262,224 research outputs found
The role of virtual reality in built environment education
No full textThis study builds upon previous research on the integration of Virtual Reality (VR) within the built environment curriculum and aims to investigate the role of VR and three-dimensional (3D) computer modelling on learning and teaching in a school of the built environment. In order to achieve this aim, a number of academic experiences were analysed to explore the applicability and viability of 3D computer modelling and VR into built environment subject areas. Although two-dimensional (2D) representations have been greatly accepted by built environment professions and education, 3D computer representations and VR applications, offering interactivity and immersiveness, are not yet widely accepted. The study attempts to understand the values and challenges of integrating visualisation technologies into built environment teaching and investigates tutors’ perceptions, opinions and concerns with respect to these technologies. The study reports on the integration process and considers how 3D computer modelling and VR technologies can combine with, and extend, the existing range of learning and teaching methods appropriate to different disciplines and programme areas
Bellcurve: Built Environment Lifelong Learning Challenging University Responses to Vocational Education: Lifelong University for the Built Environment
No full textBELLCURVE (Built Environment Lifelong Learning Challenging University Responses to Vocational Education) is a
European Commission funded research project conducted at the School of the Built Environment, University of
Salford, UK, in collaboration with Department of Construction Economics and Property Management, Vilnius
Gediminas Technical University, Lithuania and Department of Building Production, Tallinn University of
Technology, Estonia.
This project addressed issues associated with the mismatch between graduate skills and labour market
requirements as this mismatch has been identified as one of the main factors behind graduate unemployment and
employer dissatisfaction, particularly in the Built Environment (BE) sector. BELLCURVE considered ‘student
engagement’ as a continuous through-life process rather than a temporary traditional engagement limited by the
course duration. This through-life studentship defines the essence of the new innovative “Lifelong University”
concept, whereby providing an opportunity for learners to acquire and develop skills and knowledge enabling
responds to changing construction labour market needs on a continuous basis. This requires a reform in
governance systems to respond labour market needs effectively while promoting the lifelong learning agenda
Disaster Risk Reduction in the Built Environment in Sri Lanka- An overview
No full textNatural disasters have long-term implications on sustainable development. They mainly destroy
the built environment thereby hindering economic and social development, and causing
environment degradation. Reducing the risk of natural disasters within the built environment is
therefore critical for ensuring sustainable development. The paper in this context, aims to
assess the current state of disaster risk reduction in the built environment in Sri Lanka.
Empirical data was collected employing semi-structured in-depth interviews which were
conducted with a group of professionals who were involved in disaster risk reduction in the
built environment in Sri Lanka. The data was analysed following thematic analysis. The paper
reveals the current state of disaster risk reduction in the built environment requires to be
improved to achieve a satisfactory level of success whilst highlighting a number of barriers that
hinder the desired progress. Deficient funds and weak regulatory framework are identified as
major barriers for successful implementation. Central and local government authorities are
identified as the primarily responsible parties for disaster risk reduction in the built
environment in Sri Lanka in the paper. The paper further presents various recommendations on
how to improve the current situation
Healthy built environments: A review of the literature
No full textThe Healthy Built Environments Program has completed a major scholarly literature review examining the role of the built environment in supporting human health as part of everyday living. The principal aim of the Review is to establish an evidence base that supports the development, prioritisation and implementation of healthy built environment policies and practices. The Review identifies current gaps in the evidence to inform future research directions. It includes an annotated bibliography of key research articles and a glossary of terms to assist practitioners, policy makers and researchers working in this interdisciplinary realm.
The focus of the Review is on the three key built environment domains that support human health:
The Built Environment and Getting People Active.
The Built Environment and Connecting and Strengthening Communities.
The Built Environment and Providing Healthy Food Options.
These built environment domains address three of the major risk factors for contemporary chronic disease - physical inactivity, social isolation and obesity.
The Literature Review is available for download as the whole document or its individual sections.
Whole document (12MB)
Cover and Acknowledgements (1.11MB)List of Abbreviations and Contents (2.11MB)The Healthy Built Environments Program Overview (291KB)Executive Summary (295KB)1.0 Introduction (255KB)2.0 Structure of this Review (2.46MB)3.0 Aims and Parameters (2.99MB)4.0 Scope and Methodology (3.20MB)5.0 The Evidence (200KB)5.1 The Built Environment and Getting People Active (653KB)5.2 The Built Environment and Connecting and Strengthening Communities (546KB)5.3 The Built Environment and Providing Healthy Food Options (416KB)6.0 Professional Development (284KB)7.0 Conclusion (114KB)References (490KB)Appendix 1: Diary of Database Searches (202KB)Appendix 2: Glossary (282KB)Appendix 3: Annotated Bibliography (2.57MB
Greenhouse gas emissions from built environment development in Iceland
No full textWithout rapid and radical greenhouse gas (GHG) mitigation, irreversible damage threatening life on the globe might occur already during the next decades. One of the key sectors in finding solutions to climate change is the built environment, which currently directly or indirectly causes the majority of anthropogenic GHG emissions. The transition towards more sustainable settlements requires massive use of materials and energy, but it is not well known at all how much GHG emissions are "invested" into the development of the future low-carbon built environment. In this study we use input-output analysis to calculate an estimate of the GHGs embodied in the built environment development in Iceland. The input data consists of annual economic turnover data of different construction sectors for the years 2013-2017. The GHG estimates are derived using the EIO-LCA input-output model. We find that the built environment development emissions of Iceland are significant even though the actual emissions largely take place outside the country, being thus outsourced emissions. Surprisingly the development of the capital region did not stand out as the engine of these emissions, but the spread appeared to be relatively equal between the capital region and the rest of the country.Peer reviewe
The Role of the Built Environment in Human Life. Selected Issues
No full textThis article attempts to outline the nature of research on space urbanised by people and to determine the four main fields of research aimed at the problems of man and the built environment. In the next part, particular attention is paid to issues related to the impact of the built environment on the life of its residents in order to highlight the particular role and complexity of this area of research. This study, acting as a kind of test of the research, cannot be considered representative. Nevertheless, the analysis prompts several reflections on the current and future role of the built environment in the development of our civilisation, as well as further challenges related to it
DNE911 : Design and built environment / College of Built Environment
No full textThe course aims to enhance the knowledge in the paradigm of design and built
environment. It covers four main domains: (a) Art and Design, (b) Architecture and
Town Planning, (c) Building Construction, Technology and Conservation, and (d)
Built Environment Management. Each domain focuses on three main aspects namely
theories, contemporary issues, and applications. The candidates are expected to
produce in-depth exploration of their own topics of interest
RES155 : Economics for built environment / College of Built Environment
No full textThe course introduces the basic principles of both microeconomics and macroeconomics and to relate these principles to the built environment. The emphasis is on the nature and functions of the price mechanism and market structures. Theories of production, distribution and consumption are also introduced with relevant applications from the built environment. In macroeconomics, it will cover topics relating to national income, inflation and unemployment, and banking and money supply
Challenges in Creating a Disaster Resilient Built Environment
No full textWith the increase in occurrences of high impact disasters, the concept of risk reduction and resilience is widely recognised.
Recent disasters have highlighted the exposure of urban cities to natural disasters and emphasised the need of making cities resilient to disasters. Built environment plays an important role in every city and need to be functional and operational at a time of a disaster and is expected to provide protection to people and other facilities. However, recent disasters have highlighted the
vulnerability of the built assets to natural disasters and therefore it is very much important to focus on creating a disaster resilient
built environment within cities. However the process of making a disaster resilient built environment is a complex process where
many challenges are involved. Accordingly the paper aims at exploring the challenges involved in building a disaster resilient built environment. Paper discusses the findings of some expert interviews and three case studies which have been conducted in Sri Lanka by selecting three cities which are potentially vulnerable to threats posed by natural hazards. The empirical evidence
revealed, lack of regulatory frameworks; unplanned cities and urbanisation; old building stocks and at risk infrastructure; unauthorised structures; institutional arrangements; inadequate capacities of municipal councils; lack of funding; inadequacy of qualified human resources; and corruption and unlawful activities as major challenges for creating a disaster resilient built environment within Sri Lankan cities. The paper proposes a set of recommendations to address these prevailing concerns and to build a more resilient built environment within cities
Exploring roles and relationships in the production of the built environment
No full textGiven the number of different agencies and the complexity of institutional and professional relationships in the production, management and regulation of the built environment, many students entering built environment professions leave university education to take up work placements or employment without a sufficient understanding of the different actors and the formal and informal interactions and social relationships between them. Furthermore, destructive stereotypes may form during the educational process as students construct their own professional identity, in part learnt from their teachers and peers, and naturalised by the academic and professional institutions that form the context of their education – a process of enculturation termed ‘professional socialization’ by social scientists (Cuff, 1991: 118). These stereotypes may lead ultimately to inter-professional tensions and hostilities. Innovations in practice often involve challenges to established roles or joined-up thinking which breaches institutional structures, for all of which graduates may be ill-prepared
- …
