Local FRP Reinforcement of Existing Timber Beams

Timber beams in historic buildings tend to display signs of mechanical degradation in the form of large bending deformations and reduced capacity, often caused by timber defects. This paper addresses the assessment of the bending resistance of small timber beams subjected to static loads, before and after they have been reinforced using Fibre Reinforced Polymer sheets (FRP). The retrofitting of timber elements using FRP is not a new technique and several experimental research programmes have demonstrated that it is possible to increase the bending capacity of wood beams using FRPs. It is well understood that premature bending failure in timber beams and large bending deformations under loading are often caused by defects (e.g. splay or dead knots, shakes, etc.). This paper presents an experimental work where FRP sheets have been locally applied in the area where defects were noted. The structural response of locally reinforced timber elements when subjected to flexural loading was studied using a series of experiments. The results from the bending tests demonstrate that it is possible to partially restore the bending capacity of defective timber beams with the application of the reinforcement method proposed in this paper

Common Language of Sustainability for Built Environment Professionals—The Quintuple Helix Model for Higher Education

One of the repeating themes around the provision of the knowledge and skills needed for delivering sustainable communities is the idea of a “common language” for all built environment professionals. This suggestion has been repeated regularly with each new political and professional review within and between different sectors responsible for the delivery of sustainable communities. There have been multiple efforts to address academic limitations, industry fragmentation and promote more interdisciplinary working and sector collaboration. This research explored the role of skills for sustainable communities, particularly within the higher education (HE) sector, and the responses to support the development of a “common language of sustainability” that can be shared between different sectors, professional disciplines and stakeholders. As an interdisciplinary group of academics and practitioners working with the HE sector in the North East of England, we evaluate the progression of sector collaboration to develop a quintuple helix model for HE. We use this as a suitable framework for systematically “mapping” out the mixed sector (academic, public, business, community and environmental organisations) inputs and influences into a representative sample of HE degree modules that are delivered from foundation and undergraduate to postgraduate levels, including examples of part-time and distance-learning modules. We developed a cascade of models which demonstrate increasing levels of collaboration and their potential positive impact on the effectiveness of education on sustainable communities. The methodological assessments of modules were followed by semi-structured group reflective analysis undertaken through a series of online workshops (recorded during the Covid19 lockdown) to set out a collective understanding of the generic skills needed for the delivery of sustainable communities. These generic skills for sustainable communities are presented as a pedagogical progression model of teaching activities and learning outcomes applied to the levels within HE. We propose sustainability education principles and progressions with the hope that they can have an impact on the design or review of current degree modules and programmes. The paper informs future sustainability research to be grounded in holism and systems thinking; better understanding of values, ethics, influencing and political impact; and procedural authenticity

Meaningful Learning and the Integration of Responsible Management Education in the Business School Courses

In recent years there has been an increasing interest in responsible management education. Integration of the principles of responsible management education (PRME) within the core curricula of business schools and management education-related institutions calls for the creation of innovative pedagogies and educational approaches. Responding to the inherent challenges associated with the development and implementation of education for sustainability within existing business-related education, this paper seeks to discuss a teaching initiative of introducing Model United Nations (Model UN) as a classroom activity for undergraduate students. The main purpose of research presented in this paper is to explore students’ experience of engaging in Model UN debates around topics related to the sustainable development goals as defined in the UN 2030 Agenda for sustainable development (for example, youth unemployment, climate change, poverty, etc.). Model UN is traditionally known as an extra-curricular educational simulation of the United Nations where students play their roles as delegates from different countries and endeavour to solve real world issues using the policies and perspectives of their assigned country as well as policies and procedures of the United Nations. In this paper Model UN is proposed as a classroom engagement activity which assists undergraduate students in recognising the complexity of international negotiations and reflecting on challenges associated with the decision making process and how it affects the sustainability agenda on the individual and societal level. This paper seeks to provide a useful insight into the practical value of Model UN simulation as a means to facilitate meaningful learning on the course. It is suggested that experience of introducing Model UN as a core curricular activity, rather than one that is extra-curricular, will be of particular interest for educators who are involved in delivering sustainability-related courses or wishing to teach sustainability-related topics in globally responsible business-related education programs for undergraduate students

Building Equality: A “Litmus Test” for Recognising and Evidencing Inequalities and Segregation in the Built Environment

open access articleThe current convergence of global challenges, particularly the climate change emergency, the Covid-19 pandemic, and the Black Lives Matter movement, have highlighted the need for a new lens to challenge and interrogate key urban planning assumptions related to spatial urban inequality. Yet urban inequality is often and invariably described from a limited economic perspective, commonly interpreted and measured as income inequality. This is an overtly statistical measure, or Gini-Type index, often giving limited and unsatisfactory results. Yet, in practice, the spatial distribution and concentration of income inequality is a multi-scalar, multi-variant, and multi-disciplinary issue and has links with other and wider dimensions of inequality and well-being. As such, this article argues for a holistic understanding of urban inequality that goes beyond narrow empirical and quantitative models. It presents collaborative research that aims to impact the actions of urban professionals, to accurately identify and adequately respond to urban inequalities. Through the establishment of an interdisciplinary expert panel, we have uncovered a series of provisional mechanisms and responses to aid practitioners to achieve more spatial equality. We introduce an integrated analytical method, the “litmus test,” that acts as a planning tool for understanding, evaluating, and responding to inequalities and segregation present in the built environment. This novel methodology and procedural framework will assist us in (a) identifying and defining different forms of inequality and segregation beyond the current scope of physical and agency-based forms; (b) measuring and demonstrating the latter with a combination of qualitative, empirical sources that are materially significant in supporting and evidencing planning strategies; and (c) setting out a series of planning and built environment specific responses