Do you need to hire a professional designer to design my home?

 

Designing your own home can be one of the most thrilling yet stressful experiences you may come across in your life. From floor and wall colours, ceiling fixtures, to the windows… there is so much involved in the design process. Is it possible to design your own home? Absolutely. But sometimes it’s better to leave it to the professionals.

A big question that most homeowners face though is who to hire – An architect? An engineer? An interior designer? Or all of the above? At the end of the day it is extremely important to have a professional handle the building of your home to the final stages of completion.

Very few homeowners realize the different people involved when it comes to the construction and overall design of a home. While architects, contractors, and designers main profession revolves around a home and the overall building design, their main skill sets vary greatly from one to the next.

Curious to know the differences and roles each person plays in the design process of a home?
Here is a general outline of the following:

What does an architect do?

Architects, also known as a “project manager”, are trained in design theory, engineering, and project management. They are experienced in coming up with inventive and clever ideas that solve design problems, oversee any work needing done to your home, and help with any major roadblocks you could potentially face during a project. More often than not, homeowners will hire an architect before the contractor even gets involved.

A few typical tasks of an architect include:

• Draw up design plans for the homeowner; usually, a computer-aided model is provided to give a more realistic view.
• Adapting plans according to unforeseen circumstances and resolving any problems that may arise during construction.
• Supervise and monitor the construction of the home takes place.
• Works directly with the contractors and sub-contractors assigned to the building of the home.

The role of a structural engineer

A structural engineer plays a huge role in the construction process of a home, as they are solely focused on the design and physical integrity of the home as a whole unit. Unlike an architect who focuses on the appearance, shape, and size – the engineer will deal and solve all technical problems and help the architect implement to vision of the entire project.

Roles and tasks of an engineer:

• Coordinate and consult with the architect and other members involved in the home building project.
• Organizing and delivering material and equipment needed for the job.
• The overall design of the structure – calculating loads and stresses that the home will withstand and encounter.

The role of your builder/contractor

Generally, the contractor and or builder will oversee the entire project and make sure everything is done according to your expectations once work on the home commences. A contractor will determine the cost, lay out an agreement, and provide the necessary workers for the job – carpenter, plumber, and other workers, while they supervise said work. Some contractors do work alongside a designer or in-house architect that they partner with on projects, or they will be open to working with a professional of your choice. This will decide on who you enlist to help with your home and at what stage it’s at.

So how does a designer fit into all of this?

Unlike the above professional designers generally, do not have academic training in architecture and engineering but possess many qualities similar to that of an architect. Once you are ready to bring your space to life their skills will be used to enhance the properties and features of your newly constructed home.

Although a designer is working on the interior and sometimes the exterior of your home to enhance the properties of it, a designer works closely alongside a structural engineer to make sure key aspects of the home don’t conflict with the overall functionality of the home. Where some homeowners may think something would make sense or should go in a certain space, an interior designer will catch those details and correct them, ultimately saving time and money.
Interior designers help with the following:

• Planning what is going in the space
• Create drawings and a design plan for your home that is functional and aesthetically pleasing.
• Once the design is approved by the client, the designer will then implement and bring the space to life.
• Work with the contractor to finalize and finish elements of the home.

A simple rule to follow when figuring out who you need to help with the final stages of your home: architects design the interior and exterior spaces of our home (structurally), while the ‘interior’ designers, hence the name, work within the already established inside space, using their skills to add aesthetic value, thus making your new house a home.

Are you wanting me information on a designer and how to design your home, or have additional questions? If you want to discuss your log home design, log cabin structure or construction plans with our experts at Artisan Log Homes, please contact us today!

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618 Carnarvon in the heart of New Westminster

618 Carnarvon by Skyllen Pacific is a new 33 storey condo and townhouse development located in the heart of New Westminster. This project will offer 262 contemporary studio, one, two, and three bedroom homes and townhomes. Situated on the corner of Sixth and Carnarvon with stunning panoramic views, minutes from two SkyTrain stations, and surrounded by boundless amenities, 618 Carnarvon provides an enriched, connected way of life.

The post 618 Carnarvon in the heart of New Westminster appeared first on Vancouver New Condos.

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Atmosphere in Richmond

Atmosphere by South Street Development is a new condo development located at Alderbridge Way & No. 3 Road, in Richmond. Five market residential towers will offer 674 market condominiums with a mixture of 1- to 4-bedroom residences ranging in size from 525 sqft – 1,100+ sqft. A key feature of the proposed design is an interconnected ground level that includes an open air plaza toward the centre of the site and a partially-covered pedestrian mews connecting a new north-south road and No. 3 Road.

The post Atmosphere in Richmond appeared first on Vancouver New Condos.

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3 Important Areas to Shift the Conversation in Education

For years, I have been writing about how the term “data-driven” has bothered me in education. Simply stated, I feel students should be more “learner-driven” than “data-driven”; that we need to know our students as individuals first, and not simply as a collection of scores and numbers.  I would even say that the advocates of the term “data-driven” would say the same thing, but I feel that this term goes beyond semantics for the many teachers that cheer when I say how far we have gone astray by focusing so much on scores and not as much on individuals.

The reason I am thinking about this is that someone tweeted the following response to what I stated in a recent talk (I can’t find the tweet, but I do not want to take credit for it):

Learner-Driven > Data-Driven

It was simple but made the point.  It also made me think about what other ideas we need to rethink and shift.  A little bit more about “learner-driven” to start off.

1. “Data-Driven” to “Learner-Driven.”

Data is important. I would contend that shifting from the word “data” to “evidence” is beneficial because “evidence” hints at something much more holistic than data. It can be tests or assignments, but it can be in conversations, in and out of the classrooms, events that schools put on, and a myriad of extracurricular opportunities that show tremendous learning. Using evidence to INFORM practice and move it forward is serving the child is crucial.

But when using the term “learner-driven,” it is more about getting to know your students on an individual level and finding out what drives them and what would best support them. For example, I hated reading as a child because I was often forced to read things that I had no interest in at school. It took me years after school to start reading again on a regular basis. Since I was a good reader, it may not have had harmed me during my time in school, but later in life, did I lose out? I am not saying that everything in school should be “fun” but I do know that if I feel that I am valued as an individual, the “hard” or “boring” stuff becomes much more tolerable.

I have shared these questions to start off the school year before, and the purpose is to get to know the students as individuals and to help with the personalization of learning in classrooms.

Here is one of the other reasons that I am trying to push the conversation to focus more on the learner. In a world where technology is more abundant than ever, we are in peril of losing some of our humanity. Conversations online seem to forget that on the other side of the screen is a human being with a story, strengths, and weaknesses, family and friends. When we do not see the impact of our words directly, it might not affect the person who delivers the message as much as the person receiving it. In a world where technology is everywhere, we need to focus more on what it means to be “human” than focus on that idea less. By being “Learner-Driven,” I feel schools can lead the way in this area in our world. We need schools that are more human, not less.

This leads to the next point.

2. Weakness-Focused to Strengths-Based.

No educator would say that they are “weakness-focused” outright, but sometimes our systems within education lead to that process. We often have meetings about our “struggling students” and talk about where they are weak. Then we wonder why they don’t want to be at school. If you were in a situation where you worked in an organization that was constantly focused on what you weren’t good at, and they developed strategies on how to “fix you,” you might not want to come to work each day. Students wouldn’t want to come either.

Rememeber…some of your worst students academically are some of your most talented and gifted students. Our conversations should always start with the strengths of the child and how we can build on that.  According to this article from “Scientific American,” focusing on strengths can have great benefits while ignoring strengths can be of a great detriment:

Some researchers have tested programs called “positive interventions” that give people the chance to uncover, explore, and practice their strengths. In one such program, people take a test to identify their top five character strengths, and then are tasked with using these strengths in a new and different way every day for a week. Researchers found that people who practiced their strengths in this way were happier and less depressed six months later.

Neglecting strengths might also have negative consequences. People may believe that their weaknesses will be lost over time, but that their strengths are there to stay. Because of this, we might not be very motivated to work on our strengths. Imagine a person who feels that they are a particularly kind person, and that this will never change. She or he might not take the time to cultivate kindness even further – for instance, to go out of her or his way to volunteer or help other people. Perhaps this person would instead let these habits slide, and – secure in her or his “kindness” – would actually become less kind over time. If we don’t actively engage with our strengths, we might see them fade.

This is not about “ignoring weaknesses” but understanding that developing confidence in our learners helps them grow through the process.  Weaknesses need to be improved but always start with the strengths.

3. From Product to Process.

Have you ever heard that stat along the lines of, “x percent of jobs in y amount of years will not exist today”? I have no idea the accuracy and if it is said every year, so how can it truly be measured?  But some of those jobs that don’t exist now, will not exist in the future as well.  Things will always change, so the stat doesn’t necessarily matter.  What does matter is that there will always be a need for people that can learn and adapt.  So going back to the first point on “learner-driven” versus “data-driven,” is the data based on the ability to learn or on what someone knows at a certain point in time?

People learn in different ways and different paces.  The focus is not necessarily the speed but the ability to grow.  It is harder to measure, but that doesn’t mean it is less important.

Remember…Pluto was once a planet.  Some information can change over time, but the ability to learn is forever.

---

Going through any of these points, I want to make sure that they are not seen as an “either/or” scenario.  Using data evidence to inform learning, developing weaknesses, and creating products in education will always be important.  My point is that we can place our focus starting in the wrong place.  Focusing on the learner, developing strengths, and focusing on the importance of the process of learning first will help grow the other areas, where the opposite might not always be true.

• June 1, 2017 You Are Not A Number
• April 28, 2013 The First Step to Change
• April 26, 2013 3 Ideas To Inspire Change
• May 30, 2015 Fitting Into the Same Standardized Hole
• October 2, 2015 Data-Driven or Deficit-Focused?

Source: George Couros

from Connected Principals https://ift.tt/2MOfCYQ

3 Important Areas to Shift the Conversation in Education

For years, I have been writing about how the term “data-driven” has bothered me in education. Simply stated, I feel students should be more “learner-driven” than “data-driven”; that we need to know our students as individuals first, and not simply as a collection of scores and numbers.  I would even say that the advocates of the term “data-driven” would say the same thing, but I feel that this term goes beyond semantics for the many teachers that cheer when I say how far we have gone astray by focusing so much on scores and not as much on individuals.

The reason I am thinking about this is that someone tweeted the following response to what I stated in a recent talk (I can’t find the tweet, but I do not want to take credit for it):

Learner-Driven > Data-Driven

It was simple but made the point.  It also made me think about what other ideas we need to rethink and shift.  A little bit more about “learner-driven” to start off.

1. “Data-Driven” to “Learner-Driven.”

Data is important. I would contend that shifting from the word “data” to “evidence” is beneficial because “evidence” hints at something much more holistic than data. It can be tests or assignments, but it can be in conversations, in and out of the classrooms, events that schools put on, and a myriad of extracurricular opportunities that show tremendous learning. Using evidence to INFORM practice and move it forward is serving the child is crucial.

But when using the term “learner-driven,” it is more about getting to know your students on an individual level and finding out what drives them and what would best support them. For example, I hated reading as a child because I was often forced to read things that I had no interest in at school. It took me years after school to start reading again on a regular basis. Since I was a good reader, it may not have had harmed me during my time in school, but later in life, did I lose out? I am not saying that everything in school should be “fun” but I do know that if I feel that I am valued as an individual, the “hard” or “boring” stuff becomes much more tolerable.

I have shared these questions to start off the school year before, and the purpose is to get to know the students as individuals and to help with the personalization of learning in classrooms.

Here is one of the other reasons that I am trying to push the conversation to focus more on the learner. In a world where technology is more abundant than ever, we are in peril of losing some of our humanity. Conversations online seem to forget that on the other side of the screen is a human being with a story, strengths, and weaknesses, family and friends. When we do not see the impact of our words directly, it might not affect the person who delivers the message as much as the person receiving it. In a world where technology is everywhere, we need to focus more on what it means to be “human” than focus on that idea less. By being “Learner-Driven,” I feel schools can lead the way in this area in our world. We need schools that are more human, not less.

This leads to the next point.

2. Weakness-Focused to Strengths-Based.

No educator would say that they are “weakness-focused” outright, but sometimes our systems within education lead to that process. We often have meetings about our “struggling students” and talk about where they are weak. Then we wonder why they don’t want to be at school. If you were in a situation where you worked in an organization that was constantly focused on what you weren’t good at, and they developed strategies on how to “fix you,” you might not want to come to work each day. Students wouldn’t want to come either.

Rememeber…some of your worst students academically are some of your most talented and gifted students. Our conversations should always start with the strengths of the child and how we can build on that.  According to this article from “Scientific American,” focusing on strengths can have great benefits while ignoring strengths can be of a great detriment:

Some researchers have tested programs called “positive interventions” that give people the chance to uncover, explore, and practice their strengths. In one such program, people take a test to identify their top five character strengths, and then are tasked with using these strengths in a new and different way every day for a week. Researchers found that people who practiced their strengths in this way were happier and less depressed six months later.

Neglecting strengths might also have negative consequences. People may believe that their weaknesses will be lost over time, but that their strengths are there to stay. Because of this, we might not be very motivated to work on our strengths. Imagine a person who feels that they are a particularly kind person, and that this will never change. She or he might not take the time to cultivate kindness even further – for instance, to go out of her or his way to volunteer or help other people. Perhaps this person would instead let these habits slide, and – secure in her or his “kindness” – would actually become less kind over time. If we don’t actively engage with our strengths, we might see them fade.

This is not about “ignoring weaknesses” but understanding that developing confidence in our learners helps them grow through the process.  Weaknesses need to be improved but always start with the strengths.

3. From Product to Process.

Have you ever heard that stat along the lines of, “x percent of jobs in y amount of years will not exist today”? I have no idea the accuracy and if it is said every year, so how can it truly be measured?  But some of those jobs that don’t exist now, will not exist in the future as well.  Things will always change, so the stat doesn’t necessarily matter.  What does matter is that there will always be a need for people that can learn and adapt.  So going back to the first point on “learner-driven” versus “data-driven,” is the data based on the ability to learn or on what someone knows at a certain point in time?

People learn in different ways and different paces.  The focus is not necessarily the speed but the ability to grow.  It is harder to measure, but that doesn’t mean it is less important.

Remember…Pluto was once a planet.  Some information can change over time, but the ability to learn is forever.

---

Going through any of these points, I want to make sure that they are not seen as an “either/or” scenario.  Using data evidence to inform learning, developing weaknesses, and creating products in education will always be important.  My point is that we can place our focus starting in the wrong place.  Focusing on the learner, developing strengths, and focusing on the importance of the process of learning first will help grow the other areas, where the opposite might not always be true.

• June 1, 2017 You Are Not A Number
• April 28, 2013 The First Step to Change
• April 26, 2013 3 Ideas To Inspire Change
• May 30, 2015 Fitting Into the Same Standardized Hole
• October 2, 2015 Data-Driven or Deficit-Focused?

from Connected Principals https://ift.tt/2PFK989

What’s the Key to Influencing Your Students?

Information and well-reasoned arguments are rarely of much benefit to cause pivotal change. In Switch, by Dan and Chip Heath, the authors detail dozens of examples of two different approaches to influencing (organizational and individual) behavior.

Think/Analyze/Change

One approach is Think/Analyze/Change. In this approach you present the facts. If you do this, this will happen. You make reasoned arguments. You encourage people to think like the rational human beings you expect them to be.

But the problem is, most people don't make decisions based on carefully reasoned decisions. Of course, to the individual, every decision is reasonable. Our students believe they have a good reasons for their choices. It's always important to remember students, and people in general, do things for their reasons and not ours.

So when we use "telling" as a strategy to reason with students about why they should comply, follow rules, or try harder, it probably goes in one ear and out the other, except for the students who already agree with our reasoning, and they aren't the ones who need to hear it.

See/Feel/Change

So the second approach is See/Feel/Change. This approach has been shown time and again to be far more effective in creating behavioral change. This approach makes change more visible. It often relies on mental pictures and narratives that people can really connect with. It focuses on heart needs. It connects with the person emotionally. That is critically important. 

While we would all like to think we're rational beings, we've made some of the biggest decisions of our life based on emotion...where we went to college, who we married, deciding to have kids, buying a house or that new car. There were powerful emotions at play in all of those decisions.

To be a change agent, you have to use See/Feel/Change strategies. 

Here are five tips...
1. The energy you bring to your classroom communicates expectations more powerfully than your words. If you bring enough purpose, passion, and energy to the space, you communicate to students that this teacher is not going to accept less than my best. Keep in mind your rules are no match for student habits.

2. Give your students experiences. Use demonstrations. Use role playing. Make the principles you are trying to teach visible and interactive and don't rely on just "telling." Invite students to reflect on experiences and draw meaning from concrete examples.

3. Tell stories. People connect with stories. So if you have a story that illustrates a principle, use it. But also tie it to a higher purpose. So instead of telling a story of how your son or daughter was complemented in his/her job for showing up on time and keeping his cell phone put away, share how proud you are as a parent that your child is doing well in his adult life. Our kids want their parents to be proud of them. Or, talk about how he or she is taking such good care of their family. Our students may not care about a career at 15 years old. But they do care about the things all people care about (relationships, feeling significant, being good at something, family, connection, etc.).

4. Teach specific first steps to make the change a reality. If students experience some success in an area, they are more likely to continue down that path. So don't just say, remember to do your homework. Help them make plans for exactly what steps they will take to do their homework. Planning first steps is extremely important to creating change. Don't assume they know what to do.

5. Help students find a sense of purpose. People who lack purpose have no reason to change. They have no hope. Encourage students by believing in their possibilities and by giving them encouragement to grow. Students are more likely to invest themselves when they feel meaning and purpose. Learning must be more meaningful than a grade or a test score.

Final thoughts...

Students (all people actually) do things for their reasons, not ours.

Information without emotion is rarely retained. And information rarely changes behavior.

Be mindful of how you can add the greatest value to students who could benefit from changed habits. Be a change agent.

Let me here from you. What are strategies you've used to help student's make pivotal changes? I'm talking about real, lasting change. Share a comment below or respond on or . I look forward to hearing your thoughts. 

        

Comments

• Comments

Related Stories

• Don't Ask For More Until You're Willing to Risk More
• What Story Are You Telling Yourself?
• 7 Characteristics of People With a Strong Sense of Purpose

 

from Connected Principals https://ift.tt/2NKFmll

What’s the Key to Influencing Your Students?

Information and well-reasoned arguments are rarely of much benefit to cause pivotal change. In Switch, by Dan and Chip Heath, the authors detail dozens of examples of two different approaches to influencing (organizational and individual) behavior.

Think/Analyze/Change

One approach is Think/Analyze/Change. In this approach you present the facts. If you do this, this will happen. You make reasoned arguments. You encourage people to think like the rational human beings you expect them to be.

But the problem is, most people don't make decisions based on carefully reasoned decisions. Of course, to the individual, every decision is reasonable. Our students believe they have a good reasons for their choices. It's always important to remember students, and people in general, do things for their reasons and not ours.

So when we use "telling" as a strategy to reason with students about why they should comply, follow rules, or try harder, it probably goes in one ear and out the other, except for the students who already agree with our reasoning, and they aren't the ones who need to hear it.

See/Feel/Change

So the second approach is See/Feel/Change. This approach has been shown time and again to be far more effective in creating behavioral change. This approach makes change more visible. It often relies on mental pictures and narratives that people can really connect with. It focuses on heart needs. It connects with the person emotionally. That is critically important. 

While we would all like to think we're rational beings, we've made some of the biggest decisions of our life based on emotion...where we went to college, who we married, deciding to have kids, buying a house or that new car. There were powerful emotions at play in all of those decisions.

To be a change agent, you have to use See/Feel/Change strategies. 

Here are five tips...
1. The energy you bring to your classroom communicates expectations more powerfully than your words. If you bring enough purpose, passion, and energy to the space, you communicate to students that this teacher is not going to accept less than my best. Keep in mind your rules are no match for student habits.

2. Give your students experiences. Use demonstrations. Use role playing. Make the principles you are trying to teach visible and interactive and don't rely on just "telling." Invite students to reflect on experiences and draw meaning from concrete examples.

3. Tell stories. People connect with stories. So if you have a story that illustrates a principle, use it. But also tie it to a higher purpose. So instead of telling a story of how your son or daughter was complemented in his/her job for showing up on time and keeping his cell phone put away, share how proud you are as a parent that your child is doing well in his adult life. Our kids want their parents to be proud of them. Or, talk about how he or she is taking such good care of their family. Our students may not care about a career at 15 years old. But they do care about the things all people care about (relationships, feeling significant, being good at something, family, connection, etc.).

4. Teach specific first steps to make the change a reality. If students experience some success in an area, they are more likely to continue down that path. So don't just say, remember to do your homework. Help them make plans for exactly what steps they will take to do their homework. Planning first steps is extremely important to creating change. Don't assume they know what to do.

5. Help students find a sense of purpose. People who lack purpose have no reason to change. They have no hope. Encourage students by believing in their possibilities and by giving them encouragement to grow. Students are more likely to invest themselves when they feel meaning and purpose. Learning must be more meaningful than a grade or a test score.

Final thoughts...

Students (all people actually) do things for their reasons, not ours.

Information without emotion is rarely retained. And information rarely changes behavior.

Be mindful of how you can add the greatest value to students who could benefit from changed habits. Be a change agent.

Let me here from you. What are strategies you've used to help student's make pivotal changes? I'm talking about real, lasting change. Share a comment below or respond on or . I look forward to hearing your thoughts. 

        

Comments

• Comments

Related Stories

• Don't Ask For More Until You're Willing to Risk More
• What Story Are You Telling Yourself?
• 7 Characteristics of People With a Strong Sense of Purpose

 

from Connected Principals https://ift.tt/2NKFmll