Interiors-Carpets:Layout 1 06/07/2009 09:56 Page 80
interiors
people to lower their voices and provides
a feeling of privacy and reduced distraction.
However, certain noises, such as foot
traffic or musical instruments will always
be present and, because of this, carpets
will continue to play a key role in reducing
noise transmittance within a building.
Managing noise in a building will
continue to present a challenge for
building designers, which is why there is
specific legislation covering different
building types and uses. Schools should
be designed in accordance of Building
Bulletin 93 Acoustic Design of Schools.
The breadth of legislation covering the
issue of noise in buildings indicates the
effect it can have on occupants. It can
affect the learning potential of pupils and
also intrusive and inappropriate noise can
disturb the concentration of staff and
lead to stress and fatigue. Developing
carpet products that tackle this issue will
therefore lead to more comfortable and
healthier buildings that provide a better
learning environment.
Robert Mortimer is sales director at
Heckmondwike FB.
Above: Royal Northern College of Music, fitted
with Diamond entrance matting with a bespoke
logo design.
Left: A Leeds High School fitted with Montage, a
carpet with a distinctive random textured surface.
All Saints Primary School
A
LL SAINTS C of E Primary School in
Bradford. More than 1,000 sqm of
Supacord fibre bonded carpet tiles
from Heckmondwike was specified in a
Blueberry shade for the library, food
science room and communal areas, whilst
the classrooms on the first floor level
were fitted with Supacord Tiles in Arctic
Blue. Supacord is designed for areas of
heavy wear and tear, as well as providing
acoustic and thermal properties.
www.heckmondwike-fb.co.uk
80 edbmagazine.co.uk
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84