance
Energy Simulation
76
Environmental Assessment
Energy Analysis
77
Environmental Assessment
Materials
Material Name
Why is it Green?
CrossLam Cross Laminated Timber
Low-emitting
Kinetex Textile Composite Flooring
Low-emitting Post-consumer recycled content Pre-consumer recycled content Reduces operational pollution or waste
EnvironOxide pigment
BioBase 501 soy-based foam insulation
78
Leed Creedit • MR Credit 7: Certified Wood • IEQ Credit 4.3: Low-Emitting Materials—Flooring Systems • IEQ Credit 4.4: Low-Emitting Materials—Composite Wood and Agrifiber Products • MR Credit 4: Recycled Content • IEQ Credit 4.3: Low-Emitting Materials—Flooring Systems
Post-industrial recycled • EA Prerequisite 2 — Minimum material; reduces material Energy Performance use; restores ecosystems. • EA Credit 1 — Optimize Energy Performance • MR Credit 6 — Rapidly Renewable Materials Rapidly renewable products; reduces energy loads.
• EA Prerequisite 2: Minimum Energy Performance: Design & Construction • EA Credit 1: Optimize Energy Performance: Design & Construction • MR Credit 4: Recycled Content
Section V
LEED Self Assessment “Achievements are done in various ways and forms, but what is more important is to analyise, criticise, and learn from your mistakes.�
79
LEED Self Assessment
Checklist LEED v4 for BD+C: New Construction and Major Renovation
Project Checklist Y
• 15
?
N Credit
0
Integrative Process
0 Location and Transportation
1 16
8
Credit
LEED for Neighborhood Development Location
Credit
Sensitive Land Protection
1
Credit
High Priority Site
2
•
Credit
Surrounding Density and Diverse Uses
5
•
Credit
Access to Quality Transit
5
•
•
Credit
Bicycle Facilities
1
•
•
Credit
Reduced Parking Footprint
1
•
Credit
Green Vehicles
1
• •
•
7
0
0 Sustainable Sites
Y
Prereq
Construction Activity Pollution Prevention
•
Credit Credit
•
16
10
0
0 Materials and Prereq
Storage
Y
Prereq
Constru
•
Credit
Building Building Declara Building
Y
•
Credit Credit
•
13 Y
Credit
0
Credit
Building Constru
0 Indoor Enviro Prereq
Minimu
Required
Y
Prereq
Environ
Site Assessment
1
•
Credit
Enhanc
Site Development - Protect or Restore Habitat
2
•
Credit
Low-Em
Credit
Open Space
1
•
Credit
•
Credit
Rainwater Management
3
•
Credit
Constru Indoor A
•
Credit
Heat Island Reduction
2
•
Credit
Therma
Credit
Light Pollution Reduction
1
•
Credit
Interior
•
Credit
Dayligh
•
Credit
Quality
•
Credit
Acousti
•
•
8
0
0 Water Efficiency
11
Prereq
Outdoor Water Use Reduction
Required
Y
Prereq
Indoor Water Use Reduction
Required
Y
Prereq
Required
•
Credit
Building-Level Water Metering Outdoor Water Use Reduction
•
Credit
Indoor Water Use Reduction
6
•
Credit
Cooling Tower Water Use
2
•
Credit
Water Metering
1
Y
18
0
0 Energy and Atmosphere
2
3 •
0 Innovation •
2 •
33
0
0
Credit
Innovat
Credit
LEED A
0 Regional Prio
•
Credit
Regiona
Credit
Regiona
Prereq
Fundamental Commissioning and Verification
Required
•
Credit
Regiona
Y
Prereq
Minimum Energy Performance
Required
•
Credit
Regiona
Y
Prereq
Building-Level Energy Metering
Required
Y
Prereq
Fundamental Refrigerant Management
Required
Credit
Enhanced Commissioning
6
Y
• •
Credit
Optimize Energy Performance
18
•
Credit
Advanced Energy Metering
1
•
Credit
Demand Response
2
•
Credit
Renewable Energy Production
3
Credit
Enhanced Refrigerant Management
1
Credit
Green Power and Carbon Offsets
2
• •
80
Project Name: Date:
74
0
0 TOTALS
Certified: 40 to 49
LEED Self Assessment
Checklist
on and Major Renovation
Project Name: Date:
1 16 16
8 Y
0
0 Materials and Resources
13
Prereq
Storage and Collection of Recyclables
Require
Require
1
Y
Prereq
Construction and Demolition Waste Management Planning
2
•
Credit
Building Life-Cycle Impact Reduction Building Product Disclosure and Optimization - Environmental Product Declarations Building Product Disclosure and Optimization - Sourcing of Raw Materials
5
Building Product Disclosure and Optimization - Material Ingredients Construction and Demolition Waste Management
2
•
5
Credit
5
•
Credit
1
•
Credit
•
1 1
10
13 Y
0
Credit
2 2 2
0 Indoor Environmental Quality
16
Prereq
Minimum Indoor Air Quality Performance
Require
Required
Y
Prereq
Environmental Tobacco Smoke Control
Require
1
•
Credit
Enhanced Indoor Air Quality Strategies
2
2
•
Credit
Low-Emitting Materials
3 1
1
•
Credit
3
•
Credit
Construction Indoor Air Quality Management Plan Indoor Air Quality Assessment
2
2
•
Credit
Thermal Comfort
1
1
•
Credit
Interior Lighting
2
•
Credit
Daylight
3
•
Credit
Quality Views
1
•
Credit
Acoustic Performance
1
11
Required Required Required 2
3 •
0
•
6 2 1
2 •
33
0 Innovation
0
Credit
Innovation
Credit
LEED Accredited Professional
6 5 1
0 Regional Priority
•
4
Credit
Regional Priority: Specific Credit
Credit
Regional Priority: Specific Credit
1
1
Required
•
Credit
Regional Priority: Specific Credit
1
Required
•
Credit
Regional Priority: Specific Credit
1
Required Required 6
74
0
0 TOTALS
Possible Points:
Certified: 40 to 49 points, Silver: 50 to 59 points, Gold: 60 to 79 points, Platinum: 80 to 110
18 1 2 3 1 2
81
110
LEED Self Assessment
Achievement Location & Transporation : LEED for Neighborhood Development Location Intent: To avoid development on inappropriate sites. To reduce vehicle distance traveled. To enhance livability and improve human health by encouraging daily physical activity. How the Project Achieved this: By choosing a site location of no existing Residential buildings and/or farmlands or habitats. The project is also located far off any archaeological or natural habitat sites.
Location & Transporation : Sensitive land protection Intent: To avoid the development of environmentally sensitive lands and reduce the environmental impact from the location of a building on a site. Requirements: Locate the development footprint on land that is not a: • • •
Floodplains Habitat Prime Farmland
How the Project Achieved this: The project site does not sit on any habitat sites as well as sitting on a previously developed land.
Location & Transporation : Surrounding Density and Diverse Uses Intent: To conserve land and protect farmland and wildlife habitat by encouraging development in areas with existing infrastructure. To promote walkability, and transportation efficiency and reduce vehicle distance traveled. To improve public health by encouraging daily physical activity. Requirements: Option 1. Surrounding density (2–3 points) Locate on a site whose surrounding existing density within a ¼-mile [400-meter] radius of the project boundary
How the Project Achieved this: The project sits in a very high density area with an existing infrastructure, plus the walkable distance to many public building entrances of less than 800 meters like Hilton Mall, Markets, Muse-
82
um and retail stores.
LEED Self Assessment
Achievement
Location & Transporation : Access to Quality Transit Intent: To encourage development in locations shown to have multimodal transportation choices or otherwise reduced motor vehicle use, thereby reducing greenhouse gas emissions, air pollution, and other environmental and public health harms associated with motor vehicle use. Requirements: Locate any functional entry of the project within a Ÿ-mile (400-meter) walking distance of existing or planned bus, streetcar, or informal transit stops, or within a ½-mile (800-meter) walking distance of existing or planned bus rapid transit stops, light or heavy rail stations, commuter rail stations or ferry terminals.
Location & Transporation : Bicycle Facilities Intent: To promote bicycling and transportation efficiency and reduce vehicle distance traveled. To improve public health by encouraging utilitarian and recreational physical activity. Requirements: Design or locate the project such that a functional entry and/or bicycle storage is within a 200-yard (180-meter) walking distance or bicycling distance
Location & Transporation : Reduced Parking Footprint Location & Transporation : Green Vehicles
How the Project Achieved this: The project is located within walking distance to many transportational options. Also, the project offers little parking space for conventional vehicular transportation to discourage their use and lower CO2 emissions on site and used to reach to it, while locating many bicycle storages and racks around the site.
83
LEED Self Assessment
Achievement
Sustainable Sites: Site assessment Intent: To assess site conditions before design to evaluate sustainable options and inform related decisions about site design. Requirements: Complete and document a site survey or assessment How the Project Achieved this: The extensive research done through the Senior I project analyzed and documented every aspect of the site and the surrounding context and took every factor into consideration when the design phase began.
Sustainable Sites: Open space Intent: To create exterior open space that encourages interaction with the environment, social interaction, passive recreation, and physical activities. Requirements: Provide outdoor space greater than or equal to 30% of the total site area (including building footprint). A minimum of 25% of that outdoor space must be vegetated (turf grass does not count as vegetation) or have overhead vegetated canopy.
How the Project Achieved this: The built area of the project does not exceed the 50% mark, while providing outdoor spaces of different activities and a smart maze-like interactive design that encourages personal interaction and integration with the surroundings.
84
LEED Self Assessment
Achievement
Sustainable Sites: Heat island reduction Intent: To minimize effects on microclimates and human and wildlife habitats by reducing heat islands. Requirements: Nonroof Measures & Vegetated Roof
How the Project Achieved this: The roofs are coated with a highly durable white paint of Environ-Oxy pigment that helps with reflecting the heat from solar exposure as well as the placement of Hydroponic Farms on the roof of all buildings helps to facilitiate the hot air flow and solar radiance.
85
LEED Self Assessment
Achievement Water Efficiency: Outdoor water use reduction Intent: To reduce outdoor water consumption. Requirements: Reduce the project’s landscape water requirement by at least 30% from the calculated baseline for the site’s peak watering month. How the Project Achieved this: The greywater systems are collected through pipes underground and are circulated beneath the site to water the green areas, while the hydroponic farms reduce the need of water by 90%
Water Efficiency: Indoor water use reduction Intent: To reduce outdoor water consumption. Requirements: Use strategies to reduce the need for water in all indoor uses. How the Project Achieved this: The use of efficient toilets have decreased the need for water by 40%, while the recycling of water have allowed the use of wasted water in toilets and other non-drinking/cleaning uses.
86
LEED Self Assessment
Achievement
Energy & Atmosphere: Optimize Energy Performance Intent: To achieve increasing levels of energy performance beyond the prerequisite standard to reduce environmental and economic harms associated with excessive energy use. Requirements: Establish an energy performance target no later than the schematic design phase. The target must be established as kBtu per square foot-year (kW per square meter-year) of source energy use. (whole building energy simulation) How the Project Achieved this: All Energy Analysis were made to better predict and plan the design stage accordingly and adjust towards a better energy efficient building.
Energy & Atmosphere: Renewable Energy Production Intent: To reduce the environmental and economic harms associated with fossil fuel energy by increasing self-supply of renewable energy. Requirements: Use renewable energy systems to offset building energy costs.
How the Project Achieved this: The use of the adaptive solar fins and the use of electrochromic glass accompanied with integrated PVC solar cells allow for the generation of clean energy on site.
87
LEED Self Assessment
Achievement Materials and Resources: Building Life-Cycle Impact Intent: To encourage adaptive reuse and optimize the environmental performance of products and materials. Requirements: Demonstrate reduced environmental effects during initial project decision-making by reusing existing building resources or demonstrating a reduction in materials use through life-cycle assessment. How the Project Achieved this: The use of highly recyclable materials and construction elements to extend the life span of the building.
Materials and Resources: Building Product Disclosure and Optimization - Material Ingredients Intent: To encourage the use of products and materials for which life-cycle information is available and that have environmentally, economically, and socially preferable life-cycle impacts. Requirements: Use strategies to reduce the need for water in all indoor uses. How the Project Achieved this: All materials and products life-cycle information were present and comply with economical and environmental preferences to enhance the project’s design.
88
LEED Self Assessment
Achievement
Indoor Environmental Quality: Low-Emitting Materials Intent: To reduce concentrations of chemical contaminants that can damage air quality, human health, productivity, and the environment. Requirements: This credit includes requirements for product manufacturing as well as project teams. It covers volatile organic compound (VOC) emissions in the indoor air and the VOC content of materials, as well as the testing methods by which indoor VOC emissions are determined. Different materials must meet different requirements to be considered compliant for this credit. How the Project Achieved this: All materials and products life-cycle information were present and comply with economical and environmental preferences to enhance the project’s design.
Indoor Environmental Quality: Daylight Intent: To connect building occupants with the outdoors, reinforce circadian rhythms, and reduce the use of electrical lighting by introducing daylight into the space. Requirements: Provide manual or automatic (with manual override) glare-control devices for all regularly occupied spaces. How the Project Achieved this: The use of Automatic adaptive Solar fins and electrochromic glass systems allows the use of efficient glass materials that connects the indoors with the outdoors while controlling all glare and heat exposure of the daytime.
89
ion
LEED Self Assessment
Achievement Project Name: Date:
This Project achieved the gold standard from LEED certificate! 8 Y
0
0 Materials and Resources
Y
13
Prereq
Storage and Collection of Recyclables
Required
Prereq
Construction and Demolition Waste Management Planning
Required
Building Life-Cycle Impact Reduction 5 Building Product Disclosure and Optimization - Environmental Product • Credit Self Criticism: This project missed out on the platinum certification by only a small margain of 6 2 Declarations points, thus self criticism is needed better design in the future. Credit Building Productto Disclosure and Optimization - Sourcing of Raw Materials • 2 •
Credit
•
Credit
Building Product Disclosure and Optimization - Material Ingredients
• More Energy optimization techniques Construction and Demolition Waste Management • Credit • Focus on assessment and on-demand action technologies • Enhanced Comissioning 13 0 0 Indoor Environmental Quality • Better all-round design for the environment
2 2
16
Y
Prereq
Minimum Indoor Air Quality Performance
Required
Y
Prereq
Environmental Tobacco Smoke Control
Required
•
Credit
Enhanced Indoor Air Quality Strategies
2
Credit dearly Low-Emitting Materials • project focused The on how to sustain and achieve such balance of complex constraints within an even3 Credit • site Construction Indoor Air Quality Plan while offering a wide array of functions 1 more complex to overcome the programme needs Management and requirements
Indoor Air Quality Assessment • Credit that are not only beneficial for the community, but also to inspire and develop the surrounding context. Credit Thermal Comfort •
2 1
Credit Interior Lighting • 2 The design focused on the environmental impacts from the beginning in hope to achieve such task of providing a Credit Daylight • 3 clean sustainable project not only through its materials, energy and water efficiency but to withstand the test of Credit Quality Views • 1 time and enables the useAcoustic of such aPerformance powerful concept within the area of years to come. Credit • 1
3 •
0
0 Innovation •
2 •
0
90
0
Innovation
Credit
LEED Accredited Professional
6 5 1
0 Regional Priority
4
Credit
Regional Priority: Specific Credit
Credit
Regional Priority: Specific Credit
1
•
Credit
Regional Priority: Specific Credit
1
•
Credit
Regional Priority: Specific Credit
1
•
74
Credit
0 TOTALS
1
Possible Points:
Certified: 40 to 49 points, Silver: 50 to 59 points, Gold: 60 to 79 points, Platinum: 80 to 110
110
Annex
91
92
93
Annex
Bibiliography Leadership in Energy and Environmental Design (LEED), www.usgbc.org BRE Environmental Assessment Method (BREEAM), www.breeam.org, State May 2009 BRE Manual: 2008 BREEAM Offices Assessor manual, August 2008 DGNB, www.dgnb.de, State May 2009 Mösle, P.; Bauer, M.; Hoinka, T.: Green Building Label. Green Building 01-02, Issue 1, p. 50-55, 2009 UNEP Sustainable Building and Construction Initiative, Information Note, available on the Internet: www.unepsbci.org/ Addis, B., Talbot, R. (2001) Sustainable Construction Procurement: A Guide to Delivering Environmentally Responsible Projects, CIRIA C571, London: Construction Industry Research and Information Association. Brundtland, G.H. et al. (1987) Our Common Future, Oxford: Oxford University Press sassi, p. (2006). strategies for sustainable architecture (1st ed.). Taylor & Francis Inc. Bauer, M., Mösle, P., & Schwarz, M. (2007). Green Building – Guidebook for Sustainable Architecture (1st ed.). Munich: Callwey Verlag. Rabie, S. (2015). Vocational Education and the Need for a Change in Perception (1st ed.). Cairo: AUC Press. Retrieved from http://www.aucegypt.edu/research/ebhrc/publications/Documents/Chronicles2012/12Article8SRabie.pdf Zapparoli, I, & Zapparoli, F. (2004). Vocational Higher Education & Training in Brazil & The Quality Control. Ohlar de Professor, 7 (001), Retrieved from http://redalyc.uaemex.mx/pdf/684/68470112.pdf OECD & World Bank. (2010). Reviews of National Policies for Education, Higher Education in Egypt. Paris, France: OECD Publishing. Recommendations for Technical and Vocational Education and Training in Egypt. (2015) (1st ed.). Retrieved from http://enid.org.eg/Uploads/PDF/PB4_TVET.pdf Atchoarena, D. and Delluc, A.M. (2001) Revisiting Technical and Vocational Education In Sub-Saharan Africa. (Paris, IIEP for the World Bank) Masri, M. (2015). The Changing Demands of the 21st Century: Challenges to Technical and Vocational Education (1st ed.). Cairo: AUC Press. Retrieved from http://www1.aucegypt.edu/src/skillsdevelopment/pdfs/challenges_globalization.pdf
94
“
“
Education is the most powerful weapon which you can use to change the world. -Nelson Mandela
95
The world is an ever changing landscape of opportunities, while succeeding in it requires some luck, Education provides the easiest path.
96