Taking environmental engineering out of the laboratory

Environmental engineering is a core component of most construction and surveying undergraduate courses. It is generally accepted that students on these courses should have an understanding of thermal comfort, heat transfer, condensation, lighting, noise transmission and acoustics. Experiments are essential in developing students’ awareness and understanding of the underlying physical concepts which drive environmental engineering solutions. Traditionally these experiments have been conducted by students working in small groups in laboratories. However, increasing student numbers and, in particular, the growth in part time study, have placed significant additional demands on limited laboratory resources. The availability of reasonably priced, simple, hand-held equipment has made it possible for students to conduct experiments outside the confines of the laboratory. Furthermore, various professional software packages (some of which are freely available online) enable the resultant data to be further developed and analysed in conjunction with the conventional textbook approach. This paper examines these alternative approaches to the traditional laboratory experiment. An assessment is provided of the types of experiment which are both possible and appropriate, and the efficacy of these approaches is considered.

Understanding urban freight activity: key issues for freight planning

Using information gathered from some 30 UK surveys undertaken over the last 15 years, this paper provides planners with an understanding of road-based urban retail freight transport activity. The findings suggest that the average High Street business could expect up to 10 core goods and 7.6 service visits per week, in non-peak trading periods with 25% additional activity during the build up to Christmas. Vans (‘light goods vehicles’) were the dominant mode, responsible for 42% of delivery activity with a mean dwell time of 10 min. Where possible, load consolidation should be encouraged by methods such as Delivery and Servicing Plans and using out-of-town freight consolidation centres to bring in goods over the last mile in shared vehicles. Where this is not possible, loading bay monitoring and control, and preferred lorry routes can help manage the movement of vehicles in and out of dense urban areas. Service vehicle activity is a significant contributor to urban freight movements and often requires vehicles to be parked close to the premises being served. Centrally coordinating elements of service provision (e.g. for cleaning, equipment maintenance, recyclate collection), or providing improved, more flexible parking provision for service vehicles could be as or more beneficial in reducing overall freight impacts than focusing on core goods deliveries. In the case of the latter, ‘pay-as-you-leave’ car park charging systems could encourage short-stay service vehicles to park off-street.

Managing the transition to work: the role of the planning network in British town planning education

The development of town planning education in the United Kingdom can be traced back over at least sixty years and has always enjoyed a close relationship with practitioners, employers and the professional body, the Royal Town Planning Institute (RTPI). In order to ensure an intake of sufficient quality to a growing profession, the Institute offered its own exams until the 1980s and then initiated the current system of accrediting both undergraduate and postgraduate programmes of study. This system of accreditation emphasises the importance of relevant knowledge, skills and values as well as core and specialised studies. The vocational nature of town planning requires that graduates have the breadth of understanding as well as the practical skills in order to practice effectively. Thus accredited courses have over time developed strong links with employers and practitioners. Rapid developments in the scope and range of planning, and the skills needed to work in it, have reflected changes in public policy and growing number of agencies concerned with the built environment. The system of regular quinquennial visits to accredit courses has helped ensure that this acceptance of change has become part of the culture of planning schools.