Deployable structures in the built environment

The occurrence of natural disasters has been on the increase for the last decade. One of the most prominent incidences has been the occurrence of floods which has been experienced in developing and developed countries. This has been the experience of Turkey and the United Kingdom. The world has also experienced hurricanes and earthquakes in the recent times. Global temperature change has been blamed for many of these natural disaster occurrences. Man-made disaster incidences have also been recorded such as wars, chemical plant explosions, building failure/collapse and have been on the increase. The consequences of these occurrences have resulted in the loss of lives and properties, displaced communities/stranded communities and also economic stagnation. It is therefore imperative that there should be structures or ways to mitigate the loss of general infrastructures especially housing. These structures should be readily available and meet the temporary needs of the community. Deployable structures are known to be light-weight in nature and characteristic reduced time frame to deploy in its predetermined configuration

Bellcurve: Built Environment Lifelong Learning Challenging University Responses to Vocational Education: Lifelong University for the Built Environment

BELLCURVE (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

Supplementary skills guides for built environment researchers

Deepening specialised knowledge-base and wider skills of researchers in a wider variety of disciplines are prerequisite for developing successful leadership in higher education, the public sector and industry. In response to this repeated calls for enhancing supplementary skills of the built environment researchers, TG53 (Postgraduate Research Training in Building and Construction) initiated steps to develop and nurture understanding of supplementary skills and providing a common frame of reference for use and further discourse and has developed 6 good practice examples highlighting skills for researchers within the built environment. Accordingly, this TG53 publication is in response to the repeated calls for enhancing supplementary skills of the built environment researchers

Built environment education and research in West Africa

Built environment programmes in West African universities; and research contributions from West Africa in six leading international journals and proceedings of the WABER conference are explored. At least 20 universities in the region offer degree programmes in Architecture (86% out of 23 universities); Building (57%); Civil Engineering (67%); Estate Management (52%); Quantity Surveying (52%); Surveying and Geoinformatics (55%); Urban and Regional Planning (67%). The lecturer-student ratio on programmes is around 1:25 compared to the 1:10 benchmark for excellence. Academics who teach on the programmes are clearly research active with some having published papers in leading international journals. There is, however, plenty of scope for improvement particularly at the highest international level. Out of more than 5000 papers published in six leading international peer-reviewed journals since each of them was established, only 23 of the papers have come from West Africa. The 23 papers are published by 28 academics based in 13 universities. Although some academics may publish their work in the plethora of journals that have proliferated in recent years, new generation researchers are encouraged to publish in more established journals. The analyses of 187 publications in the WABER conference proceedings revealed 18 research-active universities. Factors like quality of teaching, research and lecturer-student ratio, etc count in the ranking of universities. The findings lay bare some of the areas that should be addressed to improve the landscape of higher education in West Africa

Challenges in Creating a Disaster Resilient Built Environment

With 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

Safe Routes to School Improves the Built Environment

This report focuses on case studies describing how ten states (California, District of Columbia, Georgia, Illinois, Kentucky, Louisiana, New York, Oklahoma, Texas and Virginia) are awarding their SRTS federal funds to support improved infrastructure such as sidewalks, bike lanes, pathways, improved intersections, traffic calming, and more. Safe Routes to School: Improves the Built Environment shares information on local level implementation challenges, best practices, and securing more improvements to the built environment in your community