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A FEW TYPES OF ROOMS
Performance halls are spaces where the audience can listen to performers. In such spaces the RT has to be adjusted to the required value to enhance the performance (i.e., providing good intelligibility of the voice signal or strength). In addition, it may be needed to achieve spaciousness. The case of performance halls is examined in Chapters 12 to 15. According to the type of activity (and the history of the building too for an ancient venue), various shapes can be found; a few of them are sketched in Figure 6.2.
Industrial halls and workshops are spaces where noise from activities must be controlled. In such spaces the RT is often rather low due to the numerous fittings inside, but the spatial sound level decay must be adjusted to provide attenuation between workstations and prevent undue noise exposure. The case of industrial halls and workshops is examined in Chapter 10.
Op en-Plan Office
Open-plan offices are nonpartitioned office spaces where one must be able to work without being unduly disturbed by the noise of other workers, especially speech signals. In such spaces the spatial sound level decay has to be adjusted to provide reasonable attenuation between workstations. The case of open-plan offices is examined in Chapter 7.
Meeting rooms are spaces where a group of people convene a meeting in which they must be able to debate orally. In such spaces emphasis is put on speech intelligibility, and accordingly,
Figure 6.2 Examples of a few floor shapes of halls.
the RT is kept rather low, yet propagation must be ensured between the participants, which means it should not be too low either. The case of meeting rooms is examined in Chapter 11.
Classrooms are spaces where the students can listen to their teacher. In such spaces the RT is kept rather low to provide good intelligibility of the voice signal, yet it must not be too low; otherwise, there will not be correct propagation between the teacher position and the last row (typical regulations require a RT value in the 0.4 to 0.8 s range). The case of classrooms is examined in Chapter 11.
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