abe journal may 2008

8/3/2019 ABE journal MAy 2008

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Association of Building Engineers

May 2008

INTERNATIONAL NEWS


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Welcome to Building EngineerInternational News. BuildingEngineer International News is nowan established online publication and

is giving companies the opportunity tosponsor the front cover.

As the sponsor, a photograph of yourchoice would appear on the frontcover of Building Engineer InternationalNews and up to 500 words of text,including full company contact details,would appear on the second page.

And for the rst six months we canoffer this for the low price of 25.00(usual price 40.00).

For further information aboutsponsoring the front cover or anyother advertising opportunties contact:Laura Nicholson,Building EngineerInternational News, Lutyens House,Billing Brook Road, Weston Favell,Northampton NN3 8NW, England.E-mail: [email protected]

BUILDING

ENGINEER

INTERNATIONAL

NEWS

Association ofBuildingEngineers

May2008

INTERNATIONALNEWS

The Netlipse consortium presented

the results of maor research into themanagement and organisation of 15 largetransport infrastructure proects (LIPs) inEurope, in Turin, Italy.15 infrastructure proects with a totalinvestment of more than EUR 50billion werestudied in depth during a two-year researchperiod, by a consortium of private, public andresearch institutes. Infrastructure proectsoften experience delays, cost overrunsand face challenges with technologicaldevelopments. The research identied thecauses of such problems and establishedbest practice methods, to help improve

the management of future proects. Despitethe different political, legal and nancialframeworks, the Netlipse consortiumfound that many proects have similar, if notidentical, problems.Some conclusions:

managing the hard factors is of eual

importance as the soft factors, such ascoping with stakeholder managementand political inuence;proect organisations often focus onthe building phase rather than on thelarger scope of the proect and the verypurpose of their construction.

Marcel Hertogh, Netlipse Proect Manager:...an enormous amount of research materialhas been obtained resulting in numerous bestpractices and lessons learnt that could beof benet to other projects. However, ourresearch shows that proects do not focus onlearning from others. A shame, because these

lessons could help improve the managementof these proects. Netlipse offers valuableexperiences, as well as an active networkto exchange knowledge. He added we lookforward to discussing and expanding thiswork in the next phase: Netlipse II. This

will also involve the completion of the Infra

Maturity Tool, for evaluating and monitoringLIPs.The European Commission alone plansto invest many billions of Euros in newtransport infrastructure in the next veyears. Guidance to all those involved in thetask is vital. During the Turin meeting, MrKarel Vinck, ERTMS co-ordinator of theTrans European Networks (TEN) in Brussels,acknowledged that a very professionalresearch task had been completed. He sawthe potential need for a second phase anddevelopment of the Infra Maturity Tool. Mr.Scheele, EU Director of Transport Logistics,TEN-T and Co-Modality, DG Energy andTransport, considered that Netlipse couldplay an important role in contributing tofuture proects. Work on the InfraMaturity Tool will start this summer as soonas nancing is completed.

MAjOR RESEARCH INTO TRANSPORT INFRASTRUCTURE PROjECTS

Opening in the historic centre ofFlorence, a new international schoolof design will welcome students from allover the world to commence its rst fullsession on 19 january 2009. The FlorenceInstitute of Design International will

offer a new type of boutiue academicsfocused entirely on international studentsproviding Interior Design, Graphic Designand Architecture programmes with bothmaster and undergraduate levels available,as announced by Founder and CreativeDirector, Architect Marc DiDomenico.

As the city of Florence has becomean international crossroads for designstudents, The Florence Institute of DesignInternational will build upon this rich historyof art, culture and design, while providingstudents with a uniue internationallearning experience where methodologyand curriculum is designed for the broadand diverse set of students and focusedon personalisation of studies. Boutiueby design, the Institutes philosophy is toprovide a rst-class facility offering thehighest level of education and resources todesign students around the world.

The key to this institute is the diversityand understanding of the student set, saidDiDomenico. By expanding to encompassstudents from all over the world, the

multi-cultured backgrounds of the studentscreate an elevated level of complexity andneed for varied methods of teaching. Asmost applicants to the Florence Institutehave studied at the nest schools in theirown countries, we strive to create the samelevel of academic excellence, offering thehighest standard in design education abroad.We look forward to providing the design

foundation to lead this next generation ofinternational designers.

Set within the hills of Tuscany, Florence haslong been known as an ideal destination fordesign students due to the rich patrimony

of Renaissance works. Its modest scale andpedestrian friendly environment make it anideal place to study design. The FlorenceInstitute is located in the historic centreof Florence, Italy, within historic Barouepalazzo.

The Florence Institutes courses teach thefoundation of Italian design by combiningmodern technologies with Italys imaginativeculture. Through combining traditionand technology the programme givesa detailed understanding of the Italiancreative process. The course format isinspirational rather than institutional in theway it uxtaposes the concepts of new withtraditional to stimulate thinking about howdifferent periods can be integrated.

Each student is treated like a client andcolleague. Class sizes are intentionallylimited to create a more dynamic designstudio environment. In addition, studentsare encouraged to undertake independentstudies, to explore more personal interestsin the eld of design. Professor to studentrelations are approached as an exchange of

ideas where students learn eually from theinstructor and from each other.

Further information from theFlorence Insitute of Design Intl,Borgo Ognissanti 9, 50123 Florence,Italy. Tel: +39.055.23.02.481.Fax: +39.055.53.70.739.Web: www.Florence-Institute.com

THE FLORENCE INSTITUTE, WELCOMESSTUDENTS FOR ENROLMENT IN jANUARY


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The World Architecture Festival (WAF)has reported that over 100 proectshave already been entered into the awardssince the call for entries opened in mid-April 2008. Architects from 40 countriesacross Europe, Asia, North America, SouthAmerica, Oceania and Africa have entered

their buildings into the inaugural awardsprogramme.

The annual event will celebrate the work,concerns and aspirations of the internationalarchitectural community. The Festival, whichwill take place in Barcelona, Spain, over threedays, from 22-24 October 2008, includesthe biggest architectural awards programmein the world and will be held at the CentreConvencions Internacional Barcelona (CCIB).

The international architecture communityis invited to enter their proects into theprestigious awards show until 20 june 2008.The simple entry procedure starts at thewebsite www.worldarchitecturefestival.comand nishes with a submission via hard copy.Entrants will be able to track their submissionsvia the website as well as buying Festivalvisitor tickets, and managing their bookings.

The AwardsThe inaugural World Architecture Festivalawards will showcase, compare and contrastan outstanding range of completed buildingscreated by a profession which has always

looked beyond national borders to the widerworld of architectural culture.Headed by Lord Foster, the internationaludging panels will comprise architects, alliedprofessionals, clients and critics, includinga super-ury, who will decide the best inshow prize the rst architectural Prix deBarcelona.

Following the closing date of 20 june,shortlisting will then be carried out by aninternational ury during july. At this stage,16 buildings will be shortlisted in each of

the competitions 16 categories (i.e. 256buildings in total). All shortlisted architectswill then present their work live to uries and

audiences at the Festival, competing againsteach other to become category winners.All entries will be exhibited at the Festivalin a huge gallery modelled on the Barcelonagrid, and after the Festival all entries will bepermanently available on-line, on the WAF

website.

The 16 awards categories are as follows:

Civic

New & old

Culture

Ofce

Energy, waste & recycling

Pleasure

Health

ProductionHoliday

Religion & contemplation

Home

Shopping

Learning

Sport

Nature

Transport

The ExhibitionThe aim of the World Architecture Festival

is to reect the increasingly internationalnature of architecture, while also celebratingits regional roots.In addition to the awards competition andgallery, other elements of the Festival willinclude: a thematic exhibition, a live ideascharrette for architecture schools, a curatedexhibition of architect-nominated buildingproducts, city tours and social events andplenary lectures.

For further information, please contact:Rachel Knowles, FD Tamesis.

[email protected]: +44 (0) 20 7 269 9353Web: www.fd.com

ENTRIES FLOOD IN FOR THE INAUGURALWORLD ARCHITECTURE FESTIVAL

South Africas Gautrain Rapid Rail

Link Proect for which leadingproect and cost consultancy DavisLangdon provided PPP advice and actedas commercial auditors scooped aprestigious award at last months PublicPrivate Awards in London.

The proect, which won Best GlobalProect to Sign is the most ambitiousPPP proect ever undertaken in SouthAfrica and is currently the largestrail infrastructure proect underconstruction in the world, with acapital investment of approximately

US$4 billion.

Our congratulations go to Gautrainand the whole of the team on thisvery tting accolade. This was agreat opportunity to demonstrate thestrength of Davis Langdons globalreach and collaborative approach onproects, comments john Alcock,Partner at Davis Langdon. By utilisingboth our London rail/infrastructureand South African teams, we wereable to draw on our global experience

on similar proects and help deliver ahighly successful outcome.

Gautrain Rapid Rail Link is an 80kmhigh-speed link that will connectSandton, johannesburg, Tshwane andthe OR Tambo International Airport(formerly johannesburg InternationalAirport). The proect has been thesubect of extensive planning, followingfeasibility studies in the late 1990s toproduce the rst plans for a north-south and east-west rail route servingthe Gauteng Province.

The geology and topography of theGauteng Province has resulted in anumber of challenges and technicalissues to overcome but the proectis on track to complete on time. TheSandton to OR Tambo link and the linkbetween Sandton and Midrand will becompleted and tested in time for the2010 Football World Cup whilst theremaining ve stations, linking Sandtonwith johannesburg Park stationand Midrand with Hateld, will becompleted in 2011.

Davis Langdons infrastructure team isworking on a number of maor proectscurrently including: Brisbane PPPTunnel; Infrastructure Ontario and theEast London Line.

GLOBALINFRASTRUCTUREPROjECT SCOOPSPRESTIGIOUSAWARD

The new building code requirements to tsprinklers in new buildings in Lithuania isnow availabe to view onwww.eurosprinkler.org

Sprinklers must be tted to:

places of assembly with more than1,000 people

shopping centres larger than 1,500m2

warehouses larger than 2,000m2

factories larger than 2,000m2 which

store combustible goods

hotels higher than 9 storeys or 26.5m

ofce buildings higher than 15 storeys

apartment buildings more than 6kmfrom the re brigade

and underground car parks.

There are now details of similarreuirements for 20 European countries onthe website.Visit www.eurosprinkler.org

SPRINKLER REqUIREMENTS IN LITHUANIA


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LEADING ARCHITECTSKEEN TO ENTERPRESTIGIOUSEMIRATES GLASS LEAFAWARDS

Hundreds of leading and up-and-comingarchitects from all over the world

are currently submitting entries for theprestigious Emirates Glass LEAF Awards2008Now in their fth year, The Emirates GlassLEAF Awards have rapidly become the mostprestigious worldwide architectural prize,recognising excellence in architectural designand build.The Emirates Glass LEAF Awards 2008 haveeight categories covering aspects of buildingdesign.

best structural design of the yearbest sustainable developmentcommercial building of the yearinternational interior design of the yearmixed use building of the yearnew innovation of the yearresidential building of the yearyoung architect of the year.

Plus the grand prix winner.

Entry is open to all architects with an ofcein Europe and buildings can be anywhere inthe world.

Winners will be udged by a panel ofdistinguished experts from the architecturalsector. They will be announced at aspectacular Awards dinner on 23 October2008.

For an entry form and details of how toenter please visit; www.leaf-awards.comor e-mail; [email protected] date for entries 27 june 08

1.2.3.4.5.6.7.8.

At the 2008 World Adhesives ConferenceExpo in Miami, Florida in April, 2008Momentive Performance Materials(Momentive) demonstrated its latestgeneration of SPUR+* prepolymers. This

new technology for developing fast-curesealants and clear sealants based on itsSPUR+ prepolymers, can provide excellentprimerless adhesion to a wide range ofsubstrates, including glass, concrete, graniteand steel, with great exibility and weatherresistance. Momentive, the worlds second-largest producer of silicones and siliconederivatives, is already well known for itscomprehensive selection of organofunctionalSiluest* silanes, which allow customers toachieve adhesion over the entire spectrum ofsealant formulations and applications.Commitment to our customers is the

key for Momentive to build on our highlyrespected position in the market statedKasper van der Heiden, Commercial LeaderRTV & Sealants in Europe. Our products arewell known and we are proud of our veryextensive product range. Our commitmentis to continue to deliver products at theforefront of silicone sealant technology anduality and to meet the ever changing needsof our customers and their applications.Silicone Sealants are revolutionising the

technologyof adhesion andopening up advanceddesign technology, which inturn is delivering improved

performance and simplied assemblyoperations.Industries such as Construction,Transportation, Aerospace, Sports andLeisure, Medical and Electronics are relianton Silicone Sealants for an extensive range ofapplications and end-uses. Momentive haveused its pioneering and broad technologicalback-ground to innovate, develop and reneits solutions to meet todays customersneeds.Momentive offer a wide range of versatileproducts that combine high uality withvalue-added performance. These products

are characterised by: excellent weathering properties excellent movement capabilities excellent adhesion performance excellent temperature resistance excellent elastic recovery extrudable at various temperatures UV resistant.

* SPUR+ and Siluest are trademarks ofMomentive Performance Materials Inc.

MOMENTIVE PERFORMANCE MATERIALSCONFIRMS ITS COMMITMENT TO PROVIDINGA COMPLETE RANGE OF LEADING SILICONESEALANT SOLUTIONS

The 45th Edition of ASTM Standards inBuilding Codes is now available fromASTM International in print, DVD and online.The Building Codes contain more than 1,300ASTM construction standards to give youthe tools you need to design and constructbuildings that satisfy the international codereuirements established by the InternationalCode Council (ICC).ASTM Standards in Building Codes provideseasy access to the latest versions of ASTMstandards referenced by:

The International Codes published byICC;National Building Code of CanadaNational Research Council Canada;Uniform Plumbing Code and UniformMechanical CodeInternationalAssociation of Plumbing and Mechanical

Ofcials;MASTERSPEC;BSD SpecLink;NFPA5000 Building Constructionand Safety Code; andSPECTEXT Master GuideSpecications.

Copies of ASTM Standards in Building Codes,45th Edition, are available in three differentformats:1. Online Subscriptions Online Basic $1,313 for individual user(stock #BLDGSVC); $3,400 for two tove users (single site, stock #BLDGSVCX);and $4,225 for six to ten users (single site,BLDGSVCXL) Online Plus$1,576 for individual user(stock #BLDGSVCR); $4,080 for two to veusers (stock #BLDGSVCXR); and $5,070 for

six to ten users (stock #BLDGSVCXLR)2. DVD Individual Workstation $1,050 for Basic(stock #BLDGCD); and $1,260 for Plus(stock #BLDGCDR) Individual Workstation with quarterlyUpdates $1,325 for Basic (stock#BLDGCDUPD); and $1,590 for Plus (stock# BLDGCDRUPD)3. Printed Books Four volume set $948; 8,700 pages;1,300+ standards; soft cover: 8.5 by 11(ISBN: 978-0-8031-6246-4; stock # BLDG08)

Orders can be placed by contactingASTM Customer Service.Tel: 610-832-9585.E-mail [email protected]: www.astm.org.

NEW EDITION OF ASTM STANDARDS IN BUILDING CODES NOW

AVAILABLE


5/12

Maruis, the award-winning 67-storyluxury residential condo tower with anonsite boutiue hotel overlooking BiscayneBay is set to become the crown ewel ofMiami, Florida in the United States. Withdazzling ocean and city views, Maruis willbring a luxurious new lifestyle to Miamiscultural epicenter.

Alan Krause, vice president of construction,noted, The window wall and elevators are

racing to the top; the garage structure andpool amenities are near completion andconstruction is now beginning on the townhouses. We have also begun the lobbybuild out and are completing all mechanical,electrical and plumbing as we move on tonishes.Leviev Boymelgreen Maruis Developers,LLC hosted the ceremonial placing of atree at the pinnacle, and held a formalevent with city ofcials in April to celebratevarious milestones including the sales centrerelocation, model residence and double winat The Developers & Builders Alliances2007 Community Advancement Awards.The developers also announced the recentpartnerships it has established with area artsorganisations. And, in a show of communityspirit, the event featured a silent auction withcommemorative gift items from the Adrienne

Arsht Center for the Performing Arts,MAM and other emerging artists, withall proceeds beneting PapanicolaouCorps for Cancer Research atthe University of Miami/SylvesterComprehensive Cancer Center.

In addition to its soaring height, striking

architecture by Aruitectonica, originalartwork on display throughout andopportunities to engage in the richarts and culture of Miami through

uniue partnerships distinguish Maruis.The building will house 306 ultra luxuriousresidences as well as a 56-key luxuryboutiue hotel operated by RockResorts.The hotel will feature a world-class signaturespa and tness centre spanning 10,000suare feet on two levels as well as bars andrestaurants, all open to residents of Maruis.Unparalleled services and amenities alsoinclude smart building technology and a view-

commanding sky pool deck with a sunrise lappool and lagoon-style sunset pool.

MARqUIS, TO BECOME THE CROWN jEWEL OF MIAMIAccessed via the fastest private high-speedelevators in the southeast, each grand homeis directly accessed and will be outttedwith gourmet kitchens featuring all Vikingappliances, spacious master baths withDuravit and KWC xtures, eight-foot deepprivate balconies and 10-foot ceilings. Pricesrange from the $1 million to over $15

million.

Located across from the American AirlinesArena, and ve minutes from the beaches,shopping, and maor hot spots, Maruisis set to become the Crown jewel ofDowntown Miami. Its location in Park Westputs residents in the heart of a dynamicurban community home to well heeledprofessionals and freuented by the hip socialset that parties after dark at the nightclubhotspots.

The proect is on schedule for completion,

slated for spring 2009. For more information,visit www.maruismiami.com


6/12

24-25 juneCopenhagen

The International Fire Sprinkler

Association and European Fire SprinklerNetwork are ointly hosting an InternationalConference and Exhibition in Copenhagen,Denmark. The speaker programme bringstogether leading experts from around theworld to present the latest developments insprinkler technology, codes and standards.Partners are also welcome and there is a fullprogramme of visits to sites in and aroundCopenhagen, a beautiful city which will be atits very best in late june.Please see www.eurosprinkler.org todownload the registration form.

INTERNATIONALFIRE SPRINKLERCONFERENCE INCOPENHAGEN

ATKINS UNVEIL SUPER SLIM DESIGN

Leading international architecture andengineering rm, Atkins is designing asuper slim tower which gives the illusionof constantly changing its appearance withthe movement of people and the sun.

Located on the citys main artery, SheikhZayed Road, the Atkins designed P-17

makes another strong statement in addingto both Atkins and Dubais growingportfolio of landmark buildings.

Standing tall at 379 metres, the towersdarker front faade rises from the groundand twists slightly in a striking glass andsteel design. Behind the elegant form,increasingly taller blades gently splayoutwards, conveying the appearance oflayered planes which dynamically movesideways to produce a challenging, gravity-defying form.

This design intends to integratecontemporary architectural thought, withinnovative engineering solutions, says joeTabet, Head of Architecture for Atkins inAbu Dhabi.

At the mid-building level of the 77-plusstorey tower, an angled atrium cuts straightthrough the tower lling a void over severalstoreys. This atrium serves the ve-starbusiness hotel above, and hosts a group ofsupporting amenities for the 18 oors ofofces underneath. Seventy-ve servicedapartments will be operated by the hotel

to cater for the varied clientele. The top19 oors of the tower are all residentialapartments, enoying incomparable views ofDubai.

FAST FACTS

Client: Tasameem Group Location: Sheikh Zayed Road Dubai Facilities: Mixed use (17 ofce oors, ve

star hotel, 74 serviced apartments, 176residential apartments)

Total built-up area: 165,327 m2

Height: 379 metres

Tower: 81 Storeys (3B + 1 + 77 oors) Car parking block: (3B + G + 10 oors) Status: Preliminary Design Stage Construction start: November 2008 Expected completion: November 2011.

LAUNCH OFCONSTRUCTIONSECTORTRANSPARENCY(COST) INITIATIVEA global partnership scheme to tacklecorruption in the construction industrybacked by 4.4 million from the UKGovernment was launched today in Tanzania,working alongside the governments

of Tanzania, Zambia, Vietnam and thePhilippines.Many countries face real problems ofcorruption in construction, which coststaxpayers billions of dollars per year, leadingto shoddy and unsafe infrastructure.The Construction Sector Transparency(CoST) Initiative is a two-year pilot schemein partnership with governments, privatesector and civil society. CoST aims to makesure that government funded constructionproects are delivered on time, at high ualityand at a reasonable price.Parliamentary Under-Secretary for

International Development Gillian Merronsaid:Construction is a $1.7 trillion global industryannually, with billions per year lost due tocorruption. By participating in this initiative,governments are sending a clear messageto the construction industry that they arecommitted to strengthening transparency andaccountability and stamping out corruptionwithin the industry. This will lead to betteruality infrastructure, which in turn will helpeconomic growth and reduce poverty.The design for the CoST initiativefollowed a consultation process with

developing countries, civil society andindustry. the Department for InternationalDevelopment (DFID) along with the WorldBank and the CoST Secretariat led byPricewaterhouseCoopers LLP, will supportpilot countries implementing the scheme.


7/12

SPRINKLER SAVESELDERLY RESIDENT

Tore Solberg reports from Norway thaton 31 March at 09:57 the police inBergen received an automatic re alarm callfrom the Astveit care home. The re brigadearrived within ve minutes and found that asingle residential sprinkler had extinguished

the re. The seventy-year-old womanwho lived in the care home apartment hadmanaged to walk outside and was safe. There had started in her bedroom. Thanks tothe rapid extinguishment by the sprinklerthere was little damage.

In 2007 Norway installed over 70,000residential sprinklers, protecting over 20% ofall new dwellings. In total Norway installedover 500,000 sprinklers, or one for everyeight Norwegians.

Santa Fe International Conferenceon Creative Tourism, A GlobalConversation, brings theory to life duringconference on developing creative resources.Registration is now available online atwww.santafecreativetourism.com for theSanta Fe International Conference on

Creative Tourism; the rst UNESCO*Creative Cities conference of its kind inNorth America. This international gathering,taking place September 28 October2008 in Santa Fe, New Mexico, will bringtogether the founders of the creativetourism movement with leaders of creativeindustries and real-world practitioners in anexperientially-based learning environment.The goal of the conference is to teachparticipants how to develop creativetourism as an economic asset in their homecommunities.

Learning printmaking at Paula RolandWorkshopsDelegates will spend their mornings inconversation with industry leaders whileafternoons are reserved for participatingin a variety of activities that characteriseSanta Fes culture and exemplify exactly howcreative tourism is implemented on a locallevel. Preparing local cuisine at the SantaFe School of Cooking, making adobe bricksto be used in the restoration of the SanMiguel Mission in Santa Fe, turning clay intoart at the Heidi Loewen Porcelain Gallery,creating pastel and watercolour paintingsin workshops led by the Georgia OKeeffeMuseum, and exploring the historic weavingcommunities of Northern New Mexico andpracticing traditional bre art techniques area few examples of what is in store.Workshop instructors and presenters at theconference include a whos who of leadersin contemporary community development,including the founders of the creativetourism movement, Greg Richards andCrispin Raymond, international authority oncreativity Charles Landry, executive directorfor HandMade in America, Becky Anderson,

founder and president of Partners for

Livable Communities, United States, RobertMcNulty, and many more.

Work in progress at Espaola Valley FibreArts CentreBroadly dened as engaging travelers ina communitys traditions through activeparticipation, creative tourism provides ameans for economic growth to destinations

offering visitors an authentic experiencethrough personal involvement. Participativelearning in the arts, heritage, or specialcharacter of a place provides a connectionwith those who reside there and create itsliving culture.The conference has been developedspecically for those wanting to increaseeconomic development, ob growth, andcultural preservation by actively engagingvisitors with their destinations creativeresources. Creative entrepreneurs, cityand urban planners, tourism professionals,community leaders, municipal economists,

creative industry developers, educators,cultural experts, and artists will all benetfrom the skills learned during this uniueparticipative conference. Register nowand oin us in Santa Fe to learn how yourcommunity can make the most of its creativeresources.The Santa Fe International Conference onCreative Tourism is organised by the City ofSanta Fe in collaboration with the UNESCOCreative Cities Network.

For Information from SandyVaillancourt. Tel: 505-577-2472. E-mail:

[email protected]

EXPERIENTIAL LEARNING IS KEY TO UNESCOCREATIVE TOURISM CONFERENCE

The International Code Council and theNational Association of Fire EuipmentDistributors (NAFED) are oining forcesto develop new certications for reeuipment technicians. The Code Council/NAFED Technician Certication Programcombines the organisations technicaland exam preparation expertise to meetindustry standards for testing programs.

When complete, the groups will offer FireExtinguisher Technician certication andPre-Engineered Fire Extinguishing SystemsTechnician certication.

To be sure that re extinguishers servethe functions intended by the InternationalCodes, it is necessary that they bemaintained by qualied individuals. The newexams and joint certications will be availablefrom 1 July . All individuals currently certiedby NAFED will receive new certicates withthe Code Council and NAFED endorsement.

www.icsafe.org

NEW CERTIFICATIONSTEST FIRE EqUIPMENTTECHNICIANS

Getting credible evidence on the origin oftimber and timber products was a keymessage to Chinese plywood and ooringproducers at a recent six day EuropeanTimber Trade Federation Road Show toShanghai and Pizhou.The Road Show, sponsored by the UKDepartments for International Development(DFID) and Environment, Food and RuralAffairs (DEFRA), was designed to giveChinese producers a better understanding of

the reuirements of European markets. Atthe same time the visit allowed European andChinese trade associations to discuss howbetter co-operation and knowledge transfercould help their respective members benetfrom opportunities in the environmentally

TIMBER TRADE FEDERATION MEETS CHINESE PRODUCERSdiscriminating European arena.At a series of factory visits and one-to-one meetings with European buyers,Chinese suppliers heard rst-hand whatenvironmental steps they needed to taketo ensure market access and to gain betterprices. These included ensuring that plywoodface veneers sourced from Russia or tropicalcountries were, at the very least, comingfrom known sources. They were encouraged,by using such programmes as the Timber

Trade Action Plan (TTAP), to obtain credibleverication of the legality of the source;and ultimately progress towards sourcingcertied sustainable timber. The TropicalForest Trust (TFT) China team played a keyrole in organising the event and sharing their

experience to date with legality vericationin China.Progressive Chinese companies were alsoable to demonstrate the signicant stepsthey had taken to source their productsfrom known legal sources. They alsodemonstrated the environmental ualities ofplywood core material such as fast-growingpoplar and eucalyptus, now growing in vastuantities across the Chinese countryside.

More information about the TropicalForest Trust can be found atwww.tropicalforesttrust.comMore information about the TimberTrade Action Plan can be found atwww.timbertradeactionplan.info


8/12

Abstract

The built environment is an integral partof the infrastructure necessary forhuman survival. Current concerns over theenvironmental sustainability of our biospherefor future generations are being scrutinisedon the fringes of higher education. Whatrole does higher education play in creatinga more environmentally sustainable future?How much does the curriculum focus onthese relationships? and, therefore, howmany graduates leave the University ofMalaya environmentally literate? How willthey function when they leave and facethe real world? What will they take withthem to teach their clients, colleagues,their own children and grandchildren aboutenvironment sustainability?

Having all these uestions, it is seen thatthese relationships present a challenge tothe educationist as well as to the studentsof Built Environment to reconcile theenvironmental aspects as part of the builtenvironment. How then might we in thehigher education address these concerns?

The focus of the paper is mainly on theteaching approaches of academics of a publicuniversity in Malaysia, specically on theintegration of environmental sustainabilityinto the subects offered. This relates to the

development of the students awareness,perceptions of environmental sustainabilityand the issues at stake with the intention toset a structured integration of environmentalsustainability through subects related tothe various aspects of the built environmenteducation.

KeywordsEnvironmental Education, Sustainability, BuiltEnvironment, Malaysia

1.0 IntroductionAs the worlds population increases, the

energy and other resources found onearth will be in short supply. Unwarrantedenergy wastage, global warming and greenissues are matters of serious environmentalconcern to all. Unfortunately, negativeimpacts on the ecosystems now play avital role in the decision-making of theConstruction Industries. In nearly allenvironmental contexts found on earth, thebuilt environment is an essential part of theinfrastructure necessary for human survival.All buildings professionals , architects,planners, building surveyors civil andstructural engineers as well as mechanicaland electrical engineers and others in thebuilding industry should be involved in issuesrelating to the environmental sustainability.The activities of the members of thebuilding profession are both part of theproblem encouraging premature product

obsolescence, product proliferation, materialconsumption and associated pollution,and part of the solution proposing moreefcient products and services, communityregeneration and individual empowerment.

Architects, in most areas have a crucial rolein managing their design process and phaseby taking consideration of all environmentalissues and how to respond to them[1, 2,5,17,18]. Thus, the potential for thebuilding professional to effect positive changeis signicant and widely acknowledged.

Unfortunately, this has remained largelyuntapped both within the constructionindustry and education, with students rarelyintroduced to environmental sustainability

during their higher education experience [1].The common dilemma for us now is whetherMalaysian universities, are actually preparingthe next generation of building professionalswith the reuired skills to deal with thenew demand and how best they can manageto balance the interconnections betweenecological considerations and man-madedevelopment? While information on designfor environmental sustainability does exist, itis in general, abstract, limited, dispersed andnot in a language accessible to the buildingprofessionals.

There are several areas of emphasis inmost denitions of sustainability: long-termviews and a balance between environment,social ustice and economy. However,current concerns over the environmentalsustainability of the built environmentfor future generations of humans arebeing scrutinised on the extremes of thehigher education complex. How much ofthe education syllabus focuses on theserelationships, and, therefore, how many ofthe graduates are environmentally literate?What role does higher education play increating a more environmentally sustainable

future? What responsibilities do educationistshave for the current decline in ecosystemsaround the globe?

Like environmental issues, architecturaleducation is by nature interdisciplinary.When interdisciplinary studies exist theyare freuently among different disciplineswithin a larger eld [8]. Therefore, thosechallenges cannot be met by peering throughthe lens of any single discipline.

How then can the educationist in highereducation address these concerns? Thus,through all the uestions posed and theinterrelationships, present a challenge tothe educationist and the students of buildingprofessional to reconcile the environmentalaspects as part of the built environmentcontext.

2.0 Sustainability as an interdisciplinaryapproachBoundaries between disciplines arebreaking down. One must realise that mostof the trouble stem from neglecting theinterconnectedness of knowledge and theinterdisciplinary character of all real-worldproblems.

One of the uniue features of the BuildingProfession is its interdisciplinary nature,ranging as it does through so many aspectsof built environment studies civil andstructural design, construction, materialsengineering, building services, environmentalcontrol issues , urban planning, nancialconsiderations, historical rebuilding andpreservation, landscaping, social and

environmental issues, building professioneducation and research, as well as all sorts ofcreative links with the arts, communicationsand entertainment.

Another dominant feature is its inherentability to provide a necessary interfacebetween human activity and the physicalenvironment. These features havecontributed to making the buildingprofession studies a productive ground forthe application of recent pedagogical andtechnological trends and innovations ofsustainability issues in environmental design.

The students of the building professionshould learn in such a way that they come tounderstand the interdependency of all eldsand are capable of working within a complexand changing profession for the bettermentof the built environment. For example, designfor environmental sustainability crossesvarious disciplines. In an environmentalsustainability context, building professionalspotential contribution is an unied theoryof human settlement that relates to allscales large scale bioregions, cities,neighbourhoods, urban fabric and ultimately

to individual buildings and open spaces.

The compartmentalised world of differentdisciplines and different systems worksagainst the notion of an integrated theory.People who work on human settlementsshould have a common core designeducation, before specialising in variousdisciplines. Common core design educationparticipants would include architects,building surveyors and engineers workingon transportation, soils, hydrology or civilengineering; landscape architects, planners,and natural scientists or environmentalists.As Stanford Anderson points we need notexpect or look for absolute, positive basesfor environmental knowledge, providing anintellectual foundation of sufcient breadthreuires integration with other departmentsand elds. It is to be understood that

ENVIRONMENTAL SUSTAINABILITY ISSUES IN THE EDUCATION OFBUILT ENVIRONMENT PROFESSIONALS AT THE UNIVERSITY OF MALAYABy Assoc Prof S P Rao, Prof Ezrin Arbi, Ms Helena Hashim, Ms Aniza Aziz & Ms. Norhayati Mahyudin


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Economic dimensionsof sustainability Environmentaldimensions ofsustainability

Social dimensions ofsustainability

Creation of newmarkets andopportunities forsales growth

Cost reductionthrough efciencyimprovements andreduced energy andraw material inputs

Creation of additionaladded value

Reduced waste,efuent generation,emissions toenvironment

Reduced impact onhuman health

Use of renewableraw materials

Elimination of toxicsubstances

Worker health andsafety

Impacts on localcommunities, ualityof life

Benets todisadvantaged groupse.g. disabled

Source: Sam H M Hui 2002, Sustainable Architecture and Building Design in

http://arch.hku.hk/research/BEER/sustain.htm

Table 1: Dimensions of Sustainability

architectural education should start withliberal education and with people learningnot specically architecture as a trade, butunderstanding the economic, political, socialand cultural context in which they exist. Toaccomplish this, the main focus of a buildingprofession education program should notonly provide students with the ability tosolve task-oriented and highly specicproblems because design itself is not a plug-and-chug activity. There are no pre-set rulesand there is no one right way to design.Students will have to think for themselves byproviding them with a rigorous intellectualfoundation. The building profession studentsshould become a generalist with the abilityto make connections between the manyfacets of architecture.

To accomplish this, one must have a broadeducational background that covers awide range of topics and disciplines. Assuch, educationists should strive to create

programs of building professions with abroad foundation in the liberal arts andsciences. Students can then bring what theylearn in their general education classes andapply them to their studies.

Also important is the need to integrate thecoursework into design activities. Takingarchitectural programme as an example,studios can no longer stand alone as thekeystone of the programme. Students donot use the studio as the place to bringtogether all the information that they havegained in other courses. Educationist cannot

expect students to integrate what they havelearned when the educators themselves, failto emphasise the importance of developingan integrated design process. Educators willhave to encourage their students to be moreconcerned with mundane considerationssuch as: How much does it cost? How willit affect its users? Will it stand up? Howdoes it relate to its surroundings? What isit made of? What impact does it have onour environment? These uestions cannotbe ignored but to focus on creating acurriculum, which is a well-designed packageof integral components each of which serve

in the capacity of the others. Educationistsmust adopt a model of a building professioneducation in which the sustainability issuesare presented in terms of their theoreticalfoundations and their architecturalsignicance in a manner that is integral to therest of the curriculum.

3.0 Environmental educationIt is estimated that construction, habitation,maintenance and demolition of buildingsaccounts for almost 30 per cent of all energyconsumed in Malaysia. The ecological healthof our environment is profoundly affectedby the design of our built environment[16,18]. Despite the obvious need for moreenvironmental education in the schools,many building professional faculties simply donot care enough about the issues or cannotnd ways to integrate a new pedagogical

focus into the education syllabus. Studentsshould start to develop their fundamentalunderstanding about sustainability on theenvironmental aspects in the early stage ofeducation. Bringing environmental educationinto the education syllabus cannot be fullyaccomplished without a commitment toachieve an understanding of environmentalsustainability itself, what it is and how theeducationist can contribute to it.

The understanding of environmentalsustainability moves beyond merely trainingprofessionals to design buildings, but totrain the whole new groups of students asit were, from ground up and examine therole of building professional education in theprocess. In other words, the awareness ofthe environmental sustainability should beinstilled and inculcated to each and everystudent in order to achieve the best.

Basically, the idea of environmentalsustainability is to leave the Earth in as goodor in a better shape for future generationsthan we found it for ourselves. However,by looking into Malaysian environmentalpicture, several incidents have clearly shownthat the catastrophic conseuences of allthe environmental problems due to theimbalance development growth can causedevastation to the environment and broughtmiseries for the people and landscape.

See Table 1: Dimensions of Sustainability

Mitigating all these negative impacts on the

environment has proven to be costly and insome cases the damage was beyond repairand they became the hidden cost to lossof productive time and a threat to generalhealth of the residents. Therefore, it isthe educationist collective responsibilityto instill awareness to all students withthe intention that they can preserve theenvironment, and therefore, there can be abalance and harmony between nature andhuman beings. This should be reasonableenough for educationists, students and those

outside who are involve in the constructionindustries to be aware of the impact onour environment and health brought on bythe current practice of technology. Thus,change in human attitudes, foreseen by theacceptance of the concept of environmentalsustainability and sustainable development,depends on a vast campaign of highereducation for the students of architecture.

4.0 Integrating EnvironmentalSustainability into the Education of BuildingProfessionalsVision 2020, the ultimate dream for Malaysiato be a fully developed country, putsemphasis on environmental sustainabilityreuiring Malaysia to ensure that valuablenatural resources are not wasted.Nonetheless, Malaysia has strived for acloser match between the needs of theenvironment and those of development.Therefore, the integration of environmentand considerations in development planningmust go beyond the rhetoric. Prone to this,the environmental considerations mustincreasingly be integrated with developmentplanning and design as well as with thebuilding professional education syllabusplanning [24].

However, to design a structured syllabuswith these goals in mind is not an easyor simple task. At this point of time, thestudents might not have the capability totruly build sustainably, but they can beginto ask the right uestions and to factormore information into their decision-making

process. To meet structured architecturaleducation syllabus reuirements and atthe same time focus on a broad range ofenvironmental impacts, we need to thinkstrategically.

Building education has often emphasisedeconomy of means with emphasis onelegance, beauty and balance. Now thisapproach must expand to include designfor living within means of understandingenvironmental aspects mentality and ethic.


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For that reason, a studio based learningshould not be the be-all and end-all of aneducation system. The ultimate goal ofthe building professional education systemshould not be to merely train the students,but to help students see the vast potentialfor interrelations between ideas anddisciplines, to encourage them to confrontall new problems of design, to generatea spirit of cooperation and intellectualrespect for others (environment, social andeconomy), that will ultimately help themwork in professions that reuire collectiveinput [12].

Apart from that, the concept of educatingis not ust teaching and explaining, it isthe contents taught that is of utmostimportance. The educationist need toeducate design students not only in thetechnical skills essential to the practiceof their profession, but also to induce anunderstanding of a greater goal that must

eventually be shared by the whole culture that of creating an environmentallysustainable society. The educationist hasto allow for such a mindset that it has toprepare younger designers to accept theneed to aim for environmental sustainabilityas a basic design reuirement for productsand processes.

We now live almost totally in a designedenvironment [1,19]. As stewards of thisenvironment, architects [2,5] are urgentlyneeded as intellectual leaders who mighthelp formulate new visions of place, and

clarify the actions that will preserve thenations uality of life for generations tocome. It should be imperative to createone or more subects that would introducethe beauty of architectural ideas interms of environment and the underlyingphilosophies that will later affect all theirdesign work.

5.0 Teaching of Sustainability toArchitecture students in the University ofMalayaThe architectural curriculum in theUniversity is based on Design as a vehicle

for integration of all the taught subects.During the rst three years of theircourse the students are given inputs onenvironmental physics, building structures,building materials, and construction aswell as building services. The Faculty isimplementing problem based learningin most of the subects. As part of thisexercise, students are set to solvepractical problems, which would involveenvironmental sustainability issues. Thestudents are encouraged to be proactivein their research and presentations.The students are taken on eld tripsand practicing architects are invited tothe studios to show how they tacklesustainability issues. The Faculty is fortunateto have Prof Ken Yeang and Dr HiasKasturi, who are noted for their ecologicaland environmentally sustainable buildings.

The Universitys research facility onrenewable energy is to be used as a testbed to test new ideas in the future. Thefacility is being used at present to monitorthe performance of some of the buildingintegrated photovoltaics. The students areencouraged to have meaningful discoursesin the studio setting for achieving anenvironmentally sustainable building.

In year three one of the assignmentsencourages the student to include the passiveand active architecture aspects in theirdesign showing the cause and effect of thesustainable features chosen to the occupantby doing virtual studies of their proposal.They are also exposed to site visits to theinternationally known Low Energy Buildings.

6.0 Building Analysis & ReportOne of the strategies adopted by theDepartment of architecture in its effortto achieve integration is through the

introduction of a special subect calledBuilding Analysis & Report in year three,which is introduced in semester six, thelast semester of the rst tier programme.As expressed in the name, it consists oftwo parts combined together in our effortto maximise the possibility of fulllingthe overall goal of integrating the varioussubects.

To achieve the goal, this subect has beenformulated with two obectives:

to train students in making criticalassessment of an existing building from

various aspects, covering site suitability,structures, environmental physics,method and detail of construction, useof materials, building services, landscape,etcto give guidance in the preparation ofa technical report that will accompanytheir Comprehensive Design Proect,covering all the above aspects.

In consonance with the obectives, thesubect combines the following twocomponents:

Component IThis component is a group work, for whichstudents are divided into several groups,each comprising 4-6 persons. The formationof the grouping takes into considerationethnic, gender and individual performanceof the student to ensure that all the groupsare more or less of similar composition andstrength. Every group is reuired to selectan occupied building of not more than fourstoreys high of acceptable complexity, whichmust have been in use not less than one year,since brand new buildings are consideredunsuitable for this exercise. After theirchoice has been approved, students haveto make a critical analysis of the building,covering all the above mentioned aspects.

As a general guide to write the report, theyshould respond to the following uestions

1.

2.

and instructions, which by no meansexhaustive:

Explain briey the function of thebuilding you have chosen.Is it appropriately located on site interm of orientation and context?Look at pedestrian movement, car parksand landscaping and give comments.How does the building respond to thetropical climate?Is the structural system suitable for itsfunction?What do you think of the constructionof the building?How about the choice of materials?Study the engineering services usedin the building including plumbing,electrical, mechanical, re preventionand ghting systems etc., their strengthand weaknesses?What would you suggest to improve thesustainability of the building?

Do you nd any serious defects onthe building? Is it because of theinappropriate choice of materials orfaulty detailing?Generally, give your suggestion toimprove this building.

The Building Analysis exercise reuiresan holistic and comprehensive approach,which will inevitably touch on design issues.However, it is not meant to be a designanalysis per se.

Students progress is monitored through

weekly seminars and they are reuired tosubmit their report at the end of the seventhweek. The product of this exercise will bein the form of a detailed report containingthe building records, such as drawings,photographs, sketches, and an analysis thatcritically describes the co-ordination andintegration of various aspects of building withthe plans and elevations.

Students are also reuired to givesuggestions for the improvement ofconstruction details that they consider tohave caused problems or undesirable effects

to the building performance and users.The analysis should contain not less than5,000 words, complimented with picturesand sketches with proper annotations. Thepowerpoint version of the report will beused by each group in presenting their workin a series of seminars conducted during thesecond half of the semester.

Component 2This is an individual piece of work in theform of a Technical Report that everystudent shall prepare during the second halfof the nal semester and hand in at the end

of the 15th week. Having gained experiencefrom the preparation of Building Analysispreviously, he/she is expected to be able towrite the report that will complement his/her Comprehensive Design Proect (BAEA3276) which is meant to be the culmination


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of his/her proect solving ability at Part I LAMlevel.

The report shall contain:

Site analysis and site studies;Project brief/Client brief;Compilation of initial sketches, concept/intention, massing and photos of initialmodels;Summary of relevant clauses in UniformBuilding Bye Laws related to yourbuilding needs:Building purpose group, travel distance,DEL, re ghting appliances, etc; andLocal Authoritys guideline concerningplanning, plot ratio, plinth areas, parkingrequirements;Calculation of plot ratio, plinth areasand parking reuirement of yourproject;Land use diagram, site planning andlandscape;

Building services: water, electricity,andelectronic, sanitary, telephone, lift andescalator, solid waste disposal system,etc.(Drawings must be in ACAD).Structure and Elevation studies;Interior design;Photos of nal model in context.

7.0 RecommendationsMalaysian Higher Institutions need toprepare new professionals who are ableto feel comfortable in a multi-disciplinaryframework. Such an approach would enablethe building professional graduates to apply

their learning to the needs of real worldproblems as well as to the people. Cross-disciplinary education enlarges the studentsawareness of issues and methods beyondtheir own disciplinary enuiry, enabling themto explore the interrelations of these issuesand methods, and encouraging students toregard their own studies in a broader socialand ecological perspective.

Therefore, it is important to make studentsaware that their profession is responsiblefor the environmental problems and thatthey can contribute to a healthy global

environment by practising sustainable design.

The critical moment for a student is the rstday of study, the time when the mind is openand receptive to new ideas, before stagnationgets in. Therefore, the educationist shouldget to the students minds rst before anyoneelse, so that the student can be encouragedto develop their creative imaginationsand sensitivities. It is much easier to instillan environmental consciousness at theformative stage of education rather than inthe later stages.

The educationists too, need to create anunderstanding of how buildings can bedesigned for the environment. For thispurpose, a building should be understoodas an ecosystem through which natural andmanufactured resources continually ow. It

is important to understand that a buildingaffects and pollutes the environment on boththe input and the output side.

Case studies of representative buildings,both successful and unsuccessful, can beeffective teaching tools to enrich studentslearning. For example, choose case studiesthat illustrate:

A range of different building types designedunder different physical and social context

The ways fundamentals principles of designhave an impact on the environment

Original design concepts, procurements ofbuilding materials, consideration givento the construction process and variousbuilding performances during operation.

Apart from that, students should have theskills and knowledge bases to seek andnd sustainable design solutions. It alsointroduces methods and techniues rangingfrom vernacular architecture, site planning,building design and specication of materialsto the recycling and reuse of architecturalresources in design. Rather than teachinga set of specic skills, educators need todevelop the students abilities to explore,assess and pursue various alternatives forenvironmentally sustainable designs.

Therefore, environmental education shouldprovide experiences of problem solving,decision-making and participation, withconsiderations based on ecological, political,economic, social, aesthetic and ethical

aspects. It should also promote changesin attitudes and behaviour that might helpsolve existing problems relating to theenvironment and to avoid generations ofnew ones. The ultimate aim is for studentsto have a responsible attitude towards theenvironmental sustainability of the Earth, anappreciation of its resources and beauty andan assumption of an environmental ethic.

Furthermore, it has been suggested on awide global scale that in order to achievethis aim; every educational institution needsadeuate arrangements for planning and

implementing coherent and progressiveprograms of work with appropriate teachingand learning tasks.

8.0 ConclusionsStudents from the built environment facultieslive and work in a world where informationfrom several disciplines must be integrated.Therefore, a new approach of educationsystem must prepare a student in multi-disciplinary thinking and application toguarantee more sound problem-solving basedupon an individuals ability to relate multipleand related issues. The university has a

responsibility to increase the awareness,knowledge, technologies and tools to createa more environmentally sustainable future.Undeniably, integrating environmentalconcerns into the building professionaleducation system is a difcult process,

but awareness on the importance of theenvironment is highly needed. Deliberately,no human activity can occur without someconnections to the environment. For thatreason, the higher institution must take along-term view of thinking far into the futureand environmental conseuences.

9.0 References[1] Ali Khan, S. 1996, Environmental

Responsibility: The Rural EnvironmentReport. Pluto Press

[2] Bay j H, Philip, Sept 1998, Possibleobstacles in Environmental Design,journal of the Southeast AsianArchitecture, Vol 3, No.1, Singapore.

[3] Brian W Edwards, 2003 Sustainabilityand Building Design, Power pointpresentation on the Internet.(http://www.suns.org.uk/Documents)

[4] Charles j. Kibert & Alex Wilson. Dec2000. Reshaping the Built Environment:Ecology, Ethics, and Economics. IslandPress; ISBN: 1559637013; 1st edition.

[5] Corominas, j and Fleming, P D., june2002, Education on sustainable energyin the EU, Proceedings of the WorldRenewable Energy Congress, Ed. Prof. AliSayigh, Cologne.

[6] David Lee Smith, 1987. IntegratingTechnology Into the ArchitecturalCurriculum, Journal of Architectural

Education. XLI:1, Crosbie,

[7] Esa Mohammed, 2002 Globalisationand Liberalisation : The Architectschallenge, Majlis Pepperiksaan Senibina,Lembaga Akitek Malaysia, Kuala Lumpur,Malaysia.

[8] Esmond Reid. April 1988.Understanding Building: AMultidisciplinary Approach. MIT Press,Reprint Edition

[9] Farmer, j. April 2000. Green Shift:

Changing attitudes in Architects to theNatural World. Butterworth-HeinemannPublisher, 2nd Edition.

[10] Gue, S S and Tan, Y C. july 2002,Mitigating the risk of landslide on hill-sitedevelopment in Malaysia, 2nd Worldof Engineering Conference, Sarawak,Malaysia, pp 1-10.

[11] Ismawi H. Zen and Abdul HaseebAnsari, 2004. Land use planning andSustainability: An Environmental viewpoint, Chapter 1 in Sustainable built

environment through managementand technology Ed. Khairuddin A Rand Abdul Azzez K H , Kuliyyah ofArchitecture and Environmental Design,International Islamic University ofMalaysia, ISBN 983-2957-08-07.


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[12] james Wines. May 1997. TheArchitecture of Ecology. john Wiley &Son Ltd Publisher.

[13] john Doling, 2003. Sustainablehouse ownership: Western experiences,Proceedings of 1st APHR conference onHousing and Sustainable development,Kuala Lumpur, Malaysia, pp 107 118

[14] john Kunz, RaymondLevitt and Martin Fischer,2003, Management andleadership educationfor civil engineers,Center for integratedfacility engineering,Working paper #WP 079, StanfordUniversity, USA

[15] Kalpanis, S et al.,june 2002, A European

M.Sc course on Solarenergy: technology andmanagement, Proceedings ofthe World Renewable EnergyCongress, Ed. Prof. Ali Sayigh,Cologne.

[16] Ken Yeang, 1996, The skyscraperbio climatically considered- A designprimer, Academy Editions, London.

[17] Narayan Swamy, R. May 2001.Environment, Sustainability and Durability- The triple challenges to the constructionindustry and the education of civil/structural engineers, International journalof Engineering Science and Technology,

Vol 1, No. 1, pp 1 12, Kuala Lumpur,Malaysia

[18] Ofori, G.and Ho L.K TranslatingSingapore architects environmental

awareness into decision making, J Bldg.Research & Information 2004 v32 no 1,pp 27-37

[19] Orr, D. September 1994. Earthin Mind: On Education, Environment,and the Human Prospect. Island Press,Washington, DC.

[20] Rao S P and Zunaibi Abdullah,2003 Use Of Internet As A Tool For

The Delivery Of State-of-Art InformationTo The Architecture Student In TheStudio Proceedings of the Associationof Southeast Asian Institutes of HigherLearning (ASAIHL), InternationalConference 2003, Universiti MalaysiaSabah, Kota Kinabalu, Sabah, Malaysia,28Sept - 1Oct 20

[21] Riffat, S B and Smith, S.j, june 2002,

Sustainable technology for the BuiltEnvironment, Proceedings of theWorld Renewable Energy Congress,Ed. Prof. Ali Sayigh, Cologne.

[22] Sitarz, D (Ed), 1993. Agenda21: The Earth Summit strategy tosave our planet. Boulder, EarthPress.

[23] Victor W. Olgyay, AIA. Dec1998. Integrating Sustainable

Design Into ArchitecturalEducation. (Online) Available: http://

eg.lib.uidaho.edu

[24] Zeeda Fatimah Mohamad, 2001.Curriculum: Implementing education forsustainable development at University ofMalaya, v5, No. 1, Dec 2001, J. ULSF,Washington, DC, USA, 8 pp.

Further information from theCenter for Euatorial SustainableDevelopment, Faculty of the BuiltEnvironment, University of Malaya,

50603 Kuala Lumpur Malaysia.E-mail: [email protected]: (+6017) 3988 319Fax: (+603) 79675713

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