Substrate For Greek Tortoise

Construction, Process, Management and Charter

By: Nicanor Wong Arch
jnwong@caplima.pe

Summary: This article is intended for the design of the building activity designed as a process with a range of actors that must interact organically within process called management.

ideological After the revolt of the nineteenth century, especially the reform of industrial processes, architecture becomes closer and closer to metaphysical speculation and why not? Artistic, seeking its raison d'etre.

All building is the result of a process in which various actors have been involved. Like any entity tangible and material, is susceptible of improvement, not only from the materiality of the building but also of the many factors involved. These factors will not be reduced to the elements, techniques and tools but also building and basically people.

will be important to clarify that building as an activity, looking for a profit: profits. But can this be the last end of it? It is also clear that the building has a cause and a purpose. The case, an application and designed to meet a need. So what is to be located about the benefit and service in building activity? Most tend to place it in the middle, like the scholastic concept of virtue "in medio virtus" (virtue in the middle). As process technology uses this concept, it is optimal that the concept is the similarity between the two, between profit and service, both concepts must be assumed as one from the ethical and anthropological.

Indeed, the logic clear: to provide a service first have to "know" deliver. Ie, "no one can offer what has not." The ability have a range of knowledge, skills, tools and techniques to make a project viable is not locked into a cycle inorganic. Since it is people who interact in this process all undergo a change, however not all learning experience but also may mean error or ignorance. The recreation of wrong acts go against the concept of constructive activity and its purpose, against the benefit and service. It will be a vice. While virtue may be defined as the repetition of acts that improve the subject officer, the vice is the opposite.

W. Edwards Deming (1900-1993) introduced the concept of "Continuous Improvement Cycle", summarized in four stages going as an ascending spiral:

1. Plan: to study the current situation, define the problem, its causes and develop a plan for improvement.
2. Do: understand how to execute the plan.
3. Review: confirm that there has been an improvement.
4. Respond: to institutionalize the plan so that it is a standard action.

error Deming Cycle application is in the fourth. The institutionalization of a "way to" stop the cycle to be in contradiction with the "institutionalization" of it. It becomes a routine event, a paradigm whose meaning fades into the mind of the performer. Therefore

that the model could be corrected as follows:

1. Initiation: Defines and authorizes the project or phase. Set a limit.
2. Planning: define and clarify the objectives and plans the course of action required within established limits.
3. Execution: integrating people and resources to carry out planned.
4. Monitoring and control-measures and regularly monitors the implementation progress to verify the deviations from the schedule. Take corrective action.
5. Closing: formalizing acceptance of the product, service or result and concludes orderly project or phase.

This model, unlike the former is apparently linear start and end, but more effective than the first. Distinguish the efficiency of the effectiveness in the former tend to the ability - acquired - to produce a given effect while the second (effective) means the ability to get a perfection. Be because in the end result or where the efficiency becomes effective, where the power happens to act, where the benefit to service. The model, in fact, is cyclical and feedback to all implementing parties. I mean, the feedback loop and further will happen as a rotational movement between the planning processes (section 2) and implementation processes (3). Now this cycle, guided by planning (Section 2) within the limits of power (point 1) and end (point 5) it will be useless without the monitoring and control (Section 4). All points mentioned in this paragraph are for the implementation of building activity (point 5) but, what we call "monitoring work is part of its nature and without it, work is no doubt! But flawed and, therefore, less profitable, less useful.

Now, as the chapter of "Project Management Institute of Peru, in the" Guide to Project Management, PMBOK, fourth edition, 2008, states that there are forty-two processes within the Project Management, divided into nine areas of knowledge. Refer the most important (1):

1. Project integration management: a building project is the sum of parts but their integration. It is a case similar to the presentation of plans for a work, where the architecture does not match the structures and the previous two with the other specialties because each specialist is a sub-contracted, if there are changes in the architecture, creep problems in all other specialties so that rather avoid trouble and - as the municipalities reviewed los planos por separado con sus “Comisiones Técnicas”, pasa desapercibido. Un aparente “ahorro” para la empresa ejecutante. Nada más aterrador en el proceso de ejecución, cuando se delegue en la figura del “Supervisor” el inicio de una obra con planos distintos entre si y tenga que pedir cuentas a cada especialista en la compatibilización de los mismos para resolver problemas mayúsculos. Ciertamente esto no significa que el Proyecto Edilicio no sufra modificaciones en el trascurso del mismo pero, el área de “integración” ha de estar presente, en un “feed back”, durante todo el proceso, hasta el cierre o entrega de la obra. Los procesos de Planificación y de Seguimiento and control are important before and during implementation. One could say with certainty that, between what is the start of the work, with plans developed and harmonized among themselves to reach almost to completion, after a series of changes in its execution will be the key to success between benefit and service.
2. Project Quality: linked closely with the planning, implementation and monitoring and supervision. Quality is the product of human resources which count and communication between different actors in the process.
3. Project Procurement: although during the planning stage, procurement are being planned and purchased under budget, control and monitoring processes and ensure closure to write them a hundred percent operational by the standards of the period and the respective test runs.

Therefore, this project is to integrate: scope, time, cost, quality, human resources, communications, risk and procurement. It is worth noting that within the Project Process, there are two key points in the beginning and the end. These are key moments in conjunction with the processes of Monitoring and Control, Planning and Implementation. Of these key points, knowledge and practice of quality management, Human Resources and Communications will be essential.

While the process is a unitary whole, with a beginning and an end within a period of time. Just as time can be defined as a succession of moments as a before and after, in the management of a project, the execution time of a work shall have a rate of bonded phases that make up the life cycle of a project. The terminology will become industrial engineering applied to construction. The work of the architect is free to participate in all phases with varying intensity in the process of improving the quality of their service. Otherwise be relegated solely to the realm of abstract design.

Basically these phases are eight and each is likely to become a project itself, falling under the responsibility of a person or group of persons (so-called "stakeholders"):

1. Feasibility study
2. Process Engineering
3. Basic engineering design
4. Detailed engineering design
5. Pre-construction services
6. Procurement of capital goods
7. Construction
8. Final testing and commissioning

In conclusion, the construction activity is an organic movement, consisting of phases, with a specific purpose within a of time, involving different actors. Its key points are the beginning and end of the civic work within a process of improvement of all stakeholders through the monitoring and control work in progress.

References:

(1) Project Management Guide. PMBOK. 2008. Project Management Institute. 4th Edition. Chapter Peru. Peru

Salman Patties Without Egg

Architect Architects trainers

UNESCO / UIA, concerned with training in architecture, introduced in 2005, this Charter with the intent to motivate the various authorities leaders of the Schools of Architecture in the Latin American strong relationship between Society, Technical Construction and Art, with no intention of leaning towards a position, an issue that - in contemporary education - continues to maintain the individuality of the avant-garde. Nicanor Architect Wong (jnwong@caplima.pe)

UNESCO / UIA CHARTER FOR ARCHITECTURAL EDUCATION 2004-2005



PREAMBLE We, the architects, concerned for the future development of the quality of the built environment in a rapidly changing world, we believe that everything that affects how the environment is planned, designed, constructed, used, furnished, are incorporated into the landscape and remains, relates to the field of architecture. We architects, we take responsibility to improve education and training of future architects to enable them to meet the expectations of the twenty-first century societies around the world in relation to sustainable human settlements in the context of each cultural heritage.

We are aware that, despite the large number of spectacular and sometimes extraordinary contributions of our profession, there is a surprisingly small percentage of the built environment has been designed and constructed by architects and planners. There is still room for development of new tasks for the profession, if architects are becoming aware of the growing needs identified and possibilities offered in areas that until now have not been of great concern to the profession. In this regard, the need for greater diversity in practice and, consequently, the theoretical and practical training of architects.

This is particularly true for those who work in the context of developing countries, where the architects could accept the role of "facilitator" rather than "provider", and where the profession can meet new challenges. No doubt that the architect's capacity to solve problems can greatly contribute to tasks such as community development, self-help programs, educational facilities, etc., and thereby contribute significantly to improving the quality of life for those who are not accepted as full citizens and not counted as regular customers of the architect.

0.

OBJECTIVES The objectives of this Charter, in the first instance, it is utilized for the creation of a global training network architecture within which progress can be shared by each individual and emphasizes the awareness that architectural education is One of the challenges for the built environment and the profession's most significant contemporary world.

We therefore declare:

I. GENERAL

0. That educators should prepare architects to develop new solutions for the present and future, as the new era will bring serious and complex challenges related to social and functional degradation of many human settlements. These challenges include global urbanization and the consequent reduction of existing environments, a severe shortage of housing, urban services and social infrastructure and the growing exclusion of architects built environment projects.

1. That architecture, the quality of buildings and blend in with the natural and built environment and cultural heritage, both individually and collectively, are matters public interest.
2. What is public interest to ensure that architects are able to understand regional characteristics and to give practical expression to the needs, expectations and improving the quality of life of individuals, social groups, communities and human settlements.
3. That methods of education and training for architects are varied, so they develop the cultural richness and allow more flexible curriculum to meet the demands and requirements (including methods of project delivery) client, users, industry construction and occupation, whilst being aware of political and financial motivations behind such changes.
4. That, subject to recognition of the importance of traditions and regional and cultural practices and the need for differences in curricula that accommodate such changes, there is common ground between the teaching methods used and by establishing criteria, allow countries, architecture schools and professional organizations evaluate and improve the training given to future architects.
5. That the increasing mobility of architects between countries requires the mutual recognition or validation of individual degrees, diplomas, certificates and other evidence of formal qualifications.
6. Mutual recognition degrees, diplomas, certificates and other evidence of formal qualifications to practice the profession of architecture has to be based on objective criteria, ensuring that graduates have received and continue to maintain the type of training called for in this Charter.
7. That the vision of the future world, cultivated in architecture schools, should include the following objectives:

• a decent quality of life for all inhabitants of the world.
• a technological application which respects the social, cultural and aesthetic needs of people with a knowledge of proper use of materials in architecture and their initial cost and future maintenance.
• an ecologically balanced and sustainable natural and built environment including the rational use of available resources.
• an architecture which is valued as property and responsibility.

8. That issues related to architecture and the environment should be introduced as part of general education in primary and secondary schools because it is important prior knowledge of the built environment to both future architects and users of buildings.
9. That must be established learning systems for architects, as architectural education should never be considered a closed process but one in which learning is maintained throughout life.

II. OBJECTIVES OF ARCHITECTURAL EDUCATION

0. Architectural education that develops students' ability to conceive, design, understand and execute the act of building, in the context of the practice of architecture that balances the tensions between emotion, reason and intuition, and physical shape the needs of society and the individual.
1. That architecture is a discipline that draws on knowledge from the humanities, social and physical sciences, technology, environmental sciences and creative arts.
2. That education leading to formal qualifications and allow professionals to practice in the field of architecture must ensure at university / tertiary level with the discipline of architecture as the main element being taught at universities, polytechnics and academies.
3. That architectural education includes the following:

• The ability to create architectural designs that satisfy both aesthetic and technical requirements.
• An adequate knowledge of the history and theories of architecture and the arts, technologies and human sciences.
• Knowledge of the fine arts as evidence which can influence the quality of architectural design.
• An adequate knowledge of urban design, planning and the skills involved in the planning process.
• An understanding of the relationships that exist, both between individuals and architectural creations and, second, between them and their environment, and the need to harmonize the buildings and the spaces in terms of scale and of human needs.
• An understanding of the architectural profession and its role in society, in particular in preparing briefs that take account of social factors.
• An understanding of research methods and preparation of draft construction.
• An understanding of structural design, construction and engineering problems associated with building projects.
• An adequate knowledge of physical problems and technologies, as well as the function of buildings so as to provide them with all the elements to make them comfortable
internally and to protect the climate.
• The technical capacity to enable it to design buildings that meet the requirements of users within the limits imposed by cost factors and regulations concerning construction.
• An adequate knowledge of industries, organizations, regulations and procedures involved in the design of buildings and integrating plans on building.

4. The following special points be considered in the development of curricula:

• Awareness of responsibilities toward human values, social, cultural, urban, architectural and environmental and architectural heritage.
• Adequate knowledge of the means of achieving ecologically sustainable design and conservation and environmental rehabilitation.
• Developing a creative in building techniques, based on knowledge of the disciplines and construction methods related to architecture.
• Adequate knowledge of finance and project management, cost control and delivery methods.
• Training in research techniques as an inherent part of architectural learning for both students and teachers.
5. That architectural education involves the acquisition of the following capabilities:

5.A. CONCEPTION

• Ability imaginative, creative, innovative leader in the design process.
• Ability to gather information, define problems, apply analysis and judgments and make strategies.
• Ability to think three-dimensionally in the exploration of the design.
• Ability to reconcile divergent factors, integrate knowledge and apply skills in the creation of a design solution. 5.B.


KNOWLEDGE B1. Cultural and Artistic Studies

• Ability to act with knowledge of historical and cultural precedents in local and global architecture.
• Ability to act with knowledge of the fine arts as an influence on the quality of architectural design.
• Understanding of heritage issues in the built environment.
• Recognition relationship between architecture and other creative disciplines.

B2.

Social Studies • Ability to act with knowledge of society and to work with customers and users that represent the needs of society.
• Ability to develop a project through the definition of the needs of society, customers and users, and to research and define contextual and functional requirements in different built environments.
• Understanding the social context in which built environments are procured, the ergonomic and space requirements and issues of equity and access.
• Knowledge of codes, regulations and relevant standards for planning, design, construction, health, safety and use of built environments.

B3.

Environmental Studies • Ability to act with knowledge of natural systems and built environments.
• Understanding of issues of conservation and waste management.
• Understanding the life cycle of materials, issues of sustainability and environmental impact, design for reduced energy consumption and passive systems and their management.
• Knowledge of the history and practice of landscape architecture, urban and territorial planning and national and its relation to demographics and global resources.
• Knowledge of the management of natural systems that take into account the risk of natural disasters.

B4.

Technical Studies • Technical knowledge of structure, materials and construction.
• Ability to use innovative techniques in the use of construction techniques and understanding of their evolution.
• Knowledge of the processes of technical design and integration of technologies of structures, construction and services systems into a functionally effective whole.
• Knowledge of systems services and transport systems, communication, conservation and security.
• Knowledge of the role of technical documentation and specifications in the project design and construction process, cost, planning and control.

B5.

design studies • Knowledge of theory and methods of conception.
• Understanding of design procedures and processes.
• Knowledge of design precedents and architectural criticism.

B6.

Professional Studies • Ability to act with knowledge professional backgrounds, commercial, financial and legal.
• Ability to understand different ways to procure architectural services.
• Awareness of the construction and development industries, financial dynamics,
investment real estate and facilities management.
• Understanding the potential roles of architects in conventional business areas and new, and in an international context.
• Knowledge of business principles and their application to development of built environments, project management and operation of a professional consultancy.
• Knowledge professional ethics and codes of conduct apply to the practice of architecture and architect's legal responsibilities in relation to the registration exercise, and construction contracts.

5.C.

SKILLS • Ability to act and to communicate ideas through collaboration, speaking, numeracy, writing, drawing, modeling and evaluation.
• Ability to utilize manual, electronic, graphic and model to explore, develop, define and communicate a design proposal.
• Knowledge of evaluation systems, by manual means and / or electronic order to a qualitative audit of the built environment.

6. That the balanced acquisition of materials and capabilities cited in Sections II.3, II.4 and II. 5 requires a period of not less than five years of full-time studies at a university or equivalent institution, plus a period of not less than two years of training in an appropriate workplace for obtaining registration / licensing / certification of the which one year may be carried out prior to the completion of academic studies.

III. CONDITIONS AND REQUIREMENTS OF AN ACCREDITED SCHOOL

Achieving the goals listed above must be taken into account the conditions and requirements listed below:

1. That schools of architecture should be provided with adequate studios, laboratories, research facilities, advanced studies, libraries, information and data exchange technologies.
2. That, in order to promote common understanding and to raise the level of architectural education, building a network for exchange of information, teachers and senior students is much needed global and regional levels to promote understanding of the various climates, materials, local practices and cultures. The use of external examiners is a recognized method obtain and maintain standards comparable to national and global level.
3. That any institution dedicated to education must adjust the number of students to teaching skills and student selection must conform with the skills required for a successful training in architecture, this will be implemented through an appropriate selection process access to each academic program.
4. That the number of teachers / students should reflect the design studio methodology required to obtain the above capabilities as teaching through project workshops should be the dominant part of the training process.
5. That individual project work together with the direct dialogue between teacher and pupil should be the basis of the training period and the continuous interaction between the practice and teaching of architecture must be enhanced and protected, while working in project workshops should be a synthesis of knowledge and skills required.
6. That the development of conventional drawing skills is still a requirement in the curriculum and modern computer technology and specialized software development training is imperative in the use of computers in all aspects of architectural education.
7. That research and publication should be considered as an inherent activity of Architecture and teachers should cover methods and experiences applied in the practice of architecture, project work and construction methods as well as academic disciplines.
8. The training centers should develop systems of self-assessment and evaluations carried out regularly by a review panel that includes appropriately experienced educators from other schools and countries and architects engaged in the occupation or participate in the system approved UNESCO-UIA Validation .
9. That education should be formalized by an individual's demonstration of capabilities by the end the program studies, being the main part presenting an architectural project to demonstrate the acquired knowledge and concomitant skills. To this end, the jurors must be made by interdisciplinary teams, including external examiners to school may be practicing architects and academics in other schools or countries with experience and knowledge of assessment processes at this level.
10. That, to benefit from the variety of existing training methods, it is desirable to include distance learning and exchange programs for teachers and advanced students. The final draft would be shared among schools of architecture as a tool to facilitate comparison between self-assessment results and training centers, through a system of international awards, exhibitions and publications on Internet web sites.

IV. CONCLUSION

This Charter was created on the initiative of UNESCO and the UIA to be applied internationally in architectural education and need a guarantee of protection, development and urgent action.

The Charter constitutes a framework to guide and lead students and teachers from all schools involved in the formation of Architecture and Urban Planning. It is designed as a "dynamic" document to be reviewed regularly to take into account new trends, needs and trends of professional practice and educational systems.

Beyond the aesthetic, technical and financial aspects of professional responsibilities, the major concerns expressed in this letter are the social commitment of the profession, ie, awareness of the role and responsibility of the architect in their respective society and improved quality of life through sustainable human settlements.

The Charter UNESCO / UIA initially approved in 1996 (Assembly of the UIA, Barcelona) has been drafted by a group of ten experts, coordinated Galino by Fernando Ramos (Spain), including: Lakhm Alwis (Sri Lanka), Balkrishna Doshi (India), Alexandre Koudryavtsev (Russia), Jean-Pierre elog Mbassi (Benin), Xavier Cortes Rocha (Mexico), Ashraf Salama (Egypt) , Roland Schweitzer (France), Roberto Segre (Brazil), Vladimir Slapeta (Czech Republic), Paul Virilio (France).

This text has been revised in 2004/2005 by the Validation Committee of UNESCO / UIA Architectural Education, in collaboration with the Education Commission of the UIA. The authors of this review were: Jaime Lerner (Brazil) representing the UIA and Tochtermann Wolf (Germany), representing UNESCO: co-chairs, Galino Fernando Ramos (Spain), General Rapporteur, Brigitte Colin (France), representing UNESCO, Jean-Claude Riguet (France), Secretary General of the UIA and the following regional members: Ambrose A. Adebayo (South Africa), Louise Cox (Australia), Nobuaki Furuya (Japan), Sara Maria Giraldo Mejia (Colombia), Paul Hyett (United Kingdom), Alexandre Koudryavtsev (Russia), Said Mouline (Morocco), Alexandru Sandu (Romania) James Scheeler (USA), Roland Schweitzer (France), Zakia Shafie (Egypt), Vladimir Slapeta (Czech Republic), Alain Viaro (Switzerland), Enrique Vivanco Riofrio (Ecuador).