China
Africa
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Construction industry development in China
Published in Pantaleo D. Rwelamila, Abdul-Rashid Abdul-Aziz, Improving the Performance of Construction Industries for Developing Countries, 2020
The China Building Standard Design and Research Institute (CBSI), founded in 1956, used to be affiliated with the Ministry of Construction with the name Building Standard Design Institute. In 2000, it was transformed into a technology-based enterprise under the central government, and now it is affiliated with the China Construction Technology Group. After more than 60 years of development, the institute has become a comprehensive scientific research, design, and technical service enterprise with extensive business and strength in urban and rural construction. It integrates building standards and standard design, urban and rural planning, architectural engineering design, and engineering. It is a national high-tech enterprise with general contracting, technical consultation, and product manufacturing and installation. It has a strong reputation in the construction industry and has an important influence in the country. At the end of October 2016, CBSI had a total of 936 employees (including subcompanies), among which were 155 people with various registered qualifications.
Introduction
Published in Paul Tymkow, Savvas Tassou, Maria Kolokotroni, Hussam Jouhara, Building Services Design for Energy-Efficient Buildings, 2020
Paul Tymkow, Savvas Tassou, Maria Kolokotroni, Hussam Jouhara
It is hoped that Building Services Design for Energy-Efficient Buildings will be of use to those studying at a master’s level in building services engineering and related built environment, architectural engineering, sustainability and energy subjects. It should also be of use to those studying in the final year of BSc, BEng and MEng courses in these subject areas. It is hoped that the subject matter will also be of more general use to practitioners in the field, together with architects and other building design professionals, as a useful text that brings together a broad coverage of building services design and energy efficiency matters in a single volume.
It’s all structural: Teaching construction logic with parametric modeling
Published in Paulo J.S. Cruz, Structures and Architecture: Bridging the Gap and Crossing Borders, 2019
The second year of the programs in Architecture, Interior Design and Architectural Engineering at the University of Cincinnati includes an immersion into building design and construction. This immersion lays the foundation for the subsequent coursework in building science and prepares students for their first cooperative education experience working in an architectural or engineering firm during the following academic semester. The introductory course that provides the foundation in building science is constructed with the following learning objectives: Introduce students to first principles of structure and structural systemsIntroduce students to basic materials and methods of constructionIntroduce the concepts of parametric Building Information Modeling
Developing design guidelines for university campus in hot climate using Quality Function Deployment (QFD): the case of the University of Sharjah, UAE
Published in Architectural Engineering and Design Management, 2022
Emad Mushtaha, Imad Alsyouf, Rawan Hamad, Abbas Elmualim, Aref Maksoud, Moohammed Wasim Yahia
The design requirements in this study are equivalent to the campus features. The quality characteristics are specified as the Design Requirements of the HoQ, which are identified through brainstorming and discussions with a total of 12 experts. The specialists were chosen based on their architectural and sustainability knowledge and expertise. This included nine experts from the University of Sharjah’s Architectural Engineering Department, six academic professors with expertise in architectural engineering, urban design, and sustainable design, and three engineers with expertise in architectural engineering and urban planning. Two of those selected professors are also members of UoS’s Sustainability Office. One academic professor and two engineers from the Department of Engineering Management with expertise in asset management were also included.
Teaching for innovation competence in higher education Built Environment engineering classrooms: teachers’ beliefs and perceptions of the learning environment
Published in European Journal of Engineering Education, 2020
A. R. Ovbiagbonhia, Bas Kollöffel, Perry Den Brok
Education systems in many countries aim to develop their students’ innovation competence (IC) (Beghetto and Kaufman 2013; Chan and Yuen 2014; Craft 2011; Robinson 2011; Wagner 2010), because of its importance for economic growth. The capacity to innovate, which includes creativity, is considered central to many higher education domains and is defined as a core competence for the twenty-first-century engineer (Beghetto and Kaufman 2013; Chan and Yuen 2014; Craft 2011; Robinson 2011; Wagner 2010). As in other higher education domains, IC is an important learning goal in the Built Environments (BE) engineering domain. However, what is meant by the term IC is not always clear to the teacher, as many definitions are reported in the literature (e.g. Robinson 2001; Sefton-Green and Sinker 2000). In the present study, IC is defined as the capacity to create novel, new and implementable solutions to a practical problem (West and Farr 1990). The BE domain in the present study refers to departments and areas of expertise such as architectural engineering, building engineering, building management, civil engineering, landscape and urban planning.
A review of progress and opportunities to foster development of sustainability-related competencies in engineering education
Published in Australasian Journal of Engineering Education, 2019
Cheryl Desha, Debra Rowe, Doug Hargreaves
Each discipline of engineering has additional criteria and the connection to sustainable development varies. While civil engineering and its lead society, the American Society of Civil Engineers (ASCE), specifically require programs to ‘include principles of sustainability in design’, and architectural engineering requires each student ‘Considers fundamental attributes of building performance and sustainability’, other programs and their professional societies (e.g. manufacturing and mechanical engineering programs) have no mention of sustainable development considerations in the criteria even though their impacts on the world could be quite damaging if sustainable principles are not used (ASCE 2019a, 2019b).