Thesis book_A New Type of Nursery School

A new tpye of Nursery school --relax and learn

Hailisi Heshuote Professor Eric Cohen Directed Thesis Research 660SB

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Pg. 4-7

PART 1. INTRODUCTION

Pg.8-39

PART 2. CASE STUDY FACILITY VISIT

Pg.40-44 PART 3. INTRODUCTORY ESSAY

Pg.45-61 PART 4. Codes and Guidelines 2

-Thesis topic and problem statement -User profile -visualization -mission

-KM Kindergarten and Nursery -seattle children’s bellevue clinic and surgery center -Simone Veil School Complex -West Hills Reggio Center -Blue School -Chelsea Day School -Anxiety of pre-kindergarten toddlers from first parent-child separation

-NYC building codes 2014

Pg.62-69

PART 5. POTENTIAL SITE

Pg.70-80

PART 6. PROJECT PROGRAM

Pg.81-82

PART 7. DRAWING

Pg.83-85

PART 8. WORK CITATION

-ballet hispanico building -DSW Designer Shoe Warehouse 2220 broadway -2-8 Clarkson Street

-statistical chart -activity diagram -bubble diagram -blocking diagram -stacking diagram

-building base drawing: floor plan elevation, section

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THESIS TOPIC To design a stressless, safe, creative nursery that provides education and medical treatment for children

PROBLEM STAEMENT 1. How can the design of an interior for a child nursery address the effects of stress related to early separation of parent and child?

2. A nursery providing holistic care for children, ages_? define the ages___. This includes education, medical treatment, and .....anything else?

3.The effects of early school separation between parent and child. Does this vary across cultures?

4. Early child education across cultures. Is there an example of something effective that is not necessarily part of a structured institutional system that could inform a new way of doing things?

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CLIENT PROFILE The school is a full day nuresery that address young children in New York.

The school helps people such as working parents, no expericence parents etc. Giving their kids a safe and creative place to explore themselves.

Children will be separeted into 2 age groups. 3-4 and 5-6.

Different age group has different daily schedule and activities.

Primary User Groups -Children (3-6) Secondary User Groups –Teacher, Parents Tertiary User Groups –Faculty (doorman…)

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VISUALIZATION

1. Creating a space for children to feel like home is the most important thing, how to achieve?

2.What kind and how many staffs would you need?

3. How can an enviroment encourage all children to socialize and being engaged together?

4. What is your multi function meaning?

5. How can you make sure those children will feel better at this space?

6. What is the role of the staff?

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MISSION

To create a new type of school where children can feel free to experience different challeges, have interesting learning experience and get knowledge by themselves.

Helping children explore the new skills from the surrounding environment, by touching and observing things, instead of using text book to teach.

And also to help parents and their kids to build a healthy relationship, give children a happy childhood.

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case study 1 KM Kindergarten and Nursery

Overview:

Architects: HIBINOSEKKEI, Youji no Shiro Location: Osaka, Osaka Prefecture, Japan Area: 1244.0 m2/13390 ft2 Site Area: 4230 m2 Building Area: 799 m2/8600 ft2 Project Year: 2016

User Group: Primary User Group: Toddlers and Pre-school kids Secondary User Group: Children and Teachers Tertiary User Group: Parents Program: Nursery&Kindergarten

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By this plan, kids can climb to the roof, and then run around get down from stairs to the middle yard. And all these activities make kids’ amount of exercise has been greatly improved.

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Positive

-Strong concept for increasing the amount of exercise in the inadequate site, made an environment that kids can run around. Te most exciting aspect of the kindergarten is the green courtyard with sloping hills and play equipment, where children run and climb in the fresh air. Te play area connects with a grass-covered ramp that leads to an upper outdoor terrace, where more fun awaits.

-The materials are used for providing kid a creative environment and making a sign of local industry.

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case study 2 seattle children’s bellevue clinic and surgery center

User Group: • primary user group: children •secondary user group: doctors, parents, staffs • tertiary: delivers, volunteers

Overview:

• Architects: NBBJ • Location: 1500 116th Avenue Northeast, Bellevue, WA 98004, United States • Consultants: Sellen Construction, PCS Structural Solutions, Affiliated Engineers, Inc., Cierra Lighting Group, Site Workshop • Area: 80000.0 ft2 • Project Year: 2010

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Program:

1.Urgent Care: Pediatric experts will treat Child’s minor illness or injury. No appointment or referral is needed. The clinic is open Monday through Friday, 5 p.m. to 10:30 p.m., and weekends and holidays from 11 a.m. to 8 p.m.

The Urgent Care Clinic is not intended for emergencies but is appropriate for minor illnesses and injuries.

3. Radiology: An imaging center on the Eastside designed just for kids and staffed by pediatric experts.

•Magnetic resonance imaging (MRI) •X-ray •Fluoroscopy •Ultrasonography •Sedation, when needed

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Concept Diagram

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Plan

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Circulation Analysis

In many clinics healthcare flows would traditionally move through the same door into an exam room that is positioned around a staff work area. This causes congestion and compromises between staff, patients and families. In this plan, the circulation flow has been optimized. Patients and families have their own circulation and by giving staff a secondary entrance to the exam room, their immediate environment can store equipment and supplies closer to the point of use within a secluded “teaming area.�

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Aesthetics Analysis

Color is used throughout the project to strategically identify zones and activate interior spaces. The interior artwork reflects the flora and fauna of the Pacific Northwest landscape. The artwork create a comfortable, engaging and positive environment for patients.

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Addtional Programs

The outdoor cafe terrace creates a place for parents to relax during their accompanying, gives users a family-friendly experience.Green roofs provide a relaxing environment, help the patients and their families to reduce their anxiety They contribute to improving air quality by capturing airborne pollutants.

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Evaluation of Design

Positive: -The safest, most efficient and family-friendly experience -Patient circulation is separate from staff, this plan improves the wayfinding and creates quiet, uncrowded corridors.

-Grouping related facilities together reduces walking distances and increases patient safety.

-The use of plentiful skylights, views of the rooftop gardens, artwork and colors strategically identify zones and activate interior spaces, help the users reduce stress and encourage overall wellness.

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case study 3 Simone Veil School Complex

User Group: • primary user group: children • secondary user group: teachers, parents,staffs • tertiary: delivers, volunteers

Overview:

• Architects: Dominique Coulon & associés • Location: 3 Rue Marguerite Yourcenar, 92700 Colombes, France • Area: 7600.0 m2 • Project Year: 2015

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Site Plan

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Program&Stacking Diagram

Program:

1.nuresery school 2 elementary school

almost-square plot accommodates two separate schools:preschool and elementary—serving 500 children aged 3 to 11. Each school required its own entrance, internal circulation, and outdoor play areas. Space also had to be made for an after-hours study center and a gym that can operate independently.

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Floor Plan

nursery school area elementary school area

Entrance foyers, offices, and cafeterias occupy the ground level, with the preschool on the second floor, the ciculation is round the courtyard.

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Floor Plan

The elementary school on the two floors above. The elementary play yard is on the side of the building, thus the circulation on the 3rd and 4th floor is more simple.

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Section&Structure Analysis

This tangle of constraints was tackled by roughing out the building’s organization with a few moves of diagrammatic clarity before refining it through pragmatic responses to particular functional requirements. Beginning with a four-story block that fully covers the site and oversails tram tracks to the south, Coulon carved out an angular central void to make a yard for the preschool. One story was removed from the structure’s west side, and two from the south to make a terraced yard for older children on top of the building, enclosed by high walls but open to the sky. Deep niches in the north facade shelter entrances and link the courtyard to the park, while overhangs shade south-facing glazing. Indentations to the upper stories carry daylight deep into the interior and add further articulation.

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Neighborhood Analysis

On the east si the glass towers of the business district at La DĂŠfense are not far away, while closer in are the decayed housing projects. In conditions of social and economic disadvantage, this school buildings that stimulate imagination and foster confidence can be transformational, and give this area a new appearances. The building has over 650sqm of solar panels on its roof, makes it a eco building.

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Evaluation of Design

Positive: -Entering the building, its signature feature becomes clear immediately – colour. The bold, bright, shocking pink and orange are used in communal spaces such as courtyards and corridors. The colour is all-encompassing, covering walls, floors, doors and ceilings in vast angular shapes. These enormous fragments of daring colour provide an imaginative space for the children to play. The asymmetrical angles of the patches of colour emphasise and work together with the shape of the building creating interesting shadows on the rooftop.

-With a small plot of land to work with, the architects found solutions to fit extensive facilities and make the building feel spacious. Tightly embedded into the dense urban area, it straddles the maintenance workshops for the new tramline and fully uses its roof space for educational gardens.

-The building has strong eco-credentials.

-Not only the group of schools has a playful and fun environment, consumes and is one of the first buildings to be completed in the new eco-district, set to accommodate 500 new homes.

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case study 4 West Hills Reggio Center

Overview: • Architects: Scalar Architecture • Location: West Hills, NY, USA • Area: 5500.0 ft2 • Project Year: 2015

User Group: • primary user group: jewish children,religious believers •secondary user group: teachers, parents,staffs • tertiary: delivers, volunteers

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Program

Program: 1.Pre-school 2 religious center A contemporary learning center catering to Jewish families. The pre-school is based on the Reggio pedagogical approach which fosters community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.

Reggio Emilia philosophy: - Children must have some control over the direction of their learning; - Children must be able to learn through experiences of touching, moving, listening, and observing; - Children have a relationship with other children and with material items in the world that they must be allowed to explore; - Children must have endless ways and opportunities to express themselves.

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Floor Plan

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Elevation&Section Analysis

The 1st floor and mezzanine are the pre-school area. The whole space is simple; it is separated into three big rooms. There is no unique design detail in the space.

The temple level is under the classroom level. It is same as the classroom level; the shape is a typical rectangular shape without any other ornaments.The building was not built on flat ground because of the local topography. The part of the classroom is double height, and alternating height windows are for both children and adults.

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Aesthetics Analysis

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The white wall and bright wood texture were used in the interior space; this light color combination looks cold. The double height classroom feels empty and narrow. Also, the classroom has a strong sense of coldness because of the double height ceiling. The temple level used the same materials as the other level.Thus it has a sense of coldness. The detailed design in this building such as the staircase, it is in an industrial style. It might not be suitable for the pre-school facility.

Evaluation of Design

Positive: - The building is a sustainable structure; it uses a geometric roofline to provide more sunlight and save the energy.

Negative: - The plan design of this building is unthoughtful. Each room is set next to each other tightly. There is no space to let children run around.

- The double height design is too high to children, even though the alternating height windows are used, the window size is not big enough to let more light get in.

- The materials selection is not appropriate. Too many cold tone colors in the space, make it cold visually.

- No specific program can motivate the children.

- This facility is somewhat like a place for adults.

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Facility Visit Blue School

Academic Mastery, Creaive Thinking, Self and Social Intelligence

School Philosophy Dynamically balanced education What is Dynamically balanced education?

In this time of rapid and dramatic chang in the way people live, work and relate around the world. Children need acadamic toolkit, they also need to develop adaptable and creative problem-solving skills, the courage too take them on big questions and the self -knowleage to form their own vision for the future.

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Pre-primary Children expolring materials--water, dirt, clay, and paint--mixubg dough, practicing numbers and letters, making music, performing a play, growing plants--the children’s pre-primary years are full of exuberant play and imaginative exploration from the foundation for a lifetime of joyful learning.

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Educational Theory Math, history, literacy, creativity, self-reflection and empathy, the school explore them in a single lesson. The reasearch comfirms that the integration of each of these subjects actually influences and deepens learning as a whole and mirrors the way people encounter, explore and solve problems throughout life.

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Making space for learning The wonder room with light-up floor, black lights and movale props, the wonder room offers space to children for daring and imaginative play.

It is also a place for them to learn about light and shadow, cause and effect, have the experience of transforming their environment.

The steam workshop A maker space equipped with a 3D printer, sewing station, fabrication tools and woodworking implements. To engage students’ eyes, hands and minds by connection abstract concepts to the tangible world.

The out of doors A rooftop garden and the nearby imagination playground--students’ explorations often take them out of classroom and into rich interations with both the natural and urban world around them.

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Chelsea Day School

School Philosophy Nurture and guide each child’s development, physically, socially, emotionally and intellectually, in an environment where learning unfolds through play, inquiry and exploration. Creativity and artistic expression are honored and part of every day.

The program follows the principles of child development. Freedom, not license, and self-regulation are concepts that are at the foundation. The focus is on each child’s individual style, needs and growth, the day is balanced by child-selected activities and those that are teacher-directed

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Educational Theory Children play with age-appropriate materials as language and communication skills develop. Young learners will develope their skill through art activities, story time, snack time, open play, singing songs, and modeling the behavior of teachers.

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Introductory Essay Anxiety of pre-kindergarten toddlers from first parent-child separation Nowadays, there are increasing number of commuting parents in big cities, they are working and have to take care of their children at the same time. Because of their busy life, pre-schools and daycare centers turn to their best choice. Unfortunately, there is a significant problem that kids cry and scream when their parents leave them in a new environment; the anxiety occurs when children are frightened or upset to be away from a parent or loved one.

Each child performs different that can be observed at any school or daycare center. Some children run in with hardly a glance backward when they are dropped off; some are being pried tearfully off their parents by staff members. Sometimes children separate well one day and then won’t the next, depending on their mood and the circumstances. It is an emotional tug of war between the need for security and the desire for independence. Many factors cause separation anxiety when toddlers are first separated with their caregivers.

The separation anxiety is the first time that children get anxious about being without their parents, and the distress happens to both parents and children. “It can develop into a severe disorder if reinforced,” says Nancy L. Eldred, the professor of psychology at San Jose State University. If the kids have problems going to school when they are young and such behaviors are encouraged, those could lead to problems after they enter high school. (Gopalakrishnan, P. Separation anxiety; how to prepare your child for the first day of school. (2004, 08). ) Separation anxiety is a normal stage in a toddler’s development. According to Scott Cowley, a professor of early childhood education at Sheridan College in Brampton, Ont, “babies at about six to eight months start to ‘get’ what we call object permanence, they begin to realize that mom and dad still exist, even when they cannot see them.” (Finlay, L. Separation anxiety survival guide. (2008, 07).) The separation anxiety helps children learn how to master an environment.

That is why some children can settle in a new place very quickly because they understand that their parents will return later. However, some children’s anxiety exceeds, it made them cry. group showed an extremely high rate of separation anxiety.

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Parents Anxiety and negativity Some parents are nervous about their children’s safety or worry that a child will become overly attached to his or her teacher. Others may feel guilty about going back to work, and some parents have had negative school experiences themselves. While they communicate their ambivalence about separation, it makes harder for a child to adjust to a new situation. “In exploring the origins of childhood anxiety, previous research has shown that anxious parents are more likely to have an anxious child than non-anxious parents.” (Mancini et al. 1996; Weissman et al. 1984).

“About one-third of this relationship is accounted for by genetics” (Gregory and Eley 2007), “leaving a significant role for the environmental effects of having an anxious parent. The anxious parents inadvertently transfer their interpretation bias to their child via verbal communication” (Creswell et al. 2010; Hadwin et al. 2006).

Parents have the most influence over their children’s lives in early childhood, if they had negative experiences of school life, they might use relatively negative words to explain what school life will be toward their kids. This negative communication might make their children afraid of going to a pre-school facility. Moreover, the significant effect from negative parents might bring passive influence to children’s temperament, such as pessimism. Outgoing kids are easier to make friends, start communications to others, and others also prefer to stay with outgoing kids. This made shy and anxious children more difficult to fit into a new group of children.

Children’s behavioral inhibition What is behavioral inhibition? “Behavioral inhibition is a personality style, or temperament, that relates to the tendency to 1) feel distressed or fear, and 2) to withdraw when faced with novel environments, situations, or people. Children showing behavioral inhibition tend to be afraid, anxious, or uncomfortable in unfamiliar situations, and tend to stop playing and withdraw when around unfamiliar people. These children tend to be very vigilant of their surroundings during these unfamiliar situations. They do not tend to approach new people, situations, or objects.”

(Nathan A. Fox, Heather A Henderson, editor. Behavioral Inhibition, Annual Review of Psychology, 2005)

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Behavioral inhibition has been aware as a risk factor for developing anxiety disorders in children.

According to a study of Biederman, children who have behavioral inhibition are more likely to develop to separation anxiety (Biederman et al. ,1993). Also, according to the table 1’s result, compared with uninhibited behavioral children group the inhibited group showed an extremely high rate of separation anxiety.

The children with behavioral inhibition always control their emotion and behaviors. They are not able to explain the exact thoughts of themselves. Behavioral inhibition does not happen to all the kids, those kids who have behavioral inhibition, this might be influenced by family culture. In Asian tradition, parents tend to support their children to control their emotions and actions. Because they think children should learn to be polite and do not bother others. In contrast, western countries parents tend to encourage their children to express their feelings, tell them do not hide their problems, dissatisfactions, fear and always ask for others help.

Table 1. Prevalence rates of anxiety disorders at 5-year follow-up for parent-reported behaviorally inhibited (BI) and uninhibited (BUI) groups.

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Parents over-involvement Family environment is another big factor that causes separation anxiety of children. Mothers tend to help their kids to decide whom they will play with, help them to dress even if they are able to dress themselves. These actions by the parents are called over-involvement or over-protection.

Those parents who give their children too much care and attention, and even over pamper them, make them less independence and lose the chance of learning a skill. Therefore, when they are separated with their parents, they will start to be panic, do not know how to deal with things around them. All these bad experiences eventually turned to anxiety. Also according to Battaglia’s research, maternal anxiety, and maternal over-involvement were significant predictors of clinical anxiety, the data is in the table 2. (Battaglia, Marco.” Distinct trajectories of separation anxiety in the preschool years.” Journal of Child Psychology & Psychiatry. 2016.)

Table 2: Distinct trajectories of separation anxiety in the preschool years: persistence at school entry and early-life associated factors. (“Clown Fish.” Getty Images. Points of View. EBSCO. Web. 30 Jan. 2007.)

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Why parents’ over-involvement cause children’s separation anxiety? Because it makes parent-child attachment stronger, when children stay in a place without their parents, the anxiety of separation will grow stronger. A child who has overprotective parents always shows timidity. They feel fear easily, they show a chronic dependence on their parents. Therefore, parents’ over-involvement also expresses as parents take on what ought to be done by their kids.

Conclusion: Many factors can cause pre-kindergarten toddlers have a separation anxiety when they are first separated with their parents. Children’s behavioral inhibition, parents’ anxiety/negativity and parents’ over-involvement/protection are the most increased risk factors for children’s anxiety.

Children treat the place with their parents as the safest place; they rely on their parents to help them that is why the separation anxiety happens. Therefore, the first thing to be considered is to try to reduce the parent-child attachment properly, means let children accomplish things by themselves, let go mother’s or father’s control on some parts of children’s life. Let children feel the sense of achievement and know they are able to complete things indecently.

Before the kids go to a nursery center, try not to use negative words to describe the place where they will go. Let the children express their real thoughts, and can speak with others when they are unpleasant. A positive attitude and communication of parents will help children lower their repulsion toward a new environment and teachers.

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Codes and Guidelines Occupancy Group SECTION 305 EDUCATIONAL GROUP E 305.1 Educational Group E. occupancy includes, among others, the use of a building or structure, or a portion thereof, by five or more persons at any one time for educational purposes offered to children through the 12th grade and where no more than two children are under the age of 2, including but not limited to the following: Academies Day care facilities where no more than two children areunder the age of 2 Libraries accessory to Group E occupancies Schools Exceptions: 1.Classrooms and instructional rooms with 75 or more persons shall be classified as Group A-3.

2.Day care services provided within a dwelling unitas described in Section 310.

3.Custodial care facilities with up to 30 children under the age of 2 are permitted to be classified as Group E when the rooms where such children are cared for are located on the level of exit discharge and each of these child care rooms has an exit door directly to the exterior.

308.3 Group I-2.

This occupancy shall include buildings and structures used for medical, surgical, psychiatric, nursing or personal care on a 24-hour basis or overnight of more than two children under the age of 2, or more than three persons who are not capable of self-preservation and not capable of responding to an emergency situation without physical assistance from staff. of the New York State Department of HealthHospitalsNursing homes Mental hospitals where patients are not under restraintDetoxification facilitiesException:Such a facility offering care on a 24-hour basis for three or fewer persons who are not capable of self-preservation may occupy not more than one dwelling unit in a Group R occupancy

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This group shallinclude, but not be limited to, the following: Adult homes, where occupants are not capable of self-preservation, operated pursuant to and meeti ng the additional construction requirements of Section 460 of the NewYork State Social Services Lawand regulations of the New York State Department of Health Child care facilities Community residences or intermediate-care facilities, where occupants are not capable of self-preservation, operated pursuant to and meeting the additional construction requirements of the New York State Mental HygieneLawand applicable regulations of the New York State Office of Mental Health and Office for People with Developmental Disabilities Enriched Housing, where occupants are not capable of self-preservation, operated pursuant to and meeting the additional construction requirements of Section 460 of the New York State Social Services Lawand regulations of the New York State Department of Health Hospitals, Nursing homes, Mental hospitals where patients are not under restraint Detoxification facilities.

Exception:Such a facility offering care on a 24-hour basis for three or fewer persons who are not capable of self-preservation may occupy not more than one dwelling unit in a Group R occupancy.

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Construction Type

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602.1 General.

Buildings and structures erected or to be erected, altered or extended in height or area shall be classified in one of the five construction types defined in Sections 602.2 through 602.5. The building elements shall have a fire-resistance rating not less than that specified in Table 601 and exterior walls shall have a fire-resistance rating not less than that specified in Table 602. Where required to have a fire-resistance rating by Table 601, building elements shall comply with the applicable provisions of Section 703.2. The protection of openings, ducts and air transfer openings in building elements shall not be required unless required by other provisions of thiscode. Buildings constructed or altered inside the fire district shall further comply with Appendix D. 602.1.1 Minimum requirements.A building or portion thereof shall not be required to conform to the details of a type of construction higher than that type, which meets the minimum requirements based on occupancy even though certain features of such a building actually conform to a higher type of construction. Classification shall be that of the minimum requirement unless all of the requirements for the higher type of construction are met.

Exception:Portions of buildings that cantilever over an adjacent building or tax lot shall also comply with the fire-resistance ratings of Section 705.12.

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Mezzanine 505.1 General.A mezzanine or mezzanines in compliance with Section 505 shall be considered a portion of thestory in which it is contained. Such mezzanines shall not contribute to either the building area or number of stories as regulated by Section 503.1. The area of the mezzanine shall be included in determining the fire area defined in Section 902. The clear height above and below the mezzanine floor construction shall not be less than 7 feet (2134 mm).

Exception:The clear height of habitable spaces above or below mezzanines within dwelling units shall not be less than 8 feet (2438 mm).

Group I-2 Occupancies SECTION BC 407 GROUP I-2 407.1 General.

Occupancies in Group I-2 shall comply with the provisions of Sections 407.1 through 407.9and other applicable provisions of this code.

407.2 Corridors.Corridors in occupancies in Group I-2 shall be continuous to the exits and separated from other areas in accordance with Section 407.3 except spaces conforming to Sections 407.2.1 through 407.2.4.

407.2.1 Waiting and similar areas.Waiting areas and similar spaces constructed as required for corridors shall be permitted to be open to a corridor, only where all of the following criteria are met: 1.The spaces are not occupied for patient sleeping units, treatment rooms, hazardous or incidental accessory occupancies in accordance withSection 508.2.

2.The open space is protected by an automatic fire detection system installed in accordance with Section 907.

3.The corridors onto which the spaces open, in the same smoke compartment, are protected by an automatic fire detection system installed in accordance with Section 907, or the smoke compartment in which the spaces are located is equipped throughout with quick-response sprinklers in accordance with Section 903.3.2.

4.The space is arranged so as not to obstruct access to the required exits.

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407.2.2 Nurses’ stations.Spaces for doctors’ and nurses’ charting, communications and related clerical areas shall be permitted to be open to the corridor, when such spaces are constructed as required for corridors.

407.2.3 Mental health treatment areas.Areas wherein mental health patients who arenot capable of self-preservation are housed, or group meeting or multipurpose therapeutic spaces other than incidental accessory occupancies in accordance withSection 509, under continuous supervision by facility staff, shall be permitted to be open tothe corridor, where the following criteria are met: 1.Each area does not exceed 1,500 square feet (140 m2).

2.The area is located to permit supervision by the facility staff.

3.The area is arranged so as not to obstruct any access to the required exits.

4.The area is equipped with an automatic fire detection system installed in accordance with Section 907.2.

5.Not more than one such space is permitted in any one smoke compartment.

6.The walls and ceilings of the space are constructed as required for corridors.

407.2.4 Gift shops.Gift shopsand associated storage that areless than 500 square feet (46 m2) in area shall be permitted to be open to the corridor where such spaces are constructed as required for corridors.

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407.3 Corridor walls.Corridor walls shall be constructed assmoke partitionsin accordance with Section 711.

407.3.1 Corridor doors.Corridor doors, other than those in a wall required to be rated by Section 509.4 or for the enclosure of a vertical opening or an exit, shall not have a required fire protection rating and shall not be required to be equipped with self-closing or automatic-closing devices, but shall provide an effective barrier to limit the transfer of smoke and shall be equipped with positive latching. Roller latches are not permitted. Other doors shall conform to Section 715.4.

407.3.2 Locking devices.Locking devices that restrict access to the patient room from the corridor, and that are operable only by staff from the corridor side, shall not restrict the means of egress from the patient room except for patient rooms in mental health facilities.

407.4 Smoke barriers.Smoke barriers shall be provided to subdivide every story used by patients for sleeping or treatment and to divide other stories with an occupant load of 50 or more persons, into at least two smoke compartments. Such stories shall be divided into smoke compartments with an area of not more than 22,500 square feet (2090 m2) and the travel distance from any point in a smoke compartment to a smoke barrier door shall not exceed 200 feet (60960mm). The smoke barrier shall be in accordance with Section 710.

407.4.1 Refuge area. At least 30 net square feet (2.8 m2) per patient shall be provided within the aggregate area of corridors, patient rooms, treatment rooms, lounge or dining areas and other low-hazard areas on each side of each smoke barrier. On floors not housing patients confined to a bed or litter, at least 6 net square feet (0.56 m2) per occupant shall be provided on each side of each smoke barrier for the total number of occupants in adjoining smoke compartments.

407.4.2 Independent egress. A means of egress shall be provided from each smoke compartment created by smoke barriers without having to return through the smoke compartment from which means

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Interior Materials & Wall Fin

SECTION BC 801GENERAL 801.1 Scope.

Provisions of this chapter shall govern the use of materials used as interior finishes, trim and decorative materials.

801.2 Interior wall and ceiling finish.The provisions of Section 803 shall limit the fire performance and smoke development of interior wall and ceiling finish materials based on occupancy classification.

801.3 Interior floor inish. The provisions of Section 804 shall limit the allowable fire performance of interior floor finish materials based on occupancy classification.

801.4 Decorative materials and trim. Decorative materials and trim shall be restricted by combustibility and the flame propagation performance criteria of NFPA 701, in accordance with Section 806.

801.5 Applicability in flood hazard areas.For buildings in flood hazard areas as established in Appendix G, interior finishes, trim and decorative materials below the design flood elevation shall be flood-damage-resistant materials.

801.6 Application. Combustible materials complying with the requirements of this chapter shall be permitted to be used as finish for walls, ceilings, floors and other interior surfaces of buildings.

801.7 Windows. Show windows in the first story of buildings shall be permitted to be of wood or of unprotected metal framing.

801.8 Foam plastics. Foam plastics shall not be used as interior finish except as provided in Section 803.4. Foam plastics shall not be used as interior trim except as provided in Section 806.3 or 2604.2.This section shall apply both to exposed foam plastics and to foam plastics used in conjunction with a textile or vinyl facing or cover.

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Compliance of Wall & Ceiling Finishes 803.1 General. Interior wall and ceiling finish materials shall be accepted as compliant for fire performance and smoke development in accordance with Section 803.1.1 or Section 803.1.2, and installed in accordance with the criteria therein. Materials tested in accordance with Section 803.1.2 shall not be required to be tested in accordance with Section 803.1.1.

Exceptions: 1. Thickness exemption. Materials having a thickness less than 0.036 inch (0.9 mm) applied directly to the surface of walls or ceilings shall not be required to be tested.

2. Heavy timber exemption. Exposed portions of structural members complying with the requirements for buildings of Type IV construction in Section 602.4 shall not be subject to interior finish requirements.

3. Textile wall coverings. Where used as interior wall finish materials, textile wall coverings, including materials having wovenor nonwoven, napped, tufted, looped or similar surface and carpet and similar textile materials, shall be tested in the manner intended for use, using the product mounting system, including adhesive, and shall comply with the requirements of Section 803.1.2, 803.1.3 or 803.1.4.1.

4. Textile ceiling coverings. Where used as interior ceiling finish materials, textile ceiling coverings, including materials having woven or nonwoven, napped, tufted, looped or similar surface and carpet and similar textile materials, shall be tested in the manner intended for use, using the product mounting system, including adhesive, and shall comply with the requirements of Section 803.1.2 or 803.1.4.1.

5. Expanded vinyl wall coverings. Where used as interior wall finish materials, expanded vinyl wall coverings shall be tested in the manner intended for use, using the product mounting system, including adhesive, and shall comply with the requirements of Section 803.1.2, 803.1.3 or 803.1.4.1.

6. Expanded vinyl ceiling coverings. Where used as interior ceiling finish materials, expanded vinyl ceiling coverings shall be tested in the manner intended for use, using the product mounting system, including adhesive, and shall comply with the requirements of Section 803.1.2 or 803.1.4.1.

7. High-density polyethylene (HDPE). Where high-density polyethylene is used as an interior finish, it shall comply with the requirements of Section 803.1.2.

8. Site-fabricated stretch systems. Where used as interior wall or interior ceiling finish materials, site-fabricated stretch systems shall be tested in the manner intended for use, and shall comply with the requirements of Section 803.1.1 or 803.1.2. If the materials are tested in accordance with ASTM E 84 or UL 723, specimen preparation and mounting shall be in accordance with ASTM E 2573.

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Compliance of Floor Finishes 804.1 General. Interiorfloor finish and floor covering materials shall comply with this section.

804.2 Classification. Interior floor finish and floor covering materials required by Section 804.4.1to be of Class I or II materials shall be classified in accordance with NFPA 253or ASTM E 648. The classification referred to herein corresponds to the classifications determined by NFPA 253 or ASTM E 648 as follows: Class I, 0.45 watts/cm2or greater; Class II, 0.22 watts/cm2or greater.

804.3 Testing and identification. Interior floor finish and floor covering materials shall be tested by an approved agency in accordance with NFPA 253 or ASTM E 648 and identified by a hang tag or other suitable method so as to identify the manufacturer or supplier and style, and shall indicate the interior floor finish or floor covering classification according to Section 804.2. Carpet-type floor coverings shall be tested as proposed for use, including underlayment. Test reports confirming the information provided in the manufacturer’s product identification shall be furnished to the department upon request.

804.4 Interior floor finish limitations. In buildings and spaces classified in Occupancy Group H and in all exits and exit passageways of any occupancy group, floor finishes shall be of noncombustible materials.Exception:Interior floor finish may be of combustible materials in the following spaces. Carpet-type materials must be able to withstand a minimum critical radiant flux as specified in Section 804.4.1.

1.Buildings of Type VB Construction.

2.Interior stairs in buildings of Type III, IV and V construction in Occupancy Group B, F, M or S-2, when the buildings are two stories in height or less.

3.Interior stairs in buildings of Type III, IV and V construction in Occupancy Groups R-2 and R-3 whenthe buildings are three stories in height or less.

4.Interior stairs in buildings of Type III, IV and V construction in Occupancy Group R-2 when occupied by three families or less.

804.4.1 Minimum critical radiant flux. Interior floor finishes shall not be less than ClassI in Occupancy Groups I-2 and I-3 and not less than Class II in Occupancy Groups A, B, E, H, I-4, M, R-1, R-2 and S. In all other occupancy groups, the interior floor finish shall comply with the DOC FF-1 “pill test” (CPSC 16 CFR, Part 1630).

804.5 Volatile organic compounds emissions in carpet and carpet cushion.On and after July 1, 2013 carpet and carpet cushion as defined in Section 17-1401 of the Administrative Codeshall comply with the limits on volatile organic compound emissions set forth in Chapter 14 of Title 17 of such code.

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Door Swings 1008.1.2 Door swing. Egress doors shall be of the pivoted or side-hinged swinging type.

Exceptions: 1. Private garages, office areas, factory and storage areas with anoccupant loadof 10 or less.

2. Group I-3 occupancies used as a place of detention.

3. Critical or intensive care patient rooms within suites of health care facilities.

4. Doors within or serving a single dwelling unit in Groups R-2 and R-3.

5. In other than Group H occupancies, revolving doors complying withSection 1008.1.4.1. 6. In other than Group H occupancies, horizontal sliding doors complying withSection 1008.1.4.3are permitted in ameans of egress.

7. Power-operated doors in accordance withSection 1008.1.4.2.

8. Doors serving a bathroom within an individual sleeping unit in Group R-1.

9. In other than Group H occupancies, manually operated horizontal sliding doors are permitted in ameans of egressfrom spaces with anoccupantloadof 10 or less.

1014.2 Egress through intervening spaces. Egress through intervening spaces shall comply with this section. 1. Egress from a room or space shall not pass through adjoining or intervening rooms or areas, except where such adjoining rooms or areas and the area served are accessory to one or the other, are not a Group H occupancy and provide a discernible path of egress travel to an exit.

Exception: 1. Means of egress are not prohibited through adjoining or intervening rooms or spaces in a Group H, S or F occupancy when the adjoining or intervening rooms or spaces are the same or a lesser hazard occupancy group.

2. An exit access shall not pass through a room that can be locked to prevent egress.

3. Means of egress from dwelling units or sleeping areas shall not lead through other sleeping areas, toilet rooms or bathrooms.

4. Egress shall not pass through kitchens, storage rooms, closets or spaces used for similar purposes.

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Occupant Load

56

57

Overall Codes List APPLICABLE CODE

IBC SECTION

Occupancy Group

Sec.305(E) Sec.308.3(I2) 602.1 505 502 Chapter 4 404 405 407 410 420 422 508.2.5 Chapter 8 803.9 804.4 Chapter 10

Construction Type Mezzanine Floor Areas Special Uses Atriums Underground Bldgs Group I-2 Occupancies Stages and Platforms I-1, R-2, R-3 Ambulatory Health Care Incidental Accessory Occupancies Interior Materials & Wall Fin Compliance of Wall & Ceiling Finishes Compliance of Floor Finishes Means of Egress Based on Occupant Load Egress width & distribution Door Swings Egress through Intervening Spaces Number of Exits

58

1005.1 1008.1.2 1014.2 1021

Guidelines

59

60

61

Potential site site 1: ballet hispanico building

Building Infomation Building Stories Total Square Footage Lot Dimensions

62

2 Stories 10,062 sqft 48 x 100 feet

Neiborhood character nearby serives transportation aesthetic quality size structural system natural light Building Stories Total Square Footage Lot Dimensions General elvaluation

the surrounded buildings are residential type mostly. Reletively quiet.

Several schools and restaurants exist.

Bus stop is close, subway station is far from the buidling. historical faรงade small not able to get a lot of sun light 2 Stories 10,062 sqft 48 x 100 feet

Negative. It has a tranditional facade and two floors. The facade is not like typical Neiborhood character the surrounded buildings are retailfor type mostly. noisy. old tranditional buildings that look very serious, it is suitable using as aReletively pre-school nearby However, serives bank,and churches and to restaurants close. light. facility. the size is small not able get a lotare of natural transportation aesthetic quality size structural system natural light

subway station is next to the buidling. small no highrised building around, able to get lots of sun light

Neiborhood character nearby serives transportation aesthetic quality size

the surrounded buildings are retail, office, residential and education types offices, school, kids museum, recreation center and restaurants are close. subway station is next to the buidling. large

63

site 2: DSW Designer Shoe Warehouse 2220 broadway

Building Infomation Building Stories Total Square Footage Lot Dimensions

64

2 Stories 20,108 sqft 102 x 101 feet

transportation aesthetic quality size structural system natural light

Bus stop is close, subway station is far from the buidling. historical faรงade small not able to get a lot of sun light

Building Stories Total Square Footage Lot Dimensions

2 Stories 10,062 sqft 48 x 100 feet

Neiborhood character nearby serives transportation aesthetic quality size structural system natural light

the surrounded buildings are retail type mostly. Reletively noisy. bank, churches and restaurants are close. subway station is next to the buidling. small no highrised building around, able to get lots of sun light

Neiborhood character the surrounded buildings are retail, office, residential and education types nearby serives offices, school, kids museum, recreation center and restaurants are close. transportation subway station is next to the buidling.

General elvaluation aesthetic quality size large Negative.

First the building- size is not enough, second the buiding is next to a big traffic structural system road which noise that will effectaround, children.

Even though offers natural light creates lots of no highrised building able to get lots ofitsun lighta opened

roof-top, the roof can not be used because the building is only a two-stories building.

65

site 3: 2-8 Clarkson Street

Building Infomation Building Stories Total Square Footage Lot Dimensions

66

12 Stories 299,592 sqft 200 x 125 feet, 25,000 sqft

Nearby transportation& Sun movement

67

office area facility

Children’s Museum of Arts

68

Tony Dapolito Recreation Center

James J Walker Park

Neiborhood character nearby serives transportation aesthetic quality size structural system natural light

the surrounded buildings are retail type mostly. Reletively noisy. bank, churches and restaurants are close. subway station is next to the buidling. small no highrised building around, able to get lots of sun light

Neiborhood character nearby serives transportation aesthetic quality size structural system natural light

the surrounded buildings are retail, office, residential and education types offices, school, kids museum, recreation center and restaurants are close. subway station is next to the buidling. large no highrised building around, able to get lots of sun light

General elvaluation Positive. The size of the building is enough, and no highrised building near by which offers a lot of natural light. The children’s museum of the art and a recreation center is near to the building. These facilities offer children additional activities.

69

Project Program&Diagram statistical chart

space primarily users classroom children classroom bathroom children

Leaning/plan space secondary users users quantity teacher 20

quantity 8

SQFT Total SQFT 1000 8000

teacher

20

8

80

640

40 20 20 20 100 20

1 2 1 1 1 2

1100 900 1000 1500 3600 1000

1100 1800 1000 1500 3600 2000

20 20 20 80 20 20 5

2 2 1 2 1 1 2

80 50 100 2000 200 200 400

160 100 100 4000 200 200 800 25200

1 28 2

1 1 1 1

100 1200 200 200

100 1200 200 200

28 30

1 4

500 80

500 320 2520

1 1

100 400

100 400

library art studio workshop gym green courtyard playroom

children children children children children children

teacher teacher teacher teacher teacher teacher

playroom storage art studio storage workshop storage dining room medical/exam room restroom kitchen

student student student student student student staff

teacher teacher teacher teacher teacher/nurse teacher

service

Subtotal director's administrator's nurse's staff

office teacher office teacher office nurse office

Administrative area children/parents children/parents children service

lounge teacher toilet teacher

children staff

Subtotal

70

reception staff entry area children

pubilc area parents/children parents/staff

2

dining room medical/exam room restroom kitchen

student student student staff

teacher teacher/nurse teacher

80 20 20 5

2 1 1 2

2000 200 200 400

4000 200 200 800 25200

1 28 2

1 1 1 1

100 1200 200 200

100 1200 200 200

28 30

1 4

500 80

500 320 2520

1 1 1 2 2

100 400 300 80 200

100 400 300 160 400 1360 29080

11632

40% 400 41112

Subtotal director's administrator's nurse's staff

office teacher office teacher office nurse office

Administrative area children/parents children/parents children service

lounge teacher toilet teacher

children staff

Subtotal reception entry area parents lounge pubilc toilet fire staircase

staff children parents parents children

pubilc area parents/children parents/staff children other

2 10 10 60

Subtotal Usable space service circulation space machine room

Total

71

Space Character Chart

space classroom

Noisy

quiet x

Leaning/plan space messy clean concentrate x x

classroom bathroom library medical/exam room restroom art studio workshop gym green courtyard playroom dining room kitchen director's administrator's nurse's staff

x x x x x x x x x x

office office office office

lounge toilet storage

72

x

reception entry area

x x

x x x x x x x x x x x

x x

x x

x x x

socialize x

privacy x

x

x

x

public

x x

x x x x x x

x x x x x x

x x

Administrative x x x x service x x

area x x x x

pubilc area x x

odor

x x x x

x x x x

x

x x

x x

x x

x

library medical/exam room restroom art studio workshop gym green courtyard playroom dining room kitchen director's administrator's nurse's staff

x x x x x x x x x x

office office office office

lounge toilet storage reception entry area parents lounge pubilc toilet

x x x

x x

x x x x x x x x x x x

x x

x

x x x x x x x

x x x x x x

x

x

x Administrative x x x x service x x

area x x x x

pubilc area x x x

x x x

x

x x x x

x x x x

x

x x

x x x

x x x x

73

Activity Diagram Children Staff

start

74

Drop Off

Learn

Eat

Play

Pick Up

Parents

Parents

Staff

Staff

end

Learn

Eat

Play

Drop Off

3year

Children

Parents Social&Learning experiences Attend with a trusted grown-up reduce the anxiety of separation

4year Teachers

Children the arts and materials curriculum + planting, sports Teachers self-expressive and creative experience

Children

independence and autonomy

Teachers support the negotiation+coflict resolution+relationship building skills

communication 5-6year Teachers

Children

concept of community

Teachers support them increase responsibility for shaping their classroom culture with their friends.

other parents

staff

Pick Up

75

Bubble Diagram

kitchen

service entry

restaurant toilet

toilet gallery

classrooms

classrooms

garden art studio

play room

storage storage

offices/medical

entry

R

lounge

parent lounge toilet

toilet

1st floor Direct Connection Visual Connection

76

kitchen

toilet

restaurant

classrooms

service entry

gym

garden

storage art studio

classrooms

toilet

offices

entry

workshop

library

storage

2nd floor Direct Connection Visual Connection

77

Blocking Diagram

kitchen

restaurant play room

art studio

w houston st.

clarkson st.

gallery

garden

classrooms

entry

parent Lounge

offices/medical

classrooms

lounge

varick st.

1st floor Direct Access: Main Circulation: Secondary Circulation:

78

classrooms

kitchen

gallery

gym

clarkson st.

w houston st.

restaurant

garden art studio

entry

classrooms

offices

library

workshop

varick st.

2nd floor Direct Access: Main Circulation:

79

Stacking Diagram

80

A: Lobby B: Reception+Parents Lounge C: Office+Nurse station D: Staff Lounge E: Classroom F: Playroom G: Art Studio H: Restaurant I: Kitchen+Service Entry J: Gym K: Work Shop L: Library M: Green N Entrance+ Hallway

clarkson st.

125’-0”

w houston st.

Base drawing

200’-0” n varick st. typical floor plan scale: 1/32”=1’-0”

81

13’-0”

12th

13’-0”

11th

13’-0”

10th

13’-0”

9th

13’-0”

8th

13’-0”

13’-0”

13’-0”

13’-0” 20’-0”

12’-0”

125’-0”

82

13’-0”

base

scale: 1/32”=1’-0”

13’-0”

7th

6th

5th

4th

3rd

2nd

1st

section

Work Cited “Bellevue Clinic and Surgery Center.” Seattle Children’s Hospital, www.seattlechildrens.org/contact/ bellevue/. Accessed 29 Sept. 2017.

“Efficiency Revolution: Seattle Children’s Bellevue Clinic and Surgery Center.” NBBJ, www.nbbj.com/ work/seattle-childrens-hospital-bellevue-clinic-and-surgery-center/#next. Accessed 29 Sept. 2017.

“KM Kindergarten and Nursery / HIBINOSEKKEI + Youji No Shiro.” ArchDaily, 5 Dec. 2016, www.archdaily.com/800830/km-kindergarten-and-nursery-hibinosekkei-plus-youji-no-shiro. Accessed 29 Sept.

2017.

Long, Katherine. “Seattle Children’s Hospital Set to Open New Bellevue Clinic.” The Seattle Times, 21 June 2010, www.seattletimes.com/seattle-news/seattle-childrens-hospital-set-to-open-new-bellevue-clinic/. Accessed 29 Sept. 2017.

Olson, Sheri. “Seattle Children’s Bellevue Clinic and Surgery Center by NBBJ.” Contract Design, 13 Nov. 2011, www.contractdesign.com/projects/healthcare/seattle-childrens-bellevue-clinic-and-surgery-center-by-nbbj/. Accessed 29 Sept. 2017.

“Seattle Children’s Bellevue Clinic / NBBJ.” ArchDaily, 17 Aug. 2011, www.archdaily.com/157175/seattle-childrens-bellevue-clinic-nbbj. Accessed 29 Sept. 2017.

Weed, Julie. “Factory Efficiency Comes to the Hospital.” The New York Times, 10 July 2010, www.nytimes.com/2010/07/11/business/11seattle.html?pagewanted=all&register=google. Accessed 29 Sept. 2017.

Finlay, L. (2008, 07). Separation anxiety survival guide. Today’s Parent, 25, 47-50. <Gopalakrishnan, P. (2004, 08). Separation anxiety; how to prepare your child for the first day of school. India Currents, 18, 16. <Mancini, C., van Ameringen, M., Szatmari, P., Fugere, C., & Boyle, M. (1996). A high-risk pilot study of the children of adults with social phobia. Journal of the American Academy of Child and Adolescent Psychiatry, 35(11), 1511–1517. Doi: 10.1097/ 00004583-199611000-00020.

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Hadwin, J. A., Garner, M., & Perez-Olivas, G. (2006). The development of information processing biases in childhood anxiety: A review and exploration of its origins in parenting. Clinical Psychology Review, 26(7), 876–894. doi:10.1016/j.cpr. 2005.09.004.

Creswell, C., Cooper, P. J., & Murray, L. (2010). Intergenerational transmission of anxious information processing biases. In J. Hadwin & A. P. Field (Eds.), Information processing biases and anxiety: A developmental perspective (pp. 279–295). Chichester: Wiley-Blackwell.

Nathan A. Fox, Heather A. Henderson, Peter J. Marshall, Kate E. Nichols, Melissa M. Ghera, Behavioral Inhibition: Linking Biology and Behavior within a Developmental Framework, Annual Review of Psychology 2005 56:1, 235-262 Battaglia, Marco1,2, et al. “Distinct Trajectories of Separation Anxiety in the Preschool Years: Persistence at School Entry and Early-Life Associated Factors.” Journal of Child Psychology & Psychiatry, vol. 57, no. 1, Jan. 2016, pp. 39-46. EBSCOhost, doi:10.1111/jcpp.12424.

Hudson JL, Dodd HF (2012) Informing Early Intervention: Preschool Predictors of Anxiety Disorders in Middle Childhood. PLOS ONE 7(8): e42359. https://doi.org/10.1371/journal.pone.0042359 “‘Simone Veil’ Group of Schools in Colombes / Dominique Coulon & Associés.” ArchDaily, 2 Aug. 2016, www.archdaily.com/792502/simone-veil-group-of-schools-in-colombes-dominique-coulon-and-associes/?ad_medium=myarchdaily&ad_name=bookmark-show. Accessed 05 Oct. “Simone Veil School Complex by Dominique Coulon & Associés.” Architectural Record RSS, www.architecturalrecord.com/articles/12112-simone-veil-school-complex-by-dominique-coulon-associ%C3%A9s. Accessed 05 Oct. “Reggio Pre-School and Religious Center / Scalar Architecture.” ArchDaily, 27 Feb. 2015, www.archdaily.com/602211/reggio-pre-school-and-religious-center-scalar-architecture. Accessed 12 Oct. “West Hills Reggio Center.” Scalar Architecture,

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“Reggio Emilia Approach.” Wikipedia, Wikimedia Foundation, 7 Oct. 2017, en.wikipedia.org/wiki/Reggio_Emilia_approach. Accessed 12 Oct. “Searchable Platform for Building Codes.” UpCodes, up.codes/viewer/new_york_city/nyc_building_ code_2014. Accessed 15 Oct “The Juilliard School Expansion.” L’Observatoire International, lobsintl.com/project/juilliard-school-expansion. Accessed 15 Oct. “Gallery of Alice Tully Hall Lincoln Center / Diller Scofidio + Renfro - 21.” ArchDaily, www.archdaily.com/26062/alice-tully-hall-lincoln-center-diller-scofidio-renfro-architects/571da8b0e58ece1428000022-alice-tully-hall-lincoln-center-diller-scofidio-renfro-architects-section. Accessed 15 Oct. “QuickFacts.” U.S. Census Bureau QuickFacts Selected: New York; UNITED STATES, www.census.gov/quickfacts/fact/map/NY,US/BZA110215#viewtop.

“Newly Renovated Tavern on the Green Slated to Re-Open This Month.” Inhabitat Green Design Innovation Architecture Green Building, inhabitat.com/nyc/newly-renovated-tavern-on-the-greenslated-to-re-open-this-month/shca-tavern-on-green1/.

Building type basics for elementary and secondary schools L. BradfordPerkins - Raymond Bordwell John Wiley & Sons, Inc. - 2010 “SunCalc Sun Position- Und Sun Phases Calculator.” SunCalc - Sunrise, Sunset, Shadow Length, Solar Eclipse 2017, USA Eclipse, Sun Position, Sun Phase, Sun Height, Sun Calculator, Sun Movement, Map, Sunlight Phases, Elevation, Photovoltaic System, Photovoltaic, www.suncalc.org/#/40.7294,74.0057,18/2017.12.15/09:27/1/2.

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