The Architecture of Communal Living: Lessons from Arcosanti in Arizona

Paolo Soleri's arcology model (architecture + ecology addresses issues of sustainability by advocating living in a balanced relationship between urban morphology and performance within dense, integrated and compact structures. Within these structures material recycling, waste reduction and the use of renewable energy sources are adopted as part of a sustainable strategy aimed at reducing the flow of resources and energy through the urban system. Today, as governments, eager to deliver major environmental improvements, press on with as yet untried and largely untested 'centrist' policies of urban living, there is a need to research relevant models of the 'compact city' approach. Issues involved with the intensification in the use of space, higher residential densities, centralisation, compactness, the integration of land uses and aspects of self-containment need to be examined. Over the last ten years, as the criteria of sustainability have become more widely accepted and understood, the relevance of the Soleri's urban model has become clearer. Arcosanti, begun in 1970, offers a laboratory for testing the validity of Soleri's ideas. This paper examines arcology and Arcosanti within the context of sustainability. Since the energy crisis of the mid 1970s, efforts at Arcosanti have been directed toward the definition and testing of various architectural effects on a community-wide scale that could offer a response to many of today's environmental problems. But progress is painstakingly slow. Lacking the level of funding and resources that would enable it to be convincing, Arcosanti now represents not so much a specific prototypal solution, but an activist-engaged strategy that advocates the possibility of building our dreams and visions. In a world plagued by so many problems and so few alternatives, it nevertheless continues to offer a beacon of hope on the threshold of a new millennium

A set of nine principles for distributed-design information storing

The issues of distributed working are many, with problems relating to information access and information acquisition the most common (Crabtree et al., 1997). Keeping track of project and team information is becoming more complex as design is increasingly being carried out collaboratively by geographically dispersed design teams across different time zones. The literature notes that little prescription or guidance exists on information management for designers (Culley et al., 1999) and Hicks (2007) highlights a relative lack of overall principles for improving information management. Additionally, evidence from earlier studies by the author into ‘How information is stored in distributed design project work’ reinforces the need for guidance, particularly in a distributed context (Grierson, 2008). Distributed information collections were found to be unorganised, contained unclear information and lacked context. Storing and sharing of distributed information was often time consuming and the tools awkward to use. This can lead to poor project progress and can impact directly on the quality and success of project outcomes (Grierson et al., 2004, 2006). This paper seeks to address these issues by presenting the development, implementation and evaluation of a set of Principles and a Framework to support distributed design information storing in the context of a Global Design class. Through both quantitative and qualitative evaluation methods the Principles were found to help in a number of ways – with the easy access of information; the structuring and organising of information; the creation of an information strategy; the making of information clear and concise; the supporting of documentation during project work; and the strengthening of team work; all helping teams to work towards project outcomes

Arcology and arcosanti: towards a sustainable built environment

Does theory arcology and practice (the Arcosanti Project) respond to the overlapping challenges in the movement toward more sustainable built environments

The urban environment : agendas and problems

The United Nations estimate that by 2025 there will be around 5 billion people living in urban areas, more than the total world population 20 years ago. Currently, the developed nations are the most urbanised with, on average around three-quarters of their population living in cities, but this is changing. Increased levels of economic growth, of migration, of population expansion and, in some cases, of unprecedented industrial growth, mean that Asia and Africa will be the regions most radically affected by urban development over the next twenty years. Increasing debate on issues of urban sustainability has led to the consolidation of environmental agendas and the definition of a specific body of problems and policy issues on two levels. The first involves green agenda problems occupying the concerns of many in the developed nations such as global warming, ozone-layer depletion, loss of bio-diversity, deforestation, and the exhaustion of non-renewable resources. For the developing world, however, these global environmental problems are less immediate than the need to resolve acute problems relating to poverty and the so-called brown agenda problems of air and water pollution, inadequate waste management, the lack of basic services and green areas, declining infrastructure, and poor housing conditions, as well as issues of health, crime, violence, and social exclusion. It is now a commonly held belief that the green agenda cannot be addressed until the urgent problems of urban social deprivation and inequalities are resolved. This paper reviews the scale and character of contemporary urbanisation and the rapid growth of cities, particularly within the developing nations, and examines associated implications with respect to the physical arrangement of cities, their resource consumption and their environmental impact

Building a new future in Lanarkshire

New hi-tech, innovative businesses are springing up where Scotland's heavy industries once reigned supreme. Redevelopment of the former Ravenscraig steel works in Lanarkshire is continuing apace with a new town centre, complete with commercial facilities, soon to be constructed. The site of the former Gartcosh Steel Mill, also in Lanarkshire, is also being transformed, and architects and engineers from the University of Strathclyde are driving forward the plans. Gartcosh Business Interchange is set to become a new 50-hectare business location which has already been selected as the location for the major new office campus for Scotland's new FBI-style crime unit.It is anticipated that Gartcosh will create up to 170,000 sq ft of business space which could support up to 4000 jobs

Sustainability, self-sufficiency and management simplicity

School of Managemen

Detailed empirical studies of student information storing in the context of distributed design team-based project work

This paper presents the findings of six empirical case studies investigating the information stored by engineering design students in distributed team-based Global Design Projects. The aim is to understand better how students store distributed design information in order to prepare them for work in today‟s international and global context. This paper outlines the descriptive element of the work, the qualitative and quantitative research methods used and the results. It discusses the issues around the emergent themes of information storing; information storing systems; information storing patterns; and information strategy, making recommendations; establishing that there is a need for more prescriptive measures to supporting distributed design information management. This work will be of great value to industry also

Learning for change : Cross-disciplinary postgraduate programmes in sustainability

Through connecting the local and global, higher education institutions play a vital role in addressing social, environmental and economic challenges and ultimately achieving a sustainable future. New Horizons: Responding to the Challenges of the 21st Century (Scottish Government, 2008), outlines the contributions which Scottish universities should make to the economy, culture and society, and to the political priorities of the Scottish Government. Learning for Change: Scotland’s Action Plan for the Second Half of the UN Decade of Education for Sustainable Development (Scottish Government, 2010) examines progress to date and sets out the actions that higher education institutions have committed to undertaking in the second half of the decade and beyond. These two important documents provide the context for work that has taken place at the University of Strathclyde in response to the challenges set out within them. The University of Strathclyde has been ranked first in the Engineering Education for Sustainable Development (ESD) Observatory Report 2008 and plans to build on this success. The challenges presented by Sustainable Development are inherently holistic, demanding equal responses from all disciplines and this requires the development of a framework for University-wide, cross disciplinary teaching. This paper describes work that has taken place within the University to develop a new university-wide, multi-disciplinary, Strathclyde Masters programme in Sustainability (SMS) aimed at articulating a framework for integrating flagship postgraduate courses & classes, sustainability literacy, skills training workshops and subsequent continuing professional development courses. Conclusions are presented from the three main bodies of work involved: a review of current thinking in ESD; a multi-stakeholder consultation process involving students, academic and professional services staff within the university, and external stakeholders, and the creation of a Sustainability Map detailing current postgraduate provision of ESD at the University

Distributed design information and knowledge : storage and strategy

This paper discusses the storage and strategy of distributed design information and knowledg

Towards a framework for university-wide postgraduate programmes in sustainability

The role of Higher Education Institutions in addressing social, environmental, and economic challenges and opportunities in today's world is immense, complex, and vital (GUNI, 2008). Traditionally responses to sustainable development (SD) have been concentrated within specific subjects, however there has been a gradual penetration of sustainability issues into a wide spectrum of disciplines (HEA, February 2009. The definition and priorities of SD are complex and multi-layered and the challenges presented, being inherently holistic, require equal responses from all disciplines. This requires the development of a framework for University-wide, cross disciplinary teaching. The University of Strathclyde has been ranked first in the Engineering Education for Sustainable Development (ESD) Observatory Report 2008. Building on this success, work is underway to develop a university-wide, interdisciplinary Strathclyde Masters programme in Sustainability (SMS, aimed at articulating a framework for integrating flagship postgraduate courses & classes, sustainability literacy & skills training workshops. This paper summarises the theories of sustainability and its inherent interdisciplinary nature by examining current thinking in ESD. This has highlighted the need to review the current curriculum, identifying current interdisciplinary provision aligned with ESD, and implement a multistakeholder consultation process. The paper describes how these theories might be put into practice, detailing the conclusions drawn from the initial consultation process involving external organisations, students, academic staff and the university's professional services. In addition, a model 'Sustainability Map' is presented offering an overview of postgraduate provision of ESD within the institution as a whole, alongside details of the courses offered and contributing departments. The outcome of the multistakeholder consultation process, in conjunction with the 'Sustainability Map', will help inform future consultation focusing on structural refinement and the academic content of the interdisciplinary programme