1 The Chapman Graduate School of Business Structural Systems Case Study Andrea Moreno - Jennifer Diaz - Natasha Diminich Fig. 1 Main entrance -

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The Chapman Graduate School of BusinessStructural Systems Case Study

Andrea Moreno - Jennifer Diaz - Natasha DiminichAndrea Moreno - Jennifer Diaz - Natasha Diminich

Fig. 1Main entrance - www.worldarchitecturenews.com

2The Chapman Building - Case StudyTable Of Content

AbstractProject Identification

System IdentificationStructural SystemsGrid FrameworksColumnsRoof ParapetWall TypesCurtain WallCantilever StructureExpansion & Control JointsExit Stair & ElevatorSite ObservationsElevatorsMulti-Function RoomAuditorium

UsersLoungeTerraceJava CityGeneral MaintenanceStudents & FacultyAdministrative Staff

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5 6 7 8 91011121314151617

181920212223

HypothesisAdministrative StaffStudentsStrengths and LimitationsConclusion

References TextStaffStudentsFigures

AppendixStaff HypothesisStudent Hypothesis

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30313233

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3The Chapman Building - Case Study

Abstract

The intention of the Chapman School of Business case study was to determine whether or not the design of the

complex was successful in meeting the needs of its occupants and what kind of impact the structural systems have

on them. The study concluded that the design of the building is very successful in some aspects but fails to fulfill

some of the users’ requirements. The research began with the analysis of construction documents and the

identification of the structure. An architect in charge of maintenance led the students conducting the study in an

observation tour through the entire complex, dissecting each of its systems in detail. Furthermore, the research

was based on original sources including observations and interviews of the building’s users. For the most part the

participants were randomly chosen and interviewed on site. The questions focused on the staff’s privacy and

natural light issues, and how the students perceive the structures and way finding methods used in the lounge area

as well as the exterior courtyard that connects the different areas of the complex.

SYPNOSIS

• The concept for the building design came together in the

courtyards. While the buildings on either side separate

the working areas of students and faculty, the courtyards

were designed to encourage interaction and leisure

between the two.

• The strong diagonal channels a breeze through the

center. The waterfalls and low pools bring the eye to the

central staircase. The long treads invite sitting, and the

bright yellows and reds were inspired by pre-Columbian

cultures, an ode to the large Latin-American population.

• Its modern design alludes to the achievements of the

School of Business and its constant innovations in

curriculum and technology.

4The Chapman Building - Case StudyIdentification FACTS

•Designed by Kohn Pederson Fox in joint venture with BEA International and Centex Construction for Florida International University.

•Year Planned- 2005

•Located in the FIU Modesto A. Maidique Campus,11200 SW 8th Street, Miami, FL 33199 • Official Name: Alvah H. Chapman Jr. Graduate School of Business FIU

•Construction was completed in 2008, and the complex is approximately 92,000 sf.

•The consultants that worked on the project consisted of Structural Engineers and Civil Engineers.

www.worldarchitecturenews.comwww.kpf.com

AWARDS

•Merit Award winner in the higher education category of The Florida Facilities Planning Association award program 2008

•Chicago Athenaeum Museum of Architecture and Design American Architecture Award 2008

•Construction Association of South Florida Craftsmanship Awards 2008

Fig. 2 Courtyards – Chapman Bldg. Miami, FL

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The structure for the Chapman building is comprised of a combination of concrete systems. The

elevated concrete slabs are reinforced cast-in-place. The slabs sit on pre-cast, pre-stressed concrete

joists and soffit beams. The joists and beams are supported by cast-in-place concrete columns or

load bearing masonry walls. All these systems transfer their loads to the foundations below grade.

The foundation is a shallow footing system that sits on natural limestone. The limestone has a max

bearing capacity of 6000 psf. The building was designed structurally to withstand wind loads of 146

mph since it is located on a "High Velocity Hurricane Zone." The building was also designed to

support dead and live loads.

The Chapman Building - Case StudySystem Identification – Structural Systems

The building withstands the following loads: Dead Loads:

- 20 psf on all interior areas - 10 psf on roof

Live Loads:

- 100 psf on multifunction rooms- 30 psf on roof- 60 psf on auditorium- 40 psf on classrooms- 50 psf on office- 80 psf on corridors

Information taken from Construction Documents, Structural General Notes

The footing on the foundation spreads the load of the building through the columns.

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Fig.4 Indoor columns and stairs Bldg. 1.

Fig. 3 Columns Bldg. 2

The Chapman Building - Case StudyGrid Frameworks

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• The columns are exposed throughout both buildings, but especially In the lounge area of building 1. In that area the user can experience the structural system in a visual way.

• These columns have been painted in a neutral color. They follow the horizontal path that directs the users of the building from the entry all the way to the other end where the café is located.

Fig. 5 Columns interior lounge area Bldg. 1

Fig. 6 Outdoor column base

The Chapman Building - Case StudyColumns

The CAD drawing shows the detail of the 8” parapet projecting above the concrete slab of the roof. This projection is not visible from outside.

In figure 6 the precast concrete on top of the roof shows a slope.

The roof concrete slab over the balconies connects both buildings.

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Fig. 7 Bldg. 1

Fig. 8 Column supporting an area of the roof.

The Chapman Building - Case StudyRoof Parapet

(Architectural Graphic Standards, pg. 120). Precast concrete walls are factory produced and installed on site. Some precast structures are cast on site. Wood is used to form the edges, reveals, openings and other details. When the concrete achieves the desired strength, it is lifted and placed on the footings to be braced until they are attached to the framing structure.

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Figure 9. Bldg. 1 exterior view of main entry.

The Chapman Building - Case StudyWall Types

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The curtain wall is located on the bottom portion of the south building. The frame is made of aluminum horizontal and vertical members. The glazed with laminated glass that is large and small missile impact resistant.

The curtain wall sustains wind loads of 146mph

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Fig. 11 Curtain wall Bldg. 1Fig. 10 Aluminum window frame

The Chapman Building - Case StudyCurtain Wall

The oval shape open to below the main entry is also attached to the columns that support the exterior walls.

The cantilever structure supports the projected pre-cast concrete wall.

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Fig. 13 Cantilever structure Bldg. 1

Fig. 12 Main entrance at Bldg.1

The Chapman Building - Case StudyCantilever Structure

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(Binggeli, p.59) “Expansion joints are small gaps left in between two parts of a structure to allow for thermal expansion and contraction.” This is the case in the image of a portion of exposed cast-in-place beam, joist and slab.

(Binggeli, p. 59)“Control joints are continuous grooves that prevent concrete pours to crack.” These joints can become part of the design concept is the case in the Chapman building.

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Fig. 14 Beam, joist and slab connection in the electrical room Bldg. 2

The Chapman Building - Case StudyExpansion & Control Joints

Fig. 17 Courtyard sidewalk.

This key plan shows the stairs that are available throughout The Chapman buildings. There are 6 staircases in total. They are used for regular access to the different floors and serve as fire exit stairs as well.

There are three elevators in total. There is only one service elevator available, which is located in building 1.

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The Chapman Building - Case StudyExit Stair & Elevator

This Staircase follows the diagonal line of the north side wall of building 1. It also relates to the rest of the diagonal lines throughout the courtyard.

The diagonal position of the stairs, forces the user to step sideways and to think about the way they are moving up and down.

This diagonal movement creates an awareness about the building’s design.

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Fig. 15 Bldg. 1 main staircase

The Chapman Building - Case StudySite Observations

All elevators in The Chapman buildings are ADA accessible. The entry door on this elevator behind the main entrance, measures 36” which is the minimum requirement.

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Fig. 16 Bldg. 1 Elevator Shaft

The Chapman Building - Case StudyElevators

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Live Load 100 psf

This large multifunction room is located on the second floor of the northwest wing of the south building which connects to the north building. The room has good acoustics for speeches and can be sectioned off into three separate rooms. This room is used by other departments in the university for functions, meetings and events. A catering room is adjacent for easy access.

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Fig. 18 Multipurpose room, second floor of Bldg. 1.

The Chapman Building - Case StudyMultifunction Room

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Live Load 60 psf

The auditorium is located on the north building. It can be accessed on the first and second floors.

The north wall is punctured by small rectangular windows. The auditorium is used to hold lectures as well as classes for the school of business.

An accessible ramp was not part of the initial design, so a mechanical one was added to access the lower tiered rows of seats.

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Fig. 19,20 & 21 Auditorium in Bldg. 2.

The Chapman Building - Case StudyAuditorium

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This interior lounge area located on the first floor of the south building, faces the courtyard. The north facing curtain wall lets lots of indirect natural light in. Students like hang out there, it is a highly transited space. They can get something to eat or drink from the adjacent Java City while working on their laptops or chatting with friends.

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Fig. 22 & 23 Lounge area in Bldg. 1.

The Chapman Building - Case StudyUsers - Lounge

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This is another sitting area right outside the interior lounge. Students and faculty enjoy sitting outside under the little shade that is available. People use the tables for eating as well as studying.

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Fig. 24 & 25Outdoor terrace Bldg. 1.

The Chapman Building - Case StudyUsers - Lounge & Terrace

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The Java City is run by two associates. The have a side access door where they receive their deliveries. The side door is conveniently close to the loading dock.

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Fig. 26 & 27 Java City Bldg. 1.

The Chapman Building - Case StudyUsers - Java City

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The maintenance staff works all around the building keeping it clean and functioning properly.

The image bellow shows the applying of a sealant to prevent water infiltration damage to the structure.

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Fig. 28 Joseph is ageneral maintenance staff member.

Fig. 29North facing precast concrete wall during maintenance Bldg. 1.

The Chapman Building - Case StudyUsers - General Maintenance

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Students and faculty use the building’s classrooms, auditoriums and offices day in and day out. They feel very comfortable in the welcoming interior spaces. The courtyard is mostly unused because of the lack of shading. They have complained about the shortage of elevators and their locations, and the abundance of exterior stairs.

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Fig. 30Auditorium Bldg. 2

Fig. 31 Bldg.2 stairs to courtyard.

The Chapman Building - Case StudyUsers - Students & Faculty

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The staff is mostly concentrated in the south building on the second and third floors. They are very happy with the interior finishes and the productive work environment. The staff located on the west side of the building uses the service elevator since there is no other one near by.

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Fig. 32 & 33 Office area, second floor bldg. 1

The Chapman Building - Case StudyUsers - Administrative Staff

24The Chapman Building - Case StudyFinal Analysis

Administrative Staff Hypothesis

The east wing of building1 holds administrative offices on both floors. The skylights and windows throughout the offices are obvious architectural features that let natural light inside the spaces. The natural light creates much glare that reflects on the computer equipment, which causes the eyes of the staff members to get very tired diminishing their productivity.

Our hypothesis was not proven correct or incorrect because the questions posed to the subjects deviated from the hypothesis, making it difficult to reach a conclusion based on the information that was provided. About half the subjects interviewed do not work in the east wing of building 1 as the hypothesis intended. Some analysis can be done with the information collected. We concluded that the staff that works in the cubicle areas on the west wing of building 1 claim there is little natural light and would prefer working in an environment that provides lots of natural light. Maria Padilla, Administration Staff, says that “natural light could be increased” and that the “only light supplied [in the office] is artificial…” Subjects working in the east wing of building 1 are very satisfied with the amount of natural light that fills the space. Sarah Perez, Executive Director, says that she “…prefers natural light.” She finds that her “energy levels [are] positively affected…” Most of the subjects do not feel that lighting in the environment play a role in their energy levels and alertness.

The window and skylight distribution in building 1 is inconsistent resulting in disparity of natural light sources for users. The east wing is flooded with natural light helping create a productive and pleasant work environment, while the west wing lacks in natural light sources relying solely on artificial light. Priscilla Moreno, Administrative Staff, says “I wish there was more sunlight. [I] would be more energetic, [more] up.” She goes on to say that “cloudy weather doesn’t affect her because the cubicles are blocking [the view].” Adjustments in the architecture to provide more natural light sources would directly affect the structure of the building. Positive and negative pressures for each opening would be calculated and the sizes of the openings would have to comply with the test factors of the window manufacturer to withstand hurricane wind loads. More natural light would provide a healthier, more productive and pleasant work environment for the users in the cubicle office areas.



The employees that work inside building 1 feel uneasy in their offices because of the lack of privacy due to the glass partitions. The employees often step out to the courtyard areas when they need to talk about personal matters. The time it takes them to travel from area to another and back causes them to be less productive.

Our hypothesis was not proven correct or incorrect because the questions posed to the subjects deviated from the hypothesis. However, if the hypothesis is tweaked to address the questions more directly, for example: The employees that work inside building 1 feel uneasy in their offices because of the lack of privacy due to the glass partitions and or cubicle layout, cause them to be less productive in their work, would be proven incorrect. Most of the staff enjoys the interaction with co-workers and visitors promoted by the open layout (glass or cubicle). Priscilla Moreno stated that “… [The] cubicle walls allow [an] ample amount of privacy, [and that there are] no distractions she could think of.” John Nykolaisya, Administrative staff, says “… he enjoys the exposure to visitors and co-workers.” Sarah Perez has learned to deal with the fish bowl effect present in the glass partition offices. She says that it took her sometime to get used to being constantly exposed despite her open door policy. Now she does not even notice it. Nevertheless, a few of the subjects did not consider that the glass partitions or the cubicles provided enough privacy.

The glass partitions though not necessarily a fundamental structural component in the building overall, serves the purpose of creating an interactive partition type, creating a collaborative work environment for the users. In this same way, the cubicles layout the interior space creating a balance between the desired privacy for the individual and easy accessibility to the co-worker and visitor.


Students Hypothesis

The evenly spaced shear walls that cut through the north facing curtain wall of building 1 were in part designed for way finding. They should make it easy for students to find the nearest entry/exit to the lounge and courtyard. However these doors are rarely used because the main door at the entrance and the door that enter/exits in the back next to the Java City Café are more visible and accessible.

Our hypothesis was proven correct because most of our interviewees said they enter through the Java City, or through the lobby’s main entrance. We found that the main reason why the lateral doors are not used to enter the lounge is because they are locked from the outside. They do open out giving students a better sense of security. The yellow shear walls are successful within the design of the building because they do not interrupt the view of the courtyard, yet they do not serve as a way finding because most of the students interviewed, did not considered these doors as a source to safety in case of emergency. Stephanie Lopez a student of criminal justice said “I never paid attention to the amount of exits or yellow walls”. Most of the students interviewed expressed that they are indifferent to the yellow walls or that these do not serve any apparent purpose to them. Based on our observations and interviews, we concluded that the lounge has an adequate amount of entries and exits. Even though the yellow walls are not perceived by students as an obvious way finding system, it is this subtleness that makes the design successful. Although they are indifferent to these walls, they are aware of their existence and we believe that subconsciously students will find their way out more easily in case of emergency. Also, these shear walls stabilize the curtain wall and help them withstand hurricane force winds. The lateral doors within the curtain wall could be more functional if people could also open them from the outside. The fact that people sitting on the tables outside have to walk to either end of the building in order to enter the lounge in case of rain or to get something from Java City is not convenient.


Students Hypothesis

Students feel discouraged because the concrete stairs, sidewalks and walls in the courtyard radiate heat and raise the temperature of the space to uncomfortable levels. As a result, they do not linger and socialize in the courtyard; they do it elsewhere in the property.

Our hypothesis was proven correct, most of the students interviewed never linger in the courtyard because they feel it is too hot and humid and the landscape does not offer enough shade to cool down the area during the hottest months. There were a few exceptions between the interviewees. Diana Arenas a business student who has several classes in the CBC goes outside between classes because the classrooms are usually too cold for her and she feels relieved in the warmth of the courtyard. Stephanie Lopez, a Criminal Justice student, says that she uses the courtyard frequently to smoke despite the unbearable heat. Erick Yang, an IMBA student, says that he prefers to socialize in the lounge and that he never uses the courtyard because of the heat. He uses the lounge all the time, to socialize, and take a break from the school load. The courtyard does not serve as a comfortable or inviting place for the majority of the students to socialize or to engage in other activities like reading. In general students feel that the area could be improved with different sources of shade, like umbrellas, awnings and more trees. Joan, a Liberal Studies student, says “…the lounge usually lacks seating and the courtyard does not have enough shade. Big and bushy trees [would make the] courtyard as [an] extension of the lounge space.”


Strengths and Limitations of The Study

During the case studies of the Chapman Building Complex, our team was able to identify the structural systems by reading the construction drawings, which also allowed us to locate these systems throughout the buildings and to understand their composition and how they become functional. Most of the structural systems’ components are hidden, for instance we now fully understand how every floor slab is supported by columns that are each one of them anchored to footings hidden below level in the foundation. These footings help spread the load of the building that is transferred through the columns. The columns are evenly spaced and the concrete floor slabs are attached to them with metal ties and/or anchors that are imperceptible to the users of the buildings.We concluded that in order for the study of the structural system to be successful, it is important to know how to interpret construction drawings. The experience of touring these buildings in combination with the questions to the architect in charge, gave these drawings a different dimension, a new perspective. We now understand how maintenance of these hidden components is achieved. Studies carried out every year with special technological devices reveal the structure’s condition. We would not change anything regarding this part of the case study and feel confident about the amount of knowledge acquired during that period. The amount of information gathered since the beginning of the study helped us formulate our hypothesis. However, this information covers more than just the visual parts of the systems and our interview questions to the end users were limited to how they experience these with their senses. We found that this part had its limitations, as the users in most cases do not pay major attention to how the building is supported.We strongly feel that the answers to our interview questions do represent the views of most users because in general people are not aware of how the structural systems function because their components are not obvious, for that reason structures are often taken for granted. The formulation of the questions was geared towards obtaining answers to prove or disprove interior design hypothesis rather than hypothesis related to architecture. We also realized that better results could have been achieved if we had been able to ask the questions ourselves, simply because we had more knowledge of our specific systems and could have been able to manipulate these questions in order to obtain more detailed information.


Conclusion

In the hypothesis posed to the administrative staff, we found that natural light sources are not equally distributed throughout the office areas in building 1. Moreover, there is little or no visibility of the exterior throughout the offices located on the west wing because the cubicles obstruct the view. People working in the east wing are satisfied with the amount of natural light while people on the west wing expressed their dissatisfaction of working in a space that is artificially lighted. Regarding privacy, most of the staff is content with the offices with glass partitions because they promote open communication with co-workers and visitors. The majority of the staff working in the cubicle office areas is comfortable with their closed proximity to co-workers and enjoys the occasional visitor.

The study focused on the students shows that most of the students enter and exit the lounge through the front doors and the ones located next to Java City. Second, the fact that the lateral doors are locked from the outside discourages students from using them regularly as a mean of egress. Thirdly, the yellow shear walls that cut through the north facing curtain wall serve their structural purpose without obstructing the view of the courtyard.

The original intent of the architect for the courtyard was that it would serve as a place for students and faculty to meet and socialize in an outdoor setting. However, our study demonstrates that with the exception of a few students, the execution of the design failed because of the lack of shading and the choice of materials that contribute to the increment in temperatures due to the local sub-tropical climate. Most of the students interviewed do not use the courtyard because of the heat; they suggested more sources of shading could be added to the area to make it enjoyable.

30The Chapman Building - Case StudyReferences

References

(2008, February 18). KPF's new Chapman Graduate School of Business opens in Miami. World

Architecture News.Com. Retrieved from http://www.worldarchitecturenews.com. (2010, August

25).

Binggeli, C. (2010). Building Systems for Interior Designers. New Jersey: John Wiley & Sons, Inc.

Chapman Graduate School of Business: Florida International University. Kohn Pedersen Fox

Associates. Retrieved from http://www.kpf.com. (2009, June 23).

Descripción Alvah H. Chapman Jr., Graduate School of Business Florida International University.

Urbarama Atlas of Architecture. Retrieved from http://es.urbarama.com. (2010, August 25).

31The Chapman Building - Case StudyReferences

Interviewees ReferencesSTAFF

Ekunkonkonye, K (2010, September 28). Faculty, Florida International University.

Letona, A (2010, September 28). Administrative staff, Florida International University.

Loyanal, S (2010, September 28). Administrative staff, Florida International University.

Moreno, P (2010, September 28). Administrative staff, Florida International University.

Nykolaiszya, J (2010, September 28). Administrative staff, Florida International University.

Padilla, M (2010, September 28). Administrative staff, Florida International University.

Perez, S (2010, September 28). Executive Director, Florida International University.

Sanchez, V (2010, September 28). Java City clerk, Florida International University.

Santos, J (2010, September 28). Administrative staff, Florida International University.

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Interviewees References

STUDENTS

Arenas, D (2010, September 28). Business student, Florida International University.

Bae, S and Remy,N (2010, September 28). Finance and Business students, Florida International University.

Cavada, A (2010, September 28). Electronic Engineering student, Florida International University.

Gonzalez, J (2010, September 28). Accounting student, Florida International University.

Joan (2010, September 28). Liberal Studies student, Florida International University.

Leal, J (2010, September 28). Accounting student, Florida International University.

Lopez, S (2010, September 28). Criminal Justice student, Florida International University.

Meignen, P (2010, September 28). Business student, Florida International University.

Mesa, A (2010, September 28). Business student, Florida International University.

Sequeda, O (2010, September 28). Business student, Florida International University.

Soto, Y (2010, September 28). Student, Florida International University.

Yang, E (2010, September 28). International Business student, Florida International University.

The Chapman Building - Case StudyReferences

33The Chapman Building - Case StudyFigures

•Fig. 1 Main entrance - www.worldarchitecturenews.com•Fig. 2 Courtyards – Chapman Bldg. Miami, FL•Fig. 3 Columns Bldg. 2•Fig. 4 Indoor columns and stairs Bldg. 1•Fig. 5 Columns interior lounge area Bldg. 1•Fig. 6 Outdoor column base•Fig. 7 Bldg. 1•Fig. 8 Column supporting an area of the roof.•Fig. 9 Bldg. 1 exterior view of main entry.•Fig. 10 Aluminum window frame•Fig. 11 Curtain wall Bldg. 1•Fig. 12 Main entrance at Bldg.1 •Fig. 13 Cantilever structure Bldg. 1•Fig. 14 Beam, joist and slab connection in the electrical room Bldg. 2•Fig. 15 Bldg. 1 main staircase•Fig. 16 Bldg. 1 Elevator Shaft •Fig. 17 Courtyard sidewalk.•Fig. 18 Multipurpose room, second floor of Bldg. 1•Fig. 19, 20 & 21 Auditorium in Bldg. 2•Fig. 22 & 23 Lounge area in Bldg. 1•Fig. 24 & 25 Outdoor terrace Bldg. 1•Fig. 26 & 27 Java City Bldg. 1•Fig. 28 Joseph is a general maintenance staff member.•Fig. 29 North facing precast concrete wall during maintenance Bldg. 1•Fig. 30 Auditorium Bldg. 2•Fig. 31 Bldg.2 stairs to courtyard.•Fig. 32 & 33 Office area, second floor bldg. 1

34The Chapman Building - Case StudyAppendix


1.The east wing of building1 holds administrative offices on both floors. The skylights and windows throughout the offices are obvious architectural features that let natural light inside the spaces. The natural light creates much glare that reflects on the computer equipment, which causes the eyes of the staff members to get very tired diminishing their productivity.

º Have you noticed that these offices have windows and skylights that fill the space with natural light? How do you feel about that? Do you prefer working in an environment where there is natural light? How do you feel about artificial light? How is your energy level affected by the environment in the office? How do you feel in the office when it’s cloudy and rainy outside? Do you feel temperature changes during the day inside the offices? If yes, why do you think this happens? 2. The employees that work inside building 1 feel uneasy in their offices because of the lack of privacy due to the glass partitions. The employees often step out to the courtyard areas when they need to talk about personal matters. The time it takes them to travel from area to another and back causes them to be less productive.

º How do you feel working in an office that is exposed to co-workers and visitors? How do you feel about the way your office is perceived by your co-workers? Do you get distracted often by what is happening outside your office? If yes, what kind of distractions do you experience, for instance, conversation, noises from maintenance personal, etc.? Do you feel vibration of the glass partitions throughout the day?

35The Chapman Building - Case StudyAppendix

Students Hypothesis

1.The evenly spaced shear walls that cut through the north facing curtain wall of building 1 were in part designed for way finding. They should make it easy for students to find the nearest entry/exit to the lounge and courtyard. However these doors are rarely used because the main door at the entrance and the door that enter/exits in the back next to the Java City Café are more visible and accessible.

º From where do you usually enter the lounge area? How often do you use the lateral doors to enter or exit the lounge? Do you feel safer in the lounge due to the amount of exits in case of emergency? Do you think that the yellow walls interrupt the view of the courtyard?

2.Students feel discouraged because the concrete stairs, sidewalks and walls in the courtyard radiate heat and raise the temperature of the space to uncomfortable levels. As a result, they do not linger and socialize in the courtyard; they do it elsewhere in the property.

º How often do you sit in the courtyard? At what times of the day do you prefer to sit outside? Do you use the courtyard more than the lounge? How do you feel about the temperatures around the courtyard? Do you think the landscaping provides enough shade, what kind of plants offer the most shade? What would you change about the courtyard?