Tod Williams and Billie Tsien: Barnes Foundation
Barnes Foundation Project Presentation Tod Williams and Billie Tsien Architects November 9, 2009 Tod Williams and Billie Tsien of Tod Williams Billie Tsien Architects present their design...
By: The Architectural League
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STATEN ISLAND, N.Y. -- Ever so incrementally, the architectural and commercial fabric of Stapleton is morphing to upscale hip.
One of the first manifestations was theclassy makeover of 103 Water St. in 2011, with the opening of Oznico, the name-brand fashion store steps away from
Staten Island University Hospital's storefront methadone clinic. (Renovated 103 Water was the long-time location of a Woolworth five-and-dime store, when Stapleton was a thriving center for shopping in the 1940s and '50s, as some long-time Islanders may recall.)
Directly across Tappen Park, a stunning addition to the historic Stapleton public library -- which opened its doors to neighborhood residents in 1907 -- lends a touch of distinctive modern class to Wright Street.
Elsewhere in the neighborhood, an ambitiously bold addition is the Staten Island Artists Building, a retrofitted factory at 73 Wave St.
With a debut in 2013, the building offers rental studio space to artists, photographers, and others engaged in creative endeavors.
And historic mixed-use commercial/residential buildings on Bay Street have been renovated with colorful facades.
Closer to Stapleton's waterfront is popular 5050 Skatepark, opened in 2012 as the realized dream of Islanders Ed Pollio and Angelica Popolano.
And not to be overlooked is Dinora's Market at 198 Canal St., the family-owned business thriving in the neighborhood since the 1980s.
This sleek, European-style food emporium attracts customers from all over the Island in search of imported food from the Balkans, with offerings from fresh feta and other cheeses to spicy sausages hand-made at the butcher counter.
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Is Stapleton slowly moving toward upscale cool?
By Sheryl Burgstahler, Ph.D. (Adapted from the publication Universal Design of Instruction: Definition, Principles, Guidelines, and Examples )
Students in academic classes come from a wide variety of ethnic and racial backgrounds. For some, English is not their first language. In most classes, there are students with many types of learning styles, including those who are primarily visual or auditory learners. In addition, increasing numbers of students with disabilities are pursuing postsecondary education. Their disabilities include blindness, low vision, hearing impairments, mobility impairments, learning disabilities, health impairments, and psychiatric health impairments.
Students want to learn and their instructors share this goal. How can instructors select their curriculum and instructional strategies to maximize the learning of all students? The field of universal design (UD) can provide a framework for instruction. This body of knowledge can guide instructors in creating courses where lectures, discussions, visual aids, videos, printed materials, web resources, labs, and field work are accessible to all students.
Universal Design Designing any product or environment involves the consideration of many factors including aesthetics, engineering options, environmental issues, safety concerns, and cost. Often the design is created for the "average" user. In contrast universal design, according to the Center for Universal Design, "is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." Universal design is an approach to the design of products and environments, including instruction, that takes into consideration the the variety of abilities, disabilities, racial/ethnic backgrounds, reading abilities, ages, and other characteristics of the student body.
Rather than focus on adapting things for an individual at a later time, universally designed learning environments are created to be accessible to everyone from the beginning. When designers apply universal design principles, their products and services meet the needs of potential users with a wide variety of characteristics. Disability is just one of many characteristics that an individual might possess. For example, one person could be five feet four inches tall, female, forty years old, a poor reader, and deaf. All of these characteristics, including her deafness, should be considered when developing a product or service, including instruction, she might use.
Making a product or service accessible to people with disabilities often benefits others. For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today more often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. When television displays in airports and restaurants were captioned, they would benefit people who cannot hear the audio because of a noisy environment as well as those who are deaf.
UDI Principles At the Center for Universal Design at North Carolina State University a group of architects, product designers, engineers, and environmental design researchers established seven principles of universal design to provide guidance in the design of environments and products. Following are the principles of universal design along with an example in academic programs for each.
UDI Guidelines and Examples Universal design principles can be applied to many products and environments. Using the CUD format, UDI can be defined as the design of instruction to be usable by all students, without the need for adaptation or specialized design.
When designing classroom instruction or a distance learning class, strive to create a learning environment that allows all students, including a person who happens to have a characteristic that is termed "disability," to access the content of the course and fully participate in class activities. Universal design principles can apply to lectures, classroom discussions, group work, handouts, web-based instruction, fieldwork, and other academic activities.
UDI Examples Below are examples of instructional methods that employ principles of universal design. They are organized under eight performance indicator categories, with a goal statement for each. Applying these strategies can make your course content accessible to people with a wide range of abilities and disabilities, ethnic backgrounds, language skills, and learning styles.
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The Faculty Room: Universal Design of Instruction
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The Moscow Borough Municipal Building is in better shape than ever to weather the winter.
A $304,272 project to renovate the municipal hub is well underway, with many building upgrades already finished or soon to be done, said Arthur Pencek, president of borough council.
Eastern Roofing Systems installed metal tiles, finished adding division walls to the public works garage to ensure employees do not have to work on vehicles in sub-freezing temperatures, and whad largely finished placing an insulated roof on top of the existing corrugated metal roof.
Even before turning on the heat, it is already much, much warmer in there because the wind is not blowing through the garage anymore, Mr. Pencek said.
Contractors also added a guardrail to the back of the property by Van Brunt Creek, and were adding foam insulation to the interior of the building.
Installation of a small roof over the walkway entrance to the Police Department, and some aluminum siding work were not yet finished, but Mr. Pencek said contractors expected to wrap that up during the winter.
Paving the dirt and gravel part of the parking lot will not be done until the spring, he said.
It is turning out good, Mr. Pencek said. The project is moving along.
The borough is using funding from a portion of the $500,035 state Redevelopment Assistance Capital Program grant for the project. The grant also funded Main Street sidewalks and Van Brunt Street sidewalk, curb and drainage system work.
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Moscow Borough Building project moving along
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Weathersfield The assistance of 18 area fire departments, from both sides of the Connecticut River, at a fire Friday night on South Mountain Road and Route 131 helped firefighters contain the flames to the farmhouse where it started, Ascutneys fire chief said Saturday.
The home, estimated to be at least 200 years old, was a total loss, but additions to the house were saved. There were no injuries.
I needed a large amount of water because I didnt want to lose the garage, barn and the ell (that were) connected to the house, Ascutney Volunteer Fire Department Chief Darrin Spaulding said of the number of departments called to assist. One of those buildings was filled with hay. We used every tanker and pumped a pond dry.
The line of tanker trucks, red lights flashing, stretched westward along Route 131 on Friday night for as far as one could see. Spaulding said their water capacity ranged from 1,200 to 1,800 gallons on the smaller trucks to 3,000 to 4,000 gallons on the larger ones.
Some of the crews told me they dumped as many as six times, said Spaulding.
To fight the fire, Spaulding said, they used a ladder truck pumping 800 gallons a minute and two smaller hoses on the ground throwing 500 to 600 gallons a minute.
While an exact cause has not been determined, Spaulding said he was leaning toward the woodstove and chimney area. He said the fire burned through the left side of the house where the stove was located.
The fire was called under control at 11:50 p.m. At about 1 a.m., a portion of the second floor on the right side of the two-story home gave way and collapsed onto the floor below.
No one was home when the fire started. Spaulding estimated that it was going for a good hour before the first call came in at 9:30. It eventually went to five alarms and the last crews did not leave the scene until 11:30 Saturday morning, Spaulding said.
Departments responded from as far away as Westminster to the south, Ludlow to the west, Hartford to the north and Newport to the east, Spaulding said.
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