Conference Proceedings (Built Environment)

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Browsing Conference Proceedings (Built Environment) by Author "Ndibwami, Alex"

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    Architecture as Environment: perceptions on gender and community as determinants of comfort and energy use in buildings
    (Network for Comfort and Energy Use in Buildings, 2011-09-23) Ndibwami, Alex
    This paper investigates the extent to which notions of gender and community are expressed and promoted through materiality, spatial quality and passive design as a way to promote comfort and efficient energy use. Generally, comfort and efficient energy use may be achieved as a result of: (i) familiarity and ownership; (ii) beauty, security, safety, privacy, autonomy and interactive spaces, and; (iii) appropriate lighting, ventilation and indoor-outdoor links. Contrary to the biased/myopic sentiments that it is about women–their domestic, political, spiritual and societal role, gender is used as a springboard to promote a more community oriented agenda and consequently how the built environment ought to be shaped in that regard.
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    Lost opportunities and emerging possibilities: the place for collaboration in the built environment
    (2012-06-27) Ndibwami, Alex
    This paper is part of an ongoing study that delves into the issues that inspire and/or inhibit collaboration between built environment practitioners in Uganda. It is situated in the context of discourse on the roles of architects and other built environment professionals in contemporary global practice. The bigger questions are perhaps when to, how to, with whom to and why even collaborate? The main aim of the paper is to discuss the level and extent of collaboration in architecture practice in Uganda. This discussion has been informed by the review of existing literature on the subject, previous and on-going projects, and preliminary analyses of surveys of the architecture fraternity in Uganda. The paper reaffirms two things: (i) the need for a well collaborated view of the built environment and architecture’s role in this regard; and (ii) the opportunities in collaboration that architecture practice in Uganda ought to seize in order to realise socially responsive and environmentally friendly architecture.
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    Rural (low income) housing: inspiring communities to shape their future: Paper presented at PLEA 2015 Conference
    (PLEA, 2015) Ahimbisibwe, Achilles; Ndibwami, Alex; Niwamara, T
    This paper details patterns of energy consumption for domestic buildings in urban areas of Uganda. The paper shows the range of energy sources employed by households, the level of consumption of energy, as well as common appliances and equipment in use. The findings suggest strong demand for energy, but largely from solid fuel sources with most households making use of firewood or charcoal for cooking. While currently low by world standards, electrical energy use was largely for lighting and entertainment. Efforts at increasing access to electricity to reduce pressures on dwindling forest resources, although a noble goal, has significant challenges, linked to limited and erratic availability of electricity, approaches to building design, as well as lifestyle transformations that contribute to a growth in energy demand. The study itself contributes to discourse on energy use and energy efficiency in buildings, filling the gap in the availability of information and geared to informing future policy and interventions.
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    To Build or Not to Build: Going Live is [Not] Just Being Practical!
    (Association of Architectural Educators, 2014) Ahimbisibwe, Achilles; Olweny, Mark R. O.; Ndibwami, Alex; Thomas, Paul; Lubingo, Mathieu; Katta, Jude
    Increasingly students and faculty alike are calling for a “hands-on” approach to architecture and building construction as an integral part of the architectural education. Schools of architecture have implemented courses to address this need, notably: the Harvard Graduate School of Design's 'Project on the City’; the design-build ‘Rural Studio’ run by Auburn University; and the Over-the-Rhine Design-Build Studio out of Miami University. Such activities are considered a good way to enhance problem-solving skills, dealing with client groups, working with different materials, construction techniques and methods, and preparing students for future practice. The courses run largely in parallel to the established design studio, mostly as electives or summer courses, but nevertheless, present as a ‘tectonic shift’,1 moving from the traditional structure of architecture education, based largely on the studio, with associated support courses, to an approach that seeks to supplement the learning through interactive projects that expose students to a range of experiences to enhance the architectural education experience. Regardless of the significance of these moves internationally, there has been only limited penetration of this approach in architectural education in East Africa. In the context of East Africa, the studio is regarded as being where students demonstrate their creative abilities, viewed as designing flamboyant buildings, often without any real sites or context to deal with - in effect, poor imitations of the real world. The notion of ‘practical’ gets lost within the context of architectural education as the nurturing of individuals who are ‘Master Builders’ or ‘Experts’, but not versed in the actual production of architecture, and how to respond directly the needs of clients. A perennial plea from applicants to the architecture programme at Uganda Martyrs University (UMU) is to join a ‘practical programme’. This indicates a demand for something more, or different, from architectural education, although it does raise a question: ‘what does practical mean in the context of architecture education?’ From a practice point of view, this suggests practice-ready graduates. However, with students only exposed to limited architecture practice as part of their educational experience, this raises two questions; how do students acquire the necessary skills to enhance their educational experience, and more significant, what is the purpose of architectural education? This is important with regard to future practice in the context of an unknown future. The lack of engagement with practical courses makes teaching of architecture somewhat difficult, with students generally unable to seek innovative solutions as a consequence. Thus, there is a need to engage students beyond mere book knowledge as part of their architectural education. A design-build workshop, hosted by Uganda Martyrs University (UMU), was to introduce students to some practical aspects of architecture, in this case through the use of research on poured earth construction. The three main objectives of the workshop were to: expose students to the nature of materials; engage with a learn-by-doing construction approach and; to educate in collaboration with fellow students. This paper reports on an initial venture into live projects in the context of architectural education in Uganda. It looks at the opportunities and challenges associated with this educational approach in the context of numerous north-south initiatives, but only a few schemes initiated from the global south.