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Joe asked about training the user groups to the technology, would they <br /> coordinate that? <br /> Mr. Brooks said yes, depending on the structure of the contract. They <br /> oversee the contractors training . Most manufacturers are pretty reliable. <br /> Bill said this school will be the core for Mashpee and we should be <br /> prepared to integrate the other two schools . <br /> Mr. Brooks said it would be a good idea to do that, to get the most <br /> efficient use of what you have. You should coordinate and standardize <br /> equipment. <br /> Paul asked Mr. Brooks, knowing that the budget is already strained , what <br /> areas do schools over design , in his opinion? <br /> Mr. Brooks said the biggest problem is not keeping your options open , <br /> choosing 1 piece of equipment or one manufacturer or one path. Plan with <br /> the forethought that budgets will be cut. Design in modules so a module can <br /> be lost and added to later. Buy a portion of the computers you want so you <br /> can prove how useful they are, how well they are working when you go back <br /> and ask for more. They also advise clients what components are vital . <br /> Paul asked about life cycles, certain equipment is very sensitive to that <br /> issue. What are the biggest problems for schools? <br /> Mr. Brooks said buying the newest equipment - you don ' t want to be the <br /> guinea pigs. He suggests choosing something 1/3 through its technology <br /> life - that rule generally works well . <br /> Bill asked if companies ever donate equipment to schools? <br /> Mr. Brooks said some companies give you pieces as part of a purchase . <br /> The Committee thanked Mr . Brooks for coming , it was very informative . <br /> DISCUSSION WITH ARCHITECTS <br /> Budget and DD Cost Overrun status . <br /> At the last meeting the budget was $158,000 short of the goal . <br /> Phil said that has not changed. They continue to identify less expensive, <br /> more cost effective ways to do things. It is an attitude they have taken <br /> in the final design approach . For example they have changed structural <br /> modules in the classroom for savings but it is impossible to put a figure <br /> on it. <br /> Paul said we don't know, however, if the estimator assumed it would be done <br /> that way, and therefore there will be no associated savings. <br /> Phil said they have given the team instructions to look for actual savings <br /> as well as have the right attitude in detailing and specifying. <br /> Paul understands but we run the risk that at the next estimate, when the <br /> drawings are complete, it will be over budget. The risk in on SMMA' s <br /> shoulders. <br /> Ed said they will develop a list of smaller items and try to quantify their <br /> value and a list of larger items , ones which the Committee will have to <br /> make a decision about. <br /> Paul suggested the alternates be priced into the project from the start, <br /> and be deducted if necessary . In his experience you will never get the <br /> full price for them when taken out. <br /> Ian said he is quite concerned about where the budget stands. There have <br /> 3 <br />