Recreational sports, athletic competition, and the facilities that support it, are one of the most visible activities in any school, college or university. They have requirements for safety and sustainability at the same scale as the academic and healthcare enterprises. According to IBISWorld Market Research, Sports Stadium Construction was a $6.1 billion market in 2014, Athletic & Sporting Goods Manufacturing was a $9.2 billion market in 2015, with participation in sports increasing 19.3 percent by 2019 — much of that originating in school, college and university sports and recreation programs.
NOCSAE, the National Operating Committee on Standards for Athletic Equipment, is an independent and nonprofit standards development body with the mission to enhance athletic safety through scientific research and the creation of performance standards for athletic equipment. From its mission statement:
NOCSAE is comprised of a board of directors representing stakeholders from a number of groups – including consumer and end users, equipment manufacturers and reconditioners, athletic trainers, coaches, equipment managers, and academic and sports medicine associations. These diverse interests have joined forces in an attempt to arrive at a common goal of reducing sports-related injuries.
The NOCSAE suite of standards follows American due process requirements set by ANSI. Its standards development landing page is linked below where you will find instructions about how to comment on all NOCSAE titles at any time:
At the moment, our advocacy resources give priority to athletic facilities (and their integration into #SmartCampus safety and sustainability systems) over athletic products. There is sometimes interaction between the two — artificial turf and protective equipment standards need to support one another; for example. However, our priority lies in persuading the leadership of the education industry get the user-interest (i.e. athletic facility managers) to participate in ANSI standards development processes.
The NOCSAE suite, and all other athletic and recreational product, facility and management standards is on the standing agenda of our periodic Sport colloquia. See our CALENDAR for the next teleconference; open to everyone.
Selecting architects for designing large educational campus buildings typically involves a structured process that ensures the chosen architect meets the project’s functional, aesthetic, and budgetary requirements. Here’s an overview of the typical steps involved:
1. Defining Project Goals and Requirements
The institution or client identifies the purpose of the building, the estimated budget, sustainability goals, and any specific design or functional needs.
A detailed Request for Proposal (RFP) or Request for Qualifications (RFQ) is prepared, outlining project objectives, scope, timeline, and submission requirements.
2. Public Announcement or Invitations
The RFP/RFQ is distributed through professional networks, industry publications, or procurement platforms.
Invitations may also be sent directly to pre-identified firms with expertise in similar projects.
3. Initial Submissions
Interested architectural firms submit their qualifications or proposals. These typically include:
Firm portfolio: Highlighting past projects, especially in educational architecture.
Design approach: How the firm plans to address the project goals.
Team composition: Key personnel and their relevant experience.
References and certifications.
4. Shortlisting Candidates
A committee reviews submissions and shortlists firms based on criteria such as experience, design philosophy, project understanding, and compatibility with the client’s goals.
5. Interviews and Presentations
Shortlisted firms are invited for interviews to present their ideas, discuss their approach, and answer questions.
Some institutions may request preliminary concept designs to gauge creativity and alignment with the campus’s vision.
6. Evaluation of Proposals
Proposals are evaluated based on:
Design capability: Innovation, sustainability, and functional design.
Experience: Success in similar projects.
Cost efficiency: Ability to meet the budget without compromising quality.
Cultural fit: Alignment with the institution’s mission and values.
7. Final Selection
The committee selects the architect based on scoring, deliberations, and sometimes a voting process.
Contract negotiations follow, detailing scope, fees, and deliverables.
8. Community and Stakeholder Engagement
In some cases, stakeholders, including faculty, students, and local communities, are involved in providing feedback or participating in design workshops.
9. Formal Approval
The governing board of the institution or a similar authority often gives final approval.
This process ensures transparency, accountability, and the selection of the most qualified architect for the project.
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ASTM International (formerly known as the American Society for Testing and Materials) is a globally recognized organization that develops and publishes technical standards for a wide range of products, systems, and services. These standards are used by manufacturers, regulatory bodies, and other stakeholders to ensure that products and services are safe, reliable, and of high quality.
In the field of measurement science, ASTM plays an important role in developing standards and guidelines for measurement techniques and practices. These standards cover a wide range of topics related to measurement science, including the calibration of instruments, the characterization of measurement systems, and the validation of measurement results. They are used by researchers, engineers, and other professionals in academia, industry, and government to ensure that measurements are accurate, precise, and reliable.
ASTM standards for measurement science are developed through a process that involves input from experts in the field, including researchers, industry professionals, and regulatory bodies. These standards are updated regularly to reflect advances in measurement science and technology, as well as changes in industry and regulatory requirements. This is a far better way to discover and promulgate leading practice. In fact, there are regulations intended to restrain the outsized influence of vertical incumbents in legislative precincts where market-making happens.
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“…The solar panels will populate the gothic chapel roof, producing an approximate 105,000 kWh of energy a year – enough to run the chapel’s electricity, and saving around £20,000 in energy bills per year. The college confirmed that any excess energy would be sold off to the national grid.
Solar panels perform better when listening to music:
A 2013 study by researchers at Imperial College London and Queen Mary University of London showed that solar panels actually work better when exposed to music, of multiple genres. Scientists at the university proved that when exposed to high pitched sounds, like those found in rock and pop music, the solar cells’ power output increased by up to 40 percent. Classical music was also found to increase the solar cells’ energy production, but slightly less so than rock and pop, as it generally plays at a lower pitch than pop and rock. Whether they know it or not, British band Coldplay are just one of the artists benefitting from this research. During their 2021 tour, they installed solar photovoltaic panels in the build-up to each show, “behind the stage, around the stadium and where possible in the outer concourses”…
To determine how much electrical power and lighting 12 kilowatts (kW) will provide for an educational facility, we need to consider the following factors:
Power Distribution: How the 12 kW will be distributed across different electrical needs such as lighting, computers, HVAC (heating, ventilation, and air conditioning), and other equipment.
Lighting Requirements: The specific lighting requirements per square foot or room, which can vary based on the type of facility (classrooms, libraries, laboratories, etc.).
Efficiency of Lighting: The type of lighting used (e.g., LED, fluorescent, incandescent) as this affects the power consumption and lighting output.
We start with lighting.
Lighting Efficiency:
LED lights are highly efficient, typically around 100 lumens per watt.
Fluorescent lights are less efficient, around 60-70 lumens per watt.
Lighting Power Calculation:
12 kW (12,000 watts) of LED lighting at 100 lumens per watt would provide: 12,000 watts×100 lumens/watt=1,200,000 lumens
Illumination Requirements:
Classroom: Approximately 300-500 lux (lumens per square meter).
Library or laboratory: Approximately 500-750 lux.
Area Coverage:
If we target 500 lux (which is 500 lumens per square meter), we can calculate the area covered by the lighting: (1,200,000 lumens)/ 500 lux=2,400 square meters
Now we need to allocate power to other loads.
Lighting: Assuming 50% of the 12 kW goes to lighting:
Lighting Power: 6 kW (6,000 watts)
Using the previous calculation: 6,000 watts×100 lumens/watt=600,000 lumens
Area Coverage for lighting (at 500 lux): (600,000 lumens)/500 lux=1,200 square meters
Other Electrical Needs:
Computers and equipment: Typically, a computer lab might use around 100 watts per computer.
HVAC: This can vary widely, but let’s assume 4 kW is allocated for HVAC and other systems.
Breakdown:
Lighting: 6 kW
Computers/Equipment: 2 kW (e.g., 20 computers at 100 watts each)
HVAC and other systems: 4 kW
Summary
Lighting: 12 kW can provide efficient LED lighting for approximately 1,200 square meters at 500 lux.
General Use: When distributed, 12 kW can cover lighting, a computer lab with 20 computers, and basic HVAC needs for a small to medium-sized educational facility.
The exact capacity will vary based on specific facility needs and equipment efficiency.
New update alert! The 2022 update to the Trademark Assignment Dataset is now available online. Find 1.29 million trademark assignments, involving 2.28 million unique trademark properties issued by the USPTO between March 1952 and January 2023: https://t.co/njrDAbSpwBpic.twitter.com/GkAXrHoQ9T