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FINAL PROJECT RESEARCH & PROGRAM ALEXANDRA FERNANDEZ / ANDREA MORENO / DESIREE VAZQUEZ

FINAL PROJECT RESEARCH & PROGRAM ALEXANDRA FERNANDEZ / ANDREA MORENO / DESIREE VAZQUEZ. 2. 3. 1. 4. T A B L E O F C O N T E N T S . 1 COVER PAGE 2 TABLE OF CONTENTS RESEARCH

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FINAL PROJECT RESEARCH & PROGRAM ALEXANDRA FERNANDEZ / ANDREA MORENO / DESIREE VAZQUEZ

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  1. FINAL PROJECTRESEARCH & PROGRAMALEXANDRA FERNANDEZ / ANDREA MORENO / DESIREE VAZQUEZ 2 3 1 4

  2. T A B L E O F C O N T E N T S 1COVER PAGE 2TABLE OF CONTENTSRESEARCH 3 BUILDING IDENTIFICATION – background information4 BUILDING IDENTIFICATION – areas of study5 USER IDENTIFICATION6 SYSTEM IDENTIFICATION- statement of problems 8 SYSTEM IDENTIFICATION- statement of successes9 PROJECT DETAIL – overview, objectives and methods10 PROJECT DETAIL – possible solutions and goals 12 RESOURCES AND DELIVERABLES PROGRAM 13 PROGRAM SHEET – gallery room 14014 PROGRAM SHEET – pin-up room 24115 PROGRAM SHEET – multi-purpose room 240 16 PROGRAM SHEET – pin up room 341 17 PROGRAM SPECIFICATIONS RENOVATIONS 20 LEVEL ONE 21LEVEL TWO 22 LEVEL THREE23 RESEARCH REFERENCES 24 FIGURE REFERENCES 5

  3. RESEARCH / BUILDING IDENTIFICATION / BACKGROUND INFORMATION • BUILDING INFORMATIONBuilding name: Paul L. Cejas School of Architecture BuildingDesigned by:Bernard Tschumi Architects and BEA InternationalProject Architect:  Anne Save de BeaurecueilDesign group: Over 30 architects, 10 engineers, 1 landscape architect, and a couple construction managersLocation: 11200 SW 8th St., Miami, FL, 33199 • Year designed: 2000 Year completed:2003 • Size:102,000 square-ft • Client: FIU School of Architecture • Total cost: $16,000,000.00 • BRIEF SYNOPSISSIGNIFICANCE: Not only was the design selected from a competition, but some of the participating designers are affiliated with or part of FIU faculty and staff. FIU president Modesto Maidique had said, “This extraordinary building will be a landmark on our campus, it’s imaginative, it’s unique and will attract visitors to the university and Miami-Dade County”. The new building had to create an identity and act as a generator, activating spaces as well as defining them (Santana). • DESIGN INTENT: The Paul Cejas School of Architecture building is compromised of 5 individual buildings interconnected by walkways and bridges which displays the idea of flowing energy. The complex has two linear pre-cast concrete wings, which are intended to evoke a feeling of sobriety. They border an event-oriented courtyard that is activated by exuberantly colored polygonal generators that are clad in bright yellow, orange and red tiles (Santana). The generator on the west side of the complex contains a lecture hall, while the east side generator, which is awaiting the renovation plans, encloses an art gallery(140), reading room(240), and review/crit rooms(241,341). 6 7 8

  4. RESEARCH / BUILDING IDENTIFICATION / AREAS OF STUDY AREAS OF STUDYThe exuberant generator that encompasses the gallery, multi-purpose room and 2 critique rooms, is currently under study and being funded for renovation. It has three levels, and is clad in bright yellow and light orange tiles. The west façade of each room has a glass wall that extends from floor to ceiling. The west , north and south sides have irregular angles and rectangular glass windows. The spaces for possible renovations that we will be focusing on are: 1) GALLERY ( Room 140) Is a 2 story large empty room located on the first floor. It displays student work produced throughout the school semesters that remains on display practically all year around (slightly less in summer). Meetings and exhibitions are also held here on occasion. Visitors, prospective students and guests of students take tours throughout this space to view the student projects. 2) MULTI-PURPOSE ROOM (Room 341) The entrance is located on the second floor of the generator, and interior space extends to the third level. This space is complex and as well serves multiple functions. Meetings are held here as well as exhibitions, project presentations and “pin-ups”. Some classes are even held in this space due to size and lighting. Numerous types of occupants use this space as well. 3) CRITIQUE ROOMS (Room 240 & 340)Also known as “critique rooms” are where students display their semester work per project and are evaluated by their teachers or third-party panel. Students conduct presentations and await criticism from the panel. When pin-ups are not in progress, students individually or in groups, use these rooms to do work. Individuals use these rooms to minimize interruption and groups use them to work on group projects in isolation. 9 10 11

  5. RESEARCH / USER IDENTIFICATION USER IDENTIFICATIONOccupants that use these spaces are common amongst all three, what varies is the amounts and the time of day. Amount of occupants change because of the function and/or size of the room, while the time of day effects the use of the room due to natural restrictions (e.g. amount of accumulated) heat or typical schedule use of that room per day (e.g. busy during studio there may be a pin-up going on, or A/C is shut off). 1) GALLERY ( Room 140) Even though it is the largest room of this generator, this space is used the least amount of times per day. It has occupants that come in to view the work and immediately leave right after, so time spent here is occasional. The amount and variety of occupants varies widely. a) prospective students along with their families that are participating in a building tour or just viewing work b) administrative personnel that serve as tour guides c) students viewing work on display (whether its their work or a classmates) d) any guests of the students as well as outside visitors e) teachers viewing student’s work f) faculty members 2) MULTI-PURPOSE ROOM (Room 341)Contrary to the gallery, this space is used almost constantly. It is used by a decent amount of people frequently throughout the day, often used by groups even as large as classes. a) teachers conducting classes b) students using the room for meetings or group work c) stakeholder meetings d) faculty and administrative personnel holding meetings and gatherings e) student organization members f) any other affiliates having presentations or exhibitions 3) CRITIQUE ROOMS (Room 240 & 340) Are used by a couple occupants at many times throughout the day. The amount of occupants typically ranges from a single person to a couple people, and sometimes a class of students. a) students doing their own personal work b) groups of students participating in group work c) teachers and classes for critique and evaluation sessions d) critique panel may also include other students, faculty and members from other schools 12 13 14

  6. RESEARCH / SYSTEM IDENTIFICATION / STATEMENT OF PROBLEMS STATEMENT OF PROBLEMSThese three spaces that are considered for renovation pose a number of issues, generally stated as follows:A) Lighting Issues - artificial, naturala) Artificial lighting is indirect and distant from display objects, pin-up walls, and tables, mainly in the critique roomsb) Track lighting is uniformly placed as opposed to by area of importance or usec) Drop down fluorescent lighting is suspended very high from floor and does not create much of an impact and may be wasting more energy than proving effectiveness, in the gallery and reading roomd) Students tend to lose focus during critiques and presentations due to the ineffective distribution of lightinge) The supply of natural light throughout the day is highly unstable due to the east and west facing facades. The morning light that comes into east façade of the reading room is very strong and causes a glare, and tends to hurt occupants’ eyes. During sunset, the sunlight shining through the west side facades of all 4 spaces (mainly the critique rooms) is “unbearable” creating an extremely uncomfortable atmosphere. f) The temperature of the rooms drastically changes, and the heat even causes occupants to sweat during presentations (DeLeon, Nawrocki). Students have had to hold materials or construct matte board sunlight blockers in order to withstand their 4 hour classes inside the critique rooms (Diaz). g) The direction of the sunlight at this time is almost parallel to eye-level also creating discomfort and pain to all occupants’ vision.B) Temperature Issues – HVACa) Due to the sunrise or sunset light shining through the glass panes it creates a change in temperature in these rooms which disrupts concentration on what is going on in the class presentation. b) The HVAC system is also erratic; sometimes it may be excessively cold and at other times it may be too hot. However, this only affects the small critique rooms, the AC in the gallery and reading room creates a comfortable and enjoyable atmosphere (Rivero). c) The HVAC system is also very loud, and creates a white noise that causes difficulty when listening to presentations. “At times during the day, it sounds like equipment is banging, or objects are being thrown.”(Rivero) The AC vent of the 2nd floor critique room is parallel to the reading room vent (its as if it were a shared vent) which allows you to hear what is going on in the adjacent room.C) Acoustics-The HVAC system is the main complaint of occupants when it comes to ultimate hearing capabilities, because it produces a loud noise that becomes a distraction (Nawrocki, Rivero). -The materiality of the floors and walls creates problems with acoustics. For example, the concrete floors in the gallery and critique rooms are concrete and exemplify the sound of footsteps and shuffling chairs, if they were carpet as in the reading room there would be more absorption of sound. -The majority of complaints accompanied echo problems belong to the reading room, which become an annoyance during presentations (DeLeon).

  7. RESEARCH / SYSTEM IDENTIFICATION / STATEMENT OF PROBLEMS STATEMENT OF PROBLEMS (Cont.)D) Occupant Emotion & Disposition-Occupants have complained that these rooms are very stoic and cold, due to material and color choices. -The feeling the majority of students experience in these rooms(mainly the reading room) is said to be “weird”, and even “unemotional” or “empty”(DeLeon, Diaz, Rivero, Nawrocki). This makes it more difficult to impress and excite viewers during your personal presentation when they feel empty and weird due to their surroundings. E) View or Direction-The focus in the reading room is said to be “lost,” students have uncertainty when entering the room. -During presentations, occupants are confused as where to start; an order of presentations does not exist. -Furniture seems to be scattered, and the irregular wall angles also contribute to a messy, unorganized look. The gallery also seems to be messy, the space planning is not optimized here either.F) Pin-Up Space/Display-All spaces are lacking sufficient pin-up or display area. -Gallery has ample wall space, but could use tables or ledges for models as well as free standing display panels. -There is a great deal of distraction during presentations in the critique rooms because of space, therefore work is layered, scattered, or on the floor. G) Furniture-Furniture can be changed to optimize the experience in these spaces. -Smarter designs or furniture pieces that are multi functional can be the solution.

  8. RESEARCH / SYSTEM IDENTIFICATION / STATEMENT OF SUCCESSES STATEMENT OF SUCCESSESAs well as having issues, these spaces have successes or key building features that are conclusive to the architects design intent. These may be architectural features or positive use of natural elements.A) Lighting Supply - artificial, natural-Ample amount of existing artificial lighting in critique rooms and reading room, including installment of drop down fluorescent lighting - Track lighting is close to the perimeter pin-up walls in the critique rooms .- The morning light that comes into the spaces from the east façade is plentiful, as well as the light shining through the west facades during sunset.-Gallery has clerestory windows that allow the student work to be in minimal harm of direct sunlight, if any.-Large size and amount of windows.B) Temperature Issues – HVAC-If heat from over exposure to sunlight is not accounted for, the A/C in each of the rooms is at a decent temperature. When its not compensating in making up for the heat gain, or under performing because of the amount of sunlight. C) Acoustics- The carpeting of the floors lessens acoustic problems in the reading room, as well as the non-linear walls.-The installation of material of the pin-up walls allows an absorption of sound is unpainted. -The open plenums of all three rooms also help with sound reduction.D) Occupant Emotion & Disposition-The dynamism of the reading room is evident and can be exemplified, as well as the gallery E) View or Direction-The size of the gallery may allow a great flow of direction if added panels or walls.- The walls of the reading room may allow different areas of focus, and create specialized areas.F) Pin-Up Space/Display-Gallery has a great amount of wall space that can be utilized-Existing pin up panels are a good sizeG) Furniture-Unfortunately, we believe all furniture must be changed to provide more of an effect.

  9. RESEARCH / PROJECT DETAIL / POSSIBLE SOLUTIONS AND GOALS • POSSIBLE SOLUTIONS AND GOALS1) Lighting Issues a. Adding an opaque film to west facing glass facades for critique rooms and reading room b. Movable shades or blinds that will allow occupants to control amount of light for all rooms c. Direction/angles of reading room windows can be altered to maximize light reflectance and direction d. Material added to window panes (similar to cardboard pipe cut-outs)to saturate light e. Use of clerestory windows in all rooms f. Track lighting and suspended down lights can be lowered and more direct • 2. Temperature Issues a. Vents could be added or direction and placement can be altered b. A more stable AC dispersion c. Heat transfer should be reduced d. HVAC system should not be very loud e. Materials chosen wisely to help gain heat or lose heat depending on place f. Create a comfortable space for users that will be there for hours at a time g. West side sun should be taken into account3. Acousticsa. Materials should be suited to help sound absorption, especially floor material b. White noise, AC noise should be lowered to acquire comfort c. There should be a reduced echo effect d. Open plenum should be kept for sound purposes, disperses sound better e. Parallel/shared vents should be changed so sound doesn’t transfer between adjacent rooms

  10. RESEARCH / PROJECT DETAIL / POSSIBLE SOLUTIONS AND GOALS POSSIBLE SOLUTIONS AND GOALS (Cont.)4) Occupant Emotion & Disposition a. Acquire exemplary occupant satisfaction b. Space should guarantee a positive experience, especially in the reading room that holds presentations with other professionals and prospective students c. Materials or color scheme should be inviting and harmonious 5) View or Direction a. Room set-up should also fulfill class and presentation needs b. Way around room/circulation should create an easy flow c. Focus should ensure no distractions or confusion 6) Pin-Up Space/Display a. Pin-up walls should satisfy class needs to ensure easy going presentations b. Mobile or freestanding partitions should be added c. Material should be durable, long-lasting d. Pin-up space should be maximized 7) Furniture a. Furniture should suit occupant’s needs b. Swivel chairs should be introduced to help rotating/changing focus c. All furniture should be somewhat light-weight and easier to move around

  11. RESEARCH / PROJECT DETAIL / OVERVIEW, OBJECTIVES AND METHODS PROJECT OVERVIEWFIU School of Architecture has been awarded a grant to improve these specific interior spaces of the PCA (Paul Cejas School of Architecture)complex. As previously stated, these interior spaces are integrated into one of the two exuberant “generators” that possess a unique identity and role within the PCA complex. The grant should be enough to cover furnishings, finishes and architectural enhancements that will intensify the value of these spaces and attempt to solve certain inefficiencies. Our job as designers will be to develop a sustainable and smart design that could be incorporated into these spaces, while maintaining the integrity of the initial building structure and design intent. OBJECTIVES AND METHODS1) Building issues are to be experienced, to gain a better understanding of the resulting complications and how they affect the different types of users. Since these rooms are open and available, personal time should be spent in the over the next weeks to gain personal experience. 2) Research is to be conducted through interviews, for all types of users in these spaces, as well as designers of the building.3) Furniture and substitute materials and their effects should be also researched.4) Construction drawings would be ideal in analyzing the space and the opportunities to change it.5) Building System components learned along the course should be identified: (Bingelli)a) Structural: floors, ceilings, walls, doors, windows, staircases(elevators)b) Thermal Comfort: HVAC, system components (vents, fans, ducts) Heat transfer, temperature qualities or irregularities c) Acoustics: materials, absorption, noise reduction, sound transmission, open plenum, white noise, AC bufferingd) Lighting: maximizing or minimizing, glare issues, windows, light fixtures, light placemente) Indoor Air Quality: All systems should be tested or under some sort surveillance so problems can be identified.

  12. RESEARCH / RESOURCES AND DELIVERABLES • RESOURCESAVAILABLE RESOURCES 1) Rooms are public and open for viewing at any time 2) Student users of the building can be found at any time and questioned about personal experience and view 3) Administrative users can be questioned as well, can be found during the day in the offices 4) Photos can be taken of spaces for further study 5) Research of materials, products and furnishings is available 6) We have the list of companies that produced or shipped the existing architectural elements, can always call and question for further advice, product info and request. 7) Companies are available daily for questioning about products and furniture • NEEDED RESOURCES 1) Architectural floor plans and sections should be acquired for study and possible changes 2) Contact with stakeholders will be necessary for design choices 3) Budget needs to be acquired after selection of products • DELIVERABLES PROJECT OVERVIEW1) Discussing project guidelines, design intent and ideas for solutions. Turned in as power point presentation or pdf.PROJECT RESEARCH 1) Research should be conducted on all solutions including materials, acoustics, lighting, furniture, partitions, products, window treatments. Turned in as power point presentation or pdf. 2) Research on costs and quantities of all materials, products, finishes and changes, turned in as a 8.5”x11” word document.BUDGET AND TIMELINE 1) Estimated timeline of work that will be produced, and turned in as a 8.5”x11”word document. SELECTED MATERIALS1) Final choices of materials, presented on a materials board, about 24”x36”, or multiples of 11”x17”.ARCHITECTURAL DRAWINGS 1) Floor plans, RCPs and FF&Es with added renovations, produced in Autocad and turned in as a set of 11”x17” drawings. 2) Elevations showing renovations, produced in Autocad and turned in as a set of 11”x17” drawings.

  13. PROGRAM / GALLERY / ROOM 140 • POSSIBLE RENOVATIONS – ARCHITECTURAL ENHANCEMENTS, FURNISHES AND FINISHES • GALLERY • The gallery was created as a space where students could showcase their work. The main entrance is on the first floor on the east side of the building facing the courtyard. It was designed and should remain as an open space where 2-dimensional and 3-dimensional displays could be reconfigurable and placed to the student or faculty member’s liking.

  14. PROGRAM / PIN-UP ROOM / ROOM 241 • POSSIBLE RENOVATIONS – ARCHITECTURAL ENHANCEMENTS, FURNISHES AND FINISHES • PIN-UP ROOM (CRITIQUE ROOM) • It is located on the second floor on the south side of the studio building. Room 241 was created as a pin-up room for student critiques and as a meeting place for studio classes. These rooms should come equipped with an area for projection, sufficient seating and sufficient desk space. The furniture should be reconfigurable and comfortable in the case of long presentations. In addition, the surrounding walls in the room must be available for showcasing the students work. That is the walls should look clean and be made of a material that can be easily punctured.

  15. PROGRAM / MULTI-PURPOSE ROOM (READING ROOM) / ROOM 340 • POSSIBLE RENOVATIONS – ARCHITECTURAL ENHANCEMENTS, FURNISHES AND FINISHES • MULTI-PURPOSE ROOM (READING ROOM) • It is located on the third floor of the building. Room 340 was created as a room was people would read and study in the space. The Room is currently used as a general room was class’s presentations and critics are healed. These rooms should come equipped with an area for projection, sufficient seating and sufficient desk space, as well as a partition wall that will provide space were projects can be displayed. The furniture should be reconfigurable and comfortable in the case of long presentations. In addition, the room should also be equipped to hold presentation without having glare problems or lighting issues.

  16. PROGRAM / PIN-UP ROOM / ROOM 341 • POSSIBLE RENOVATIONS – ARCHITECTURAL ENHANCEMENTS, FURNISHES AND FINISHES • PIN-UP ROOM (CRITIC ROOM) • It is located on the third/fourth floor on the south side of the studio building. Room 341 was created as a pin-up room for student critiques and as a meeting place for studio classes. These rooms should come equipped with an area for projection, sufficient seating and sufficient desk space. The furniture should be reconfigurable and comfortable in the case of long presentations. In addition, the surrounding walls in the room must be available for showcasing the students work. That is the walls should look clean and be made of a material that can be easily punctured.

  17. PROGRAM SPECIFICATIONS 1) SHADES (Interior Retractable Shades-Duo Shades) -Polar Shades -Dual Shades allow for light percentage values of 1- 10% openness while saving on energy cost. They are mechanical as well so they be can operated with the push of a button or by sun sensor. -can fit in any opening from 30 inches to 20 feet and are custom made to fit the appropriate windows -cost varies as does size 2) PIN UP BOARDS -Quartet® Prestige Plus® Diamond Mesh Fabric Bulletin Board -Highly durable, densely woven magnetic diamond-mesh bulletin board backed by high-density fiberboard effortlessly secures documents with push pins or magnets. -6' x 4‘ -$425.95 per unit 3) PROJECTION SCREEN -Black matte, baked enamel casing features powder coated end caps and a flat back design for simple wall mount or stable ceiling suspension. It is easy to install and although hardware is not included in price it can be easily mounted to any wall or ceiling -96” x 96” -$487.95 FIGURE 3 FIGURE 4 FIGURE 5

  18. PROGRAM SPECIFICATIONS 4) TABLES, CHAIRS, DISPLAY STANDS/ TRESTLES - This furniture proposes various complementary typologies of seats, and heights of work-top. In this particular case for the students of the new building of the school of Arts and design of Saint-étienne in the Cité du design; but it could be imagined in lots of design studios or actually in every studio looking for office furniture as modular as possible. (http://www.dezeen.com/2009/11/07/saint-etienne-by-sophie-franc%CC%A7on-and-franc%CC%A7ois-mangeol/) - 6’ x 7.5’ 3’x 6.6’ 2.5’ 3.3’ FIGURE 7 FIGURE 8 3.3’ 1.5’ 3.5’ 3.5’ 1.5’ 2.3’ FIGURE 6 FIGURE 10 FIGURE 9

  19. PROGRAM SPECIFICATIONS 7) GALLERY BENCH - The Return Bench from Gus* Modern is rugged yet simple making it perfect for a clean modern interior design. The illusion of a solid beam floating in mid air accentuates the smooth, hand-applied finish of the light Zebrano wood veneers over a solid wood construction. - 60"L x 16"W x 18"H -$722.50 FIGURE 11

  20. LEVEL ONE Gallery Bench Projector Model Display Stand Projector Screen Duo Shade

  21. LEVEL TWO Shades Reconfigurable Table Stackable Chairs Display Stands Stackable Chairs

  22. LEVEL THREE Same Window Treatments Apply Same Furniture Applies

  23. RESEARCH / REFERENCES • REFERENCES • Werne, J. (2004, March). Build it, and they will come!. Hispanic Magazine, 1-3. Retrieved from • http://www.hispaniconline.com/magazine/2004/march/Features/fiu.html. • Penton Inc. Florida International University, Paul L. Cejas School of Architecture and Building. American School & University Magazine, 1. Retrieved from http://schooldesigns.com/Project-Details.aspx?Project_ ID=1679. • McGraw-Hill Company. Paul L. Cejas School of Architecture Building. Architectural Record, 1. Retrieved • from http://archrecord.construction.com/projects/portfolio/archives/0310school.asp. • Santana-Bravo, M. FIU presents the Paul L. Cejas School of Architecture Building, 2-5. • Retrieved from http://www2.fiu.edu/~soa/cejas/architecture.html. • Binggeli, C. (2010). Building Systems for Interior Designers. Hoboken: John Wiley & Sons, Inc. • Rivero, Carmen. Architecture student, Graduate Design 1. • DeLeon, Mauricio. Architecture student, Graduate Design 1. • Nawrocki, Zak. Architecture student, Graduate Design 1. • Diaz, Andres. Architecture student, Graduate Design 1.

  24. RENOVATIONS / FIGURES • FIGURES • FIGURE 1 ) On cover page, left, east side of yellow generator within complex http://www.flickr.com/photos/fiu/3049016700/FIGURE 2) On cover page, top right, east side of red generator http://www.marazzi.es/marazzi_es_arch/en/Proyectos-y-premios/Progetti.htmlFIGURE 3) On cover page, middle right, north east corner of yellow generator http://www.marazzi.es/marazzi_es_arch/en/Proyectos-y-premios/Progetti.htmlFIGURE 4) On cover page, bottom right, south east side of yellow generator, http://archrecord.construction.com/projects/ portfolio/ archives /0310school.aspFIGURE 5) Throughout entire booklet, upper right hand corner, north east side of yellow generator and stairwells, http://archrecord.construction.com/projects/portfolio/archives/0310school.aspFIGURE 6) On page 3, top right, computer rendition of PCA complex, taken from PCA promotional brochure, David BergwallFIGURE 7) On page 3, bottom left, computer rendition of movement vectors of the lecture hall (red generator), taken from PCA promotional brochure, David BergwallFIGURE 8) On page 3, bottom right, computer rendition of movement vectors of the gallery (yellow generator), taken from PCA promotional brochure, David BergwallFIGURE 9) On page 4, top right, photo of gallery, picture taken by group, Alexandra FernandezFIGURE 10) On page 4, middle right, photo of multi-purpose room, picture taken by group, Alexandra FernandezFIGURE 11) On page 4, bottom right, photo of critique room, picture taken by group, Alexandra FernandezFIGURE 12) On page 5, top right, photo of gallery users, picture taken by group, Alexandra FernandezFIGURE 13) On page 5, middle right, photo of multi-purpose room users, picture taken by group, Alexandra Fernandez FIGURE 14) On page 5, bottom right, photo of critique room users, picture taken by group, Alexandra Fernandez • FIGURE 3- http://www.polarshade.com/photo_gal.html • FIGURE 4- http://www.acco.com/productdetail.aspx?s=0&pid=B443A# • FIGURE 5- http://www.ergoindemand.com/manual-pull-down-projection-screen-96-x-96-wall-or-ceiling-mounted.html • FIGURE 6-10 - http://www.modecodesign.com/search/modular+school+furniture+sophie+franc • FIGURE 11- http://www.furniturestoreblog.com/2009/01/11/the_industrial_styled_return_bench_from_gus_modern.html

  25. MID-PROJECT EVALUATION FORM • EVALUATION FORM1) Research and Program • 2) Deliverables

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