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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sustainable Construction of Sustainability Lecture 3: Collaboration as Sustainability in
Action; Site and Natural Energy Mapping
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
• Every sustainable construction project begins with an integrated design charrette.
– A collective brainstorming session with as many of the
stakeholders participating as possible.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
• The Merry Lea Environmental Learning Center of Goshen College is a 1,150 acre land and nature
preserve, close to Wolf Lake, Indiana.
– They recently completed phase 1 of a building project
for collegiate student housing and an education center.
Rieth Village, Merry Lea Environmental Center,
Goshen College, Wolf Lake, IN. Photograph
Taken by Dr. Luke Gascho. By Permission.
– In preparation for the
design, a number of
sustainable design
projects were reviewed,
and owners interviewed.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
• It was determined that this charrette process would cost more money in the design phase. – But would greatly improve the buildings’ performance.
• “Front loading” the design process has been shown to save energy & costs in construction and operation.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
• A successful design charrette needs representatives of all disciplines involved in the design-build process
to be present, with representatives of the future
occupants of the completed building.
– It is critical that everyone at the table be willing to learn,
and to think in terms of whole systems.
– Participants must be able to conceptualize the integrated
nature of the whole.
– The consequence of stopping the process of dialogue
is just as severe in nature as it is in our relationships.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
• Teams must have certain core learning abilities in order to function, both individual and group abilities.
– Aspiration - the ability to truly care about the project.
– Personal mastery - another individual learning ability.
– Ability to understand complexity - thinking in terms of
whole systems, and having reflective conversation using
both mental models and dialogue.
• To function well, the group has to be able to become a learning team together, able to have dialogue.
• The Merry Lea integrated design team successfully became a learning organization.
– Able to think together to accomplish goals of the charrette.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
• The Merry Lea Participants didn’t know a lot about green building, so the morning of the first day of the
charrette was devoted to education about different
principles of sustainable design.
– Afternoon work groups explored possible design ideas.
• Facilitators from RMI helped prioritize green-building objectives and to evaluate their choices in light of the
U.S. Green Building Council LEED standards.
– Objectives selected at the charrette informed choices of
the integrated design team in the months of planning that
followed.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
Buildings are oriented and designed
to use passive solar heating and
day lighting.
Triple-pane, operable windows to
provide passive ventilation on
warmer days.
Passive Solar Heating and Day Lighting.
Photograph by Dr. Luke Gascho. by Permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
Photovoltaic solar panels produce electricity, reducing the size and
energy load of heating, ventilating & air conditioning (HVAC) units.
Solar Panels.
Photograph by Dr. Luke Gascho.
By Permission.
A wind turbine adds to
the renewable energy
fund, providing about
16% of the energy
needed by the
complex.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
Parking bays are finished in gravel grass, sidewalks are made of
porous concrete, a cistern recycles rainwater, and two rain gardens
have been created.
Gravel Grass Parking Area
at Entrance to Rieth Village
at Merry Lea.
Photograph by Dr. Luke Gascho.
By Permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
Gray water from the
cistern is plumbed
to the toilets so that
potable water isn’t
used for flushing.
Potable water system on the left comes from the well. Ground source
heat pump is in the Center. Nonpotable water system on the right comes
from the cistern. Photograph by Dr. Luke Gascho. By Permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
Waste water and
sewage is treated
on-site in a system
using constructed
wetlands to do the
job.
Wastewater Treatment Wetland Cell Being Planted.
Photograph by Dr. Luke Gascho. By Permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Collaboration as
Sustainability in Action
• Most difficult to describe is the charrette process of the charrette itself.
– What must be created is an experience with minimal
structure so creative brainstorming can occur.
• This can feel uncomfortably like chaos to participants.
• Final outcome quality will depend on the creativity participants are able to achieve.
– Creativity is stifled by structured outcomes.
• To achieve out-of-the-box thinking and a genuinely fruitful charrette, provide only a bare-bones structure
of the charrette session.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Site and Natural
Energy Mapping
• In the conventional approach to building, the site is cleared and leveled.
– The most common way of preparing land for construction.
• Green building approaches look at environmental issues contextually throughout the process.
– In considering the site, first we look at the total context in
which it exists.
• The Earth is comprised of a number of “biomes” – Large areas consisting of similar vegetation, animals,
and micro-organisms.
• Classifications of large ecosystems, for example, mountains,
deserts, rainforests, savannah, northern conifer forests, plains.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Site and Natural
Energy Mapping
Earth’s biomes. http://earth.rice.edu/mtpe/bio/biosphere/topics/biomes/biomes_map_final.gif
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Site and Natural
Energy Mapping
• Wherever the construction site is located, determine the pre-existing biome.
• The interdependency of organisms is the ecosystem within which any site exists.
– The dynamic way living things reciprocally interact with in
a symbiotic relationship, creating conditions for survival.
• For interaction to occur, ecosystems must remain in balance.
• Ecosystems can be as large as the Sahara desert, or as small as a little pond.
– When we make alterations to a site, we must determine
how to maintain the ecosystem balance.
• Carbon cycle, nitrogen cycle, water cycle, food chain.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Site and Natural
Energy Mapping
• To build sustainably, we need to find a way to take in carbon dioxide and exhale oxygen, just as the pre-
existing forest did.
– Or be carbon-neutral.
• To build sustainably, we need to find a way to keep the water on the land that falls there, and allow it to
find its way to the water table, just as the forest did.
• To build sustainably, we must adopt methods to contribute in a positive way to the nutrient chain.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Site and Natural
Energy Mapping
• We must understand that whatever we do will alter the ecosystem within which the site functions.
– We must ensure that we restore balance to the ecosystem.
• By adding nutrients to the earth.
• Restoring more water to the water table.
• Making the air as clean as or cleaner than it was as a forest.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Site and Natural
Energy Mapping
• A primary goal is to conduct site research and map the natural energy systems on the site.
Wetland Search.
Conducted by the Author
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Site and Natural
Energy Mapping
• Deed research - past owners & uses of the site and surrounding area.
– For problems that may have contaminated soil and/or
groundwater, “brown field sites” are one example.
• Site Visit - visit & walk the site. – Make note of existing trees, other vegetation present.
• Interview neighbors if you can - which helps plan for extra site preparation and/or reparation costs.
• Complete a topographical survey - map location of indigenous trees.
– Clear invasive species before you do this?
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Site and Natural
Energy Mapping
• Make note of the area surrounding the site. – Buildings or trees to consider in planning access to
heating, cooling, and day lighting using natural energy.
• Photo documentation - 360° photos you can piece together into a radial view of the land.
• Climate data. – Prevailing winds, average speeds.
• Summer and winter.
– Information about solar heating and cooling days.
• The Department of Energy has an energy modeling tool
which is downloadable free of charge.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• The Sweetwater Sound facility consists of an office area, warehouse, auditorium and recording studios.
– Total area is is a 155,300 ft2
• They have worked toward a LEED Gold certification, attaining the following LEED credits: – Sustainable Sites 7 (out of 14 possible points)
– Water Efficiency 5 (out of 5 possible points)
– Energy/Atmosphere 8–13 (out of 17 possible points)
– Materials and Resources 7 (out of 13 possible points)
– Indoor Environmental Quality 12–14 (of 15 possible points)
– Innovation in Design 5 (out of 5 possible points)
– Total Points 44 to 51 (out of 69 possible points)
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• The levels of LEED certification are as follows: – Certified: 26–32 points
– Silver: 33–38 points
– Gold: 39–51 points
– Platinum: 52–69 points
One of Several Recording Studios
in Sweetwater Sound.
Sweetwater Sound/John Hopkins.
By permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• Prerequisite 1: Construction Activity Pollution Prevention (Required)
– The intention is to control erosion, sedimentation, and dust
from construction activities.
Silt fencing at Sweetwater Sound.
Sweetwater Sound/John Hopkins.
By permission.
To comply, an Erosion and
Sedimentation Control
(ESC) plan must be
created & implemented.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 1: Site Selection (1 Point) – Intention is to avoid development of inappropriate sites.
Existing building in background,
warehouse addition beginning in
foreground.
Sweetwater Sound/John Hopkins.
By permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• To attain this credit, the building cannot be built on: – Prime farmland.
– Land never developed, lower than 5 feet above the 100-
year flood elevation.
– Land that is habitat for threatened or endangered species.
– Land within 100 feet of wetlands, or state or local setbacks.
– Land that has never been developed and is within 50 feet
of a body of water.
– Land that was parkland prior to purchase.
• Sweetwater Sound achieved it by building on a site previously developed by North American Van Lines,
a national moving company.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
Drawings produced for Sweetwater Sound by MSKTD, an architectural firm headquartered in
Fort Wayne, Indiana. By permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 2: Development Density and Community Connectivity (1 Point)
– The intention is to encourage development in urban areas
that already have municipal service infrastructure available.
• Sweetwater Sound did not seek to achieve this credit.
• SS Credit 3: Brownfield Redevelopment (1 Point) – To encourage development of sites that may have
environmental contamination by prior occupants.
• The Sweetwater Sound site was not designated as a brownfield.
• SS Credit 4.1: Alternative Transportation: Public Transportation Access (1 Point)
– Sweetwater Sound did not try for this credit.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 4.2: Alternative Transportation: Bicycle Storage and Changing Rooms (1 Point)
– Repeats the intention to reduce the environmental impact
of automobile use.
• Sweetwater Sound
achieved this credit.
Showers in changing
room at Sweetwater Sound.
Sweetwater Sound/John Hopkins.
By permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 4.3: Alternative Transportation: Low- Emitting and Fuel-Efficient Vehicles (1 Point)
– Repeats the intention to reduce environmental impact of
automobile use, in up to three ways.
• Fuel-efficient and low-emitting, company-owned vehicles with
preferred parking.
• Preferred parking for fuel-efficient vehicles.
• Alternative fuel refilling stations.
– Sweetwater Sound achieved this credit by using the
second option.
• 21 preferred parking spaces reserved for fuel-efficient
vehicles, with spaces located near all entrance doors.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 4.4: Alternative Transportation: Parking Capacity (1 Point)
– Reducing the impact of environmental pollution by cars.
• Sweetwater Sound achieved this credit.
• SS Credit 5.1: Site Development: Protect or Restore Habitat (1 Point)
– Retain & restore as much natural green space as possible,
so habitat is provided, or is restored for creatures who
share the land space.
• Sweetwater Sound was not able to achieve this credit.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
Much of the pre-existing asphalt was removed on the new Sweetwater Sound site.
Sweetwater Sound/John Hopkins. By permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 5.2: Site Development: Maximize Open Space (1 Point)
– Increase the ratio of open space to developed space
beyond that which is mandated by local code.
• Sweetwater Sound achieved this credit.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 6.1: Stormwater Design: Quantity Control (1 Point)
– The intention of is to keep the water on site that falls there.
• So the natural hydrology of the site is undisrupted.
– Sweetwater Sound did
not achieve this credit.
Swale at back of Sweetwater Sound property.
Photograph by the Author.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 6.2: Stormwater Design: Quality Control (1 Point)
– To maintain quality of the natural site hydrology by
preventing stormwater runoff from occurring.
– Sweetwater Sound did not achieve this credit.
• SS Credit 7.1: Heat Island Effect: Non-Roof (1 Point) – The intention is to reduce the effect of heat islands, caused
by dark surfaces on roofs, pavement, and parking lots.
– Sweetwater Sound did not achieve this credit.
• SS Credit 7.2: Heat Island Effect: Roof (1 Point) – To reduce the effect of heat islands.
– Sweetwater Sound did achieve this credit.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
Sweetwater Sound/John Hopkins. By permission.
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Sustainable Construction and Design, First Edition
By Regina Leffers
© 2010 Pearson Higher Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Sweetwater Sound
Built to LEED NC Gold Certification Level
• SS Credit 8: Light Pollution Reduction (1 Point) – To maintain or, in many cases, to begin to recover the
visibility of the night skyscape.
Sweetwater Sound—front entrance after dark. Sweetwater Sound/John Hopkins. By permission.
Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.
You are required to post at least one documented scholarly activity by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.
Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the "Scholarly Activity Summary" resource to help guide this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center
Scholarly Activities
1. This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10. This is topic 10: Leadership and economic model
This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.
This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.
This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.
This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?
Program Competencies Addressed
This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the IS
© 2020. Grand Canyon University. All Rights Reserved.
HONOR CODE
COMP-3040
Data Structures
Assignment-3
Due on 09/26/2018
I pledge my honor that I have neither given nor received aid on this work.
Do not sign until after you have completed your assignment.
Name: Signature:
Questions 1 – 3 are related to “singly linked list”. You must type your answer.
1. What are the fundamental operations of a linked list?
2. What is the main advantage of a linked list over an array?
3. What is the time complexity of deleting a node from a linked listed? Is it faster than
deleting a node from an array? Why?
4. Test program p2-1 linkedListClass, and make sure that you understand each operation in
the program.
5. Write a testing class that is similar to linkedListApplication class defined in p2-1 to test
program p2-2 DoubleLinkedList. Make sure that you understand each operation in the
program.
6. (Programming) Use p2-1 linkedListClass as a reference, add the following operations
in the class LinkedList;
Find the average data values of the linked list.
Find the item with largest key, and then delete the node.
Test ALL operations in the Main method. (Also display the average of the data values of
the linked list, the largest key, the linked list before and after deleting the node with the
largest key;
7. (Programming) Modify p2-1 SingleLinedList programs so that it handles employee
objects. Make your program menu-driven. The class employee is the same as in
Assignment 2:
import java.util.Scanner; public class employee { public int id; public String name; public double salary; public void Input() { System.out.println("Enter name: "); name = new Scanner(System.in).nextLine(); System.out.println("Enter ID: "); id = Integer.parseInt(new Scanner(System.in).nextLine()); System.out.println("Enter Salary: "); salary = Double.parseDouble(new Scanner(System.in).nextLine()); } public void Output() { System.out.printf("Name: %1$s, ID: %2$s, Grade: %3$s ", name, id, salary); } public String toString()
{ return String.format("[Name: {0}, ID: {1}, Grade: {2}]", name, id, salary); } }
Requirement for assignment reports
1. The cover page must be attached. 2. For each programming question, the submission must contain the program itself, proper
description of the program, and running page (screen shot) which shows that the program
works for all cases.
3. Add proper comments lines for non-trivial so that the instructors can read and understand the program.
4. Submit to e-learn by mid-night on the due date.
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