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Federal regulations that apply to the landscaping of education communities are fairly stable; though land use issues tend to be capricious. Some federal regulations deal with fair trade in the purchase of landscaping materials; others deal with chemical safety; still others deal with personal protective equipment for works.
The federal government recognizes three major segments of this industry:
Landscape Design and Consultation
Landscape Installation and Maintenance
Tree Pruning and Arboriculture
For worker safety we consult the Occupational Safety and Health Administration home page:
From time to time we find Notices and Proposed Regulations — or notices of state-level adaptations of federal regulations — whistling across our radar. When they are meaningful and contribute to lower cost we will post the commenting opportunity.
The following voluntary American National Standards Institute (ANSI) titles may be applicable to the landscaping and horticultural units in education communities. Compliance with ANSI standards does not ensure compliance with OSHA policy, although the requirements of some ANSI standards have been adopted within OSHA standards. This list is provided for reference use only.
A10.14, Requirements for Safety belts, Harnesses, Lanyards, Lifelines, and Drop Lines for Constructional and Industrial Use
Z308.1, Minimum Requirements for Workplace First Aid Kits
Z359.1, Safety Requirements for Personal Fall Arrest Systems, Subsystems, and Components
We maintain all related best practice literature on the standing agenda of our periodic Bucolia teleconferences during which time we sort through proposed regulations, organize a response to them. War stories always welcomed. Stories about successes even more welcomed. See our CALENDAR for the next online meeting.
In any industry painting (and decorating) operations play a crucial role in facility management by enhancing the overall appearance, protecting surfaces, and maintaining a healthy and conducive environment. In the education industry we find these operations in both the business and academic units; often co-mingled with sign-making shops.
Aesthetics and Branding: Fresh coats of paint revitalize the appearance of walls, ceilings, doors, and other surfaces, creating a clean and inviting environment. Painting can also be used strategically to incorporate branding elements, such as company colors or logos, to reinforce brand identity throughout campus. Bright, vibrant colors can stimulate creativity and engagement, while well-chosen color schemes can create a sense of calm and focus.
Surface Protection: Color coatings are a protective barrier for surfaces, shielding them from environmental factors like moisture, sunlight, dust, and regular wear and tear. It helps prevent structural damage, corrosion, and deterioration, extending the lifespan of various components in the facility, including walls, floors, metal structures, and equipment.
Maintenance and Preservation: Regular painting operations are part of preventive maintenance programs in facility management. By addressing minor issues like peeling, cracks, or stains on surfaces, painting helps maintain a well-maintained and professional appearance. It prevents further damage and the need for costlier repairs in the future. Using environmentally conscious paints contributes to sustainable practices and healthier indoor air quality.
Functional Differentiation: Painted color variations are utilized to differentiate various spaces within a facility. By using different colors, patterns, or textures, specific areas can be designated for different purposes, such as work zones, storage areas, or recreational spaces. This assists with wayfinding and enhances overall functionality.
Today at 15:00 UTCwe review best practice literature for large-scale painting operations — an exploration different than the one undertaken during our Fine Artand Signs, Signs, Signscolloquia — with attention to worker and chemical safety. Among these considerations:
Falls from Heights: When painting large structures such as buildings or bridges, workers often need to work at elevated heights using ladders, scaffolding, or aerial lifts. Falls from heights are a significant hazard, and proper fall protection systems, such as guardrails, harnesses, and safety nets, should be in place to prevent accidents. Large-scale painting operations may require workers to access or work on structures that have structural weaknesses, corroded surfaces, or unstable platforms.
Inhalation of Hazardous Substances: Paints, coatings, solvents, and other chemicals used in large-scale painting operations can release volatile organic compounds (VOCs) and other harmful substances. Prolonged exposure to these chemicals, particularly in poorly ventilated areas, can lead to respiratory problems, dizziness, skin irritation, or other health issues. Proper personal protective equipment (PPE) like respirators, gloves, and protective clothing should be provided and used to minimize exposure risks.
Skin and Eye Irritation: Contact with paint, solvents, or other chemicals can cause skin irritation, dermatitis, or allergic reactions. Splashes or spills can also result in eye injuries. Workers should wear appropriate protective clothing, such as gloves, coveralls, and safety goggles, to protect their skin and eyes from direct contact with hazardous substances.
Fire and Explosion Risks: Some paints and solvents are flammable or combustible, posing fire and explosion risks, especially in enclosed spaces or areas with inadequate ventilation. Strict adherence to fire safety measures, including proper storage and handling of flammable materials, use of spark-proof tools, and implementing effective fire prevention protocols, is crucial.
Weather Conditions: Outdoor large-scale painting operations are often subject to weather conditions, such as extreme temperatures, high winds, or rain. Adverse weather conditions can pose risks to workers’ safety and affect the quality of paint application. Adequate weather monitoring and planning, along with appropriate safety measures and protective equipment, are necessary to mitigate these hazards.
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ASTM’s color and appearance committee (E12) has approved a new standard that will be useful in calculating the colors of objects. The new standard (E3415) expands on color calculations described in ASTM’s standard on CIE colorimetric systems (E308). https://t.co/7F97dcFkVepic.twitter.com/zcAp6DT1tg
ASTM’s color and appearance committee (E12) has approved a new standard that will be useful in calculating the colors of objects. The new standard (E3415) expands on color calculations described in ASTM’s standard on CIE colorimetric systems (E308). https://t.co/7F97dcFkVepic.twitter.com/5GCfEgP4TI
Primary Standards: NIST maintains primary color standards, such as spectral reflectance and transmittance standards, that are traceable to international measurement systems.
Calibration of Instruments: Instruments used for color measurement are calibrated using these standards to ensure accuracy and consistency.
2. Instrumentation
Spectrophotometers: These instruments measure the intensity of light at different wavelengths. They are used to obtain the spectral reflectance or transmittance of a sample.
Colorimeters: These are simpler instruments that measure color using a few broad wavelength bands. They are often used for less precise applications.
3. Measurement Process
Sample Preparation: The sample to be measured is prepared according to specific protocols to ensure uniformity and consistency.
Spectral Measurement: The spectrophotometer or colorimeter measures the light reflected or transmitted by the sample across the visible spectrum.
Data Collection: The data collected includes the spectral power distribution, which indicates how much light is reflected or transmitted at each wavelength.
4. Data Analysis
Color Spaces and Models: The raw spectral data is converted into color space coordinates (e.g., CIE XYZ, Lab) using mathematical models. These models account for human vision characteristics and provide a numerical representation of color.
Comparison and Reporting: The measured color can be compared to standard references or reported in various formats depending on the application (e.g., color difference ΔE).
5. Quality Control and Assurance
Repeatability and Reproducibility: NIST ensures the repeatability and reproducibility of color measurements by using rigorous quality control protocols.
Uncertainty Analysis: The uncertainty associated with the measurements is analyzed and reported to provide a clear understanding of the precision of the measurements.
Example Instruments and Techniques
Goniospectrophotometers: These measure the color of materials that change appearance with viewing angle.
Integrating Spheres: These are used with spectrophotometers to measure diffuse reflectance or transmittance.
Laser-based Systems: Advanced systems that use lasers for highly precise color measurements.
NIST’s methods are designed to provide highly accurate and reliable color measurements that can be used across a wide range of industries, including manufacturing, textiles, and digital imaging.
According to ASTM member Hugh Fairman, legacy standard E308 gathered data and pre-calculated weight sets for doing what is called “tristimulus integration,” which determines the actual color of a measured spectral reflectance or spectral power curve. While this standard is still useful in certain cases, a need has grown for the more updated practice described in E3415 to respond to interest in how illumination is perceived on painted surfaces.
A RAL number is part of a standardized color matching system developed by the RAL Deutsches Institut für Gütesicherung und Kennzeichnung (German Institute for Quality Assurance and Certification) used primarily in Europe. It is widely used for defining colors for paint, coatings, and plastics.
Building schoolhouses with wood in the United States had significant practical and cultural implications, particularly during the 18th and 19th centuries. Wood was the most readily available and cost-effective material in many parts of the country. Abundant forests provided a plentiful supply, making it the logical choice for construction. The use of wood allowed communities to quickly and efficiently build schoolhouses, which were often the first public buildings erected in a new settlement.
Wooden schoolhouses were emblematic of the pioneering spirit and the value placed on education in early American society. These structures were often simple, reflecting the modest means of rural communities, but they were also durable and could be expanded or repaired as needed. The ease of construction meant that even remote and sparsely populated areas could establish schools, thereby fostering literacy and learning across the nation.
Moreover, wooden schoolhouses became cultural icons, representing the humble beginnings of the American educational system. They were often the center of community life, hosting social and civic events in addition to serving educational purposes. Today, preserved wooden schoolhouses stand as historical landmarks, offering a glimpse into the educational practices and community life of early America. Their construction reflects the resourcefulness and priorities of the early settlers who valued education as a cornerstone of their communities.
Building schoolhouses with wood presents several technical challenges, including durability, fire risk, maintenance, and structural limitations. Here are the key challenges in detail:
Durability and Weather Resistance:
Rot and Decay: Wood is susceptible to rot and decay, especially in humid or wet climates. Without proper treatment and maintenance, wooden structures can deteriorate rapidly.
Pests: Termites and other wood-boring insects can cause significant damage, compromising the integrity of the building.
Fire Risk:
Combustibility: Wood is highly flammable, increasing the risk of fire. This was a significant concern in historical and rural settings where firefighting resources were limited.
Safety Standards: Ensuring that wooden schoolhouses meet modern fire safety standards requires additional measures, such as fire-retardant treatments and the installation of fire suppression systems.
Maintenance:
Regular Upkeep: Wooden buildings require frequent maintenance, including painting, sealing, and repairing any damage caused by weather or pests.
Cost: Ongoing maintenance can be costly and labor-intensive, posing a challenge for communities with limited resources.
Structural Limitations:
Load-Bearing Capacity: Wood has limitations in terms of load-bearing capacity compared to materials like steel or concrete. This can restrict the size and design of the schoolhouse.
Foundation Issues: Wooden structures can experience foundation issues if not properly designed and constructed, leading to uneven settling and potential structural damage.
Environmental Impact:
Deforestation: The widespread use of wood for construction can contribute to deforestation, which has environmental consequences. Sustainable sourcing practices are essential to mitigate this impact.
Insulation and Energy Efficiency:
Thermal Insulation: Wood provides moderate thermal insulation, but additional materials and techniques are often required to ensure energy efficiency and comfort for students and staff.
Despite these challenges, wooden schoolhouses were popular in the past due to the availability of materials and ease of construction. Addressing these technical challenges requires careful planning, use of modern materials and techniques, and regular maintenance to ensure the longevity and safety of wooden schoolhouses.
Chapter 8 of the International Building Code contains the performance requirements for controlling fire growth and smoke propagation within buildings by restricting interior finish and decorative materials. A great deal of interior square footage presents fire hazard; even bulletin boards and decorations; as a simple web search will reveal. We are respectful of the competing requirements of safety and ambience and try to assist in a reconciliation of these two objectives.
Free access to the current edition of the relevant section is linked below:
The public input period of the Group A Codes — which includes the International Fire Code; which contains parent requirements for this chapter — closed in July 2nd. Search on the word “interior”, or “school” or “classroom “in the document linked below for a sample of the ideas in play.
Most of the ICC bibliography lies at the foundation of the safety and sustainability agenda of education communities everywhere so we follow development continuously; setting priorities according to our resources. We keep the issues in this chapter on the standing agenda of our Interiors colloquium. See our CALENDAR for the next online meeting; open to everyone.
The 2024 National Design Specification for Wood Construction was developed by AWC’s Wood Design Standards Committee and approved as a standard by ANSI (American National Standards Institute) on October 16, 2023. The 2024 NDS is referenced in the 2024 International Building Code.
Codes, standards and licensing for barbering schools and cosmetology academies are governed by local regulations; or local adaptations of national standards-setting organizations.
Schools must provide adequate space for instruction and practice. For example, California requires a minimum of 3,000 square feet for cosmetology schools (which often include barbering), with at least 2,000 square feet dedicated to working, practice, and classroom areas. Additional space (e.g., 30 square feet per student beyond the first 50) may be required as enrollment increases.
Rooms for practical work must be sized appropriately, such as at least 14 feet wide for one row of barber chairs or 20 feet for two rows (California standard).
Ceiling Height
Practice and classroom areas often require a minimum ceiling height, such as 9 feet, to ensure proper ventilation and comfort (e.g., California Building Code).
Floor Finish
Floors in areas like restrooms or workspaces must be made of nonabsorbent materials (e.g., tile) to facilitate cleaning and maintain hygiene.
Separation from Other Uses
Barbering schools must be distinct entities, not combined with residential spaces or unrelated businesses (e.g., Nevada’s NAC 643.500).
Compliance with Local Building and Zoning Codes
Facilities must adhere to local ordinances for construction, occupancy, and zoning, ensuring the building is structurally sound and legally permitted for educational use (e.g., Virginia’s 18VAC41-20-270).
Accessibility
Buildings must comply with accessibility standards (e.g., ADA in the U.S.), providing ramps, wide doorways, and accessible restrooms.
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Compliance with the State Uniform Fire Prevention and Building Code (e.g., New York’s 19 NYCRR Parts 600-1250) or equivalent, including fire exits, extinguishers, and alarms.
Emergency exits must be clearly marked and unobstructed.
Electrical Safety
All electrical equipment (e.g., clippers, dryers) must be regularly inspected (e.g., PAT testing in some regions) to prevent shocks or fires.
Ventilation and Temperature Control
Adequate ventilation systems are required to maintain air quality and a safe working temperature, protecting students and instructors from fumes or overheating.
First Aid and Emergency Preparedness
A stocked first aid kit must be available, and schools should have protocols for handling accidents or emergencies.
Equipment Safety
Tools and workstations (e.g., chairs, sinks) must be maintained in good condition to prevent injuries. Hazardous tools like razor-edged implements for callus removal are often prohibited (e.g., California regulations).
Occupational Safety
Compliance with OSHA (Occupational Safety and Health Administration) or state equivalents, such as Virginia’s Department of Labor and Industry standards, to protect against workplace hazards like chemical exposure or repetitive strain.
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Schools must be kept clean and sanitary at all times, including floors, walls, furniture, and workstations (e.g., Virginia’s 18VAC41-20-270).
Disinfection of Tools
Each student or instructor must have a wet disinfection unit at their station for sterilizing reusable tools (e.g., combs, shears) after each use. Disinfectants must be EPA-registered and bactericidal, virucidal, and fungicidal.
Single-use items (e.g., razor blades) must be discarded after each client in a labeled sharps container.
Hand Hygiene
Practitioners must wash hands with soap and water or use hand sanitizer before services (e.g., Texas Rule 83.102).
Client Protection
Sanitary neck strips or towels must be used to prevent capes from contacting clients’ skin directly (e.g., California regulations).
Services cannot be performed on inflamed, broken, or infected skin, and practitioners with such conditions on their hands must wear gloves.
Product Safety
Cosmetic products containing FDA-banned hazardous substances are prohibited, and all products must be used per manufacturer instructions (e.g., Virginia’s 18VAC41-20-270).
Waste Management
Proper disposal of soiled items (e.g., hair clippings) and hazardous waste (e.g., blades) is required, often daily or after each client.
Health Department Compliance
Schools must follow state health department guidelines and report inspection results (e.g., Virginia requires reporting to the Board of Barbers and Cosmetology).
Self-Inspection
Annual self-inspections must be documented and retained for review (e.g., Virginia mandates keeping records for five years).
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State-Specific Variations: Always consult your state’s barbering or cosmetology board for exact requirements. For instance, Texas (TDLR) emphasizes signage and licensing display, while California focuses on detailed sterilization methods.
Inspections: Schools are subject to regular inspections by state boards or health departments to ensure compliance.
Cosmetology (as time allows)
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