High Rise And High Density Buildings Sociology Essay

High Rise And High Density Buildings Sociology Essay The subject of this research developed from a personal interest in the dichotomy between quality and the provision of housing in the U.K. In an interview with BBC Two news night the Planning Minister, Nick Boles, criticised the recent provision of housing. He states People look at the new housing estates that have been bolted on to their towns and villages in recent decades and observe that few of them are beautiful. Indeed, not to put too fine a point on it, many of them are pig-ugly (the Guardian, 2012). This is a valid point and is at the core over the provision of housing as literature provides sufficient evidence based on negative feedback on housing especially with houses built in the post war periods of the 1960s. However using the term pig ugly to describe the effort of others is perhaps too much of an exaggeration. Nevertheless, this develops interest in exploring further what the Minister considers to be pig ugly and what can be done to make these buildings better. With regards to providing housing for the community, Boles was pin pointing with particular criticism to the recent Harrison Wharf development in Purfleet, Essex, which he describes as an insult to the community. The Planning Minister states that whilst more land is needed for development, the right to houses is a basic moral right, like health-care and education, theres a right to a home with a bit ground around it to bring your family up in (the Guardian, 2012). With this criticism on a high density type of development consisting of 103 flats, not buildings of the 1960s either but a more recent development, raises curiosity as to what new developments offer in terms of quality in housing despite all the new policies and regulations in place. Exploring further research into the rights to houses will develop further evidence as to what extent a right to a home with a bit of ground is a necessity. Other evidence pointing towards the ideology of an ideal home being that with a garden includes that of the town planner Professor William Holford, whom on a report of symposium posits the view that in British housing, a tacit assumption is that the ideal house for young family with children is a cottage, a villa, or a semi-detached house with a garden. From this, it can be argued that high rise and high density flats in particular have come to be regarded as what Sir William Holford describes as a regrettable necessity, forced upon us by the shortage of land to accommodate the unfortunate who have to live in them Royal Institute of British Architects (RIBA). Taking this into account, with consideration of the growing increase in high-rise and high density housing in the UK builds up controversy and develops the keenness to investigate further whether high-rise and high density housing really is a regrettable necessity or more satisfying projects can be achieved. The ideology of an ideal home being that with a garden described above may just be one characteristic of what the consequences of high-rise and high density housing seem to have. Literature provides other numerous consequences associated with high-rise and high density housing whereas at the same time, other literature reviews suggests that high density housing is increasingly being seen as a solution for the high demand for housing. The Planning Policy Guidance note 3 (PPG3), which sets out the governments policy on different aspects of planning requires local authorities to avoid inefficient use of land, hereby referring to developments that provide less dwellings per given area (PPG3). It is therefore evident that the government does encourage accommodating more using less space, whether it is encouraging developments which are considered as failures according to some literature sources, is a question that prompts further investigation. There is much debate about what the future housing is offering as a solution with consideration to the governments restrictions on land use. With the main drivers to high density housing being high house price inflation, a cultural shift bringing about the desire to live alone and several other drivers discussed further in a later chapter of this study, there has been an increased rate of household establishment (Bretherton Pleace, 2008). The effect of these price inflation in houses has led to what Hills (2007) terms as residualisation, where it is mainly the poor people adapting in the social rented tenure of housing. With this occurring in the last 20 years there is now a need to bring down this compactness of poverty and social exclusion. Evidence suggests that this solution can be brought about through high density housing that are affordable and of mixed tenure. (Bretherton Pleace, 2008). With particular reference to high-rise and high density development in the provision of housing as they are both designed on the basis of accommodating more in less space, the debate on whether better designed, affordable and mixed tenure housing can provide a solution that tackles the demand for housing to accommodate without derogating quality is the essence of what has developed interest in doing this research. Aims and Objectives The Aim of my research is to investigate whether high-rise and high density housing can provide good quality homes while providing housing to cater for the increasing demand. To aid my study of this aim, I will use the key question noted below. The following objectives will help in achieving the aim. Objectives: To provide an overview of the Increase in high-rise and high density housing in the U.K To identify factors that affect the quality of homes that will be used in this research To explore the negative and positive design features with high-rise and high density buildings and their effect on occupants Key question: Can better designed, affordable mixed tenure high-rise and high density housing provide a solution for quality homes for the future? Literature Review Scope of chapter This chapter will critically appraise the literature review, identify similarities of statements, commonalities and contradictions of the body of evidence. It is divided into the following five main sections Definition of high-rise and high density buildings (300) History and growth of high rise and high density buildings (500) High rise debate Evaluating the literature on the drivers and barriers of key features of good design in high-rise and high density buildings(2000) Definition of high rise and high density buildings High rise buildings: While the most prominent name for tall building remains high rise, in Britain and several other European countries high rise buildings are sometimes referred to as tower blocks. Various definitions are used to define high rise buildings as the terms do not have agreed definitions recognised internationally. Langdon and Everest et al (2002) affirm that it is not possible to define high rise buildings using absolute measures. Most sources define high rise building to suit the subject being studied, the definitions not always expressed in terms of number of storeys but rather in linear height feet and meters. According to the Council of Tall Buildings and Urban Habitat (1969), a high rise building can be defined as a building of 10 storeys or more. Craighead (2009) defines a high rise building as that which extends between 75 feet (23metres) and 100 feet (30 meters) or about seven to ten storeys depending on slab to slab distance between floors. For the purpose of this research the defi nition of high rise buildings is considered that of Langdon and Everest et al (2002) who believe that; In relative terms tall buildings are best understood as buildings whos planning, design construction and occupation is influenced by height in ways that are not normally associated with more typical, local developments. High density buildings ( might need adding more) Literature suggests that measuring density figures is problematic as there are many differences in the approximations of determining density figures. A wide variety of measurements to density have been used since 1918 including: dwellings per hectare, persons per hectare, habitable rooms per hectare, floor spaces per hectare and bed spaces per hectare (Woodford et al., 1976 cited in Jenks 2005). Although the common unit recommended by the research for the government is the dwelling per hectare the rest of the measurement are also frequently used (DETR, 1998). To give a base for the purpose of this study, density in housing is considered the ratio between the number of households or people and the land area they occupy, the government considers 60 and above dwellings per hectare and 140persons per acre to be high density. As mentioned above the planning policy guidance 3(PPG3) encourages high density building by setting requirements for more efficient use of land stating that new developments should aim for a density which is not less than 30 dwellings per hectare (Ibid). Therefore where high rise housing is mentioned throughout this study, it is referred to that of which is considered to be of high density. History and growth of high rise and high density buildings According to Reddy (nd), the growth of a city is closely linked with the growth of high-rise buildings. In England, the tallest buildings that were above the skyline were always the cathedrals, churches, palaces, castles and public buildings. The stable skyline in England was primarily contributed by the locally applied height restrictions and lack of demand for housing. In Britain, high rise buildings were first developed after the Second World War in the 1930s (). The high rise buildings construction went hand in hand with the demolition of Georgian and Victorian housing. The destruction of houses and drastic population growth were among the main reasons that led to the construction of high rise buildings. High rise buildings seemed to be a quick fix to the population problem in order to accommodate more people at that time. Built in central locations with excellent views, high-rise buildings were welcomed as were seen as modern living. The construction of high-rise buildings was r eckoned as the modern and most effective way to handle the demand for more housing issue and the shortage of land issue. In addition to population growth after the war, the ageing 19th century houses also led to the growth of high rise buildings in the United Kingdom. High rise buildings seemed unpopular in Britain as the English houses concept had dominated most parts of the country. However, the situation seemed to be different in Scotland, as tenements (staircase-access blocks of any height, but most usually 3 or 4 storeys) appeared to be the common urban type for most people. Along the 19th century, different types of flats arose in London and other English towns. The four to six-storeyed tower blocks became popular among the lower classes of people and was subsequently seen developing in the west end of London as well (Glendinning Muthesius,1994). Up until the 1990s, an estimated 400,000 flats in 6500 multi-storey blocks were built in Britain, with the most booming period being the late fifties to the early seventies. To that end, about 20% of all public housing constructed post-Second World War was provided in tower blocks primarily with 6 or more storeys (Ibid). Glendinning and Muthesius (1994) contend that the high-rise construction trend continued during the post-war years in London and the majority being built by the local authorities. High rise and high density debate The debate arising from whether high rise and high density buildings have brought more harm or benefits to its occupants and society is rather challenging. Tall buildings seem to be an important topic of debate in London more than any place in the United Kingdom. A scheduled debate to discuss the planning decision for a tower near Vauxhall Bridge was held in June 2005 after the House of Lords reckoned it to be as a possible threat to the London skyline. Both the benefits and the unpleasant outcomes of high-rise buildings were discussed. To begin with, several reviews and early studies seem to have concluded that high rise and high density buildings have not had pleasant outcomes to their occupants as compared to their advantages (Cappon cited in Gifford 2006). Some major contributions to the high-rise debate are the reports commissioned by the Corporation of London, Tall buildings and sustainability (Pank 2002) and by Development Securities PLC, Tall Buildings: Vision of the Future or Victims of the Past? (LSE Cities Programme, 2002). The two reports both concur that high-rise buildings could for sure bring about an outstanding contribution to the inevitable new wave of redevelopment. However, the LSE report emphasises the need of highest standards of design for high-rise buildings whilst the Corporation of London report seems to be emphasising more on sustainable design. ADD DEBATE ON HIGH DENSITY HOUSING In terms of the societal level, high-rise buildings have been accused of exacerbating traffic problems, burthening existing services and infrastructure and in some ways inflicting damage on the character of neighbourhoods (Broyer cited in Gifford 2006). The attack that occurred in the United States of America in September 11th 2001 inflicted fear within occupants of multi storey buildings (Gifford, 2006). The fear that they may be attacked at any particular time raises questions as to whether high-rise buildings are good for people. This, according to sources, describes high-rise buildings as bad for its occupants people living fear of attack makes high rise buildings bad. As for the positive side of high rise buildings, they offer excellent views especially to the upper-level occupants and not forgetting urban privacy. As mentioned above in the growth of high rise buildings, the views that high-rise buildings offered its occupants was one of the primary reason they became popular among the working class in London, therefore this terms high rise as good for its residents. High rise and high density buildings are often although not always located in central urban location, therefore their location seems to point out that they are preferable to those who like central locations. Churchman (1999) highlights that the location of high rise buildings in central areas indicates that services and public transport systems are more likely to be near as well as a significant number of close neighbours therefore one may have greater choice of friends and acquaintances for support. High rise buildings, according to Kunstler and Salingaros (2001) have to some degree deformed the function, the quality and the long-term health of urbanism. The public realms of the streets are being clogged by the infrastructure of high rise buildings. Krier (1984 cited in Kunstler and Salingaros 2001) referred to this as urban hypertrophy. He further asserts that they prevent the organic development of new healthy, mixed urban fabric anywhere further than the centre. On the other hand, Broyer (2002) suggests that high rise buildings which are at times thin buildings leave more room for green space and parks. High rise buildings have smaller footprints than the low-rise houses, therefore take up less land area than the low-rise housing units. He further points out that the unused land near high rise buildings has been seen to be a no-mans land and frequently used by dangerous elements. ADD DEBATE ON HIGH DENSITY HOUSING As seen from the above points, the high-rise debate has raised many questions as to whether they are good or bad. High rise buildings have both the good and bad side of them. However, the negative side of high rise buildings seem to outweigh the positive sides of high-rise buildings. Drivers and barriers of key features of good design in high-rise and high density buildings The increase of population has been considered to have negative outcomes from the past when cities and towns in the UK experienced rapid growth and urbanisation. The seriousness of the state of high population density now can be seen by looking at how far back density brought about consciousness to the government and the public in general. According to Jenks (2005), it was since the 1840s where London was considered a huge city with a population of 21/2 million. More recent statistics from the Office of National Statistics indicate that the UK population is already at its fastest rate in growth and is estimated to increase from 62.3million in 2010 to 67.2million in the next ten years, taking into account higher birth rates than deaths. A further increase of 73.2million is projected in the next 25years, an estimated figure which makes up an average increased growth rate of 0.6%. (National trust). Migration figures also published by the Office of National Statistics show figures in the year 2010 to be 575,000 immigrants, a figure which is said not to have broadly changed since 2004, shows the effect of rising population due to migration into the UK. (HBA, 2011) = Population Increase is regarded by many sources as the core driver towards the demand for housing thus as the UK population continues to increase the demand for housing grows strongly. In London, where population is predicted to grow to 10million, a 2milion increase of Londoners will need housing over the next 20 years which means that 1million new homes will have to be built (Housing and planning consultant). Despite this, the National Housing Federation (NHF) (representatives and campaigners for better housing in England) point out that fewer houses are now being built than at any point since the Second World War. This gap between supply and demand in housing is a prominent issue in UK has instigated vast amount of research in this field. With regards to space required for these new homes and taking into account the restrictions of protecting the green-belt, Colin Wiles, a house and planning consultant implies that London has simply run out of space and its out-of-date green belt is the culprit(The Guardian). With only 4,000hectares of Brownfield land, it provides barely a fifth of the space required to build 1million new homes in London(The Guardian). To be able to house Londoners, Colin Wiles insists London must either build upwards or outwards hereby highlighting the demand for high-rise developments to solve the housing issues (Ibid). Many other sources including Mark Fairwether (2000) agree on the increase in population factor with planning policies that encourage development on Brownfield sites to protect the green as major influences to the market for high-rise and high density housing. Demographic changes in everyday living is yet another factor that is seen by many sources to be influencing the demand for housing. Without going further beyond the scope of the research, the following other factors are worth iterating when identifying the drivers to more housing in a place where land is very limited (parliament)= Increasing number of one-person households Life Expectance Rates Desire for city Living Cost of housing Housing trends Overseas influence Housing rights and Eligibility Add on more drivers Increasing number of one-person households Cost of housing Research Methodology Statement of research Aim It is vital to analyse the different strategies of research therefore understanding the difference between quantitative and qualitative, knowing the different sources and techniques of data collection and the ethics involved is what this chapter aims to cover. Having identified a topic and considered the purpose of study, a way of which this study is going to be performed has to be identified. It is important to determine the appropriate methodology and how to use it in order to carry out an investigation into living in high-rise and high density housing. It is by conducting this methodology that a conclusion will be arrived at (Peter, 2001). Getting to this conclusion however has to go through several steps which include collecting and analysing data that is relevant to the purpose of study (Naoum 2007). The choice of the methodology will depend on the kind of subject which has to suit the methodology that goes with it. As it may be possible to conduct the research for the subject of study without having knowledge of the various methods, having detailed knowledge of planning an investigation will give you an insight into different ways of doing so and also enhance your understanding of the literature (Bell 2010). The main importance is to make sure that the research maximises the chance of realising its objectives (Fellows 1997). It is important to first understand what research is about before actually conducting and planning the research. Although research can serve many purposes, the most common and effective ones are exploration, description and explanation (Babbie 2010). Exploratory research is used when only limited amount of knowledge is known for a particular subject or when a new interest is examined by the researcher. Research therefore is being done to explore more about the topic (Naoum 2012). Description serves the purpose of observing situations and events and then describing what was observed by answering questions such of what, where, when and how while explanation in the other hand tends to explain things answering questions of why (Babbie 2010). Foundations in Research As the type of research in this case is that of social research, it is essential to first consider the underlying of social research in order to prepare the way into which the research will be approached. Understanding and considering the two elements of science which are logic and explanation will mean that the findings have to first make sense and also correspond to what has or can be observed. These two important elements relate to three major aspects of social science representations; theory, data collection and data analysis. The theory deals with the aspect of logic in science, data collection deals with observations while data analysis analyses patterns achieved in the observations and compares what was logically expected to what was actually observed where necessary (Babbie, 2010). The order in which these three aspects can be approached is what differentiates the two important methods of reasoning in research which are; inductive and deductive. Inductive and Deductive Deductive theory takes the process of having a theory, reasoning it by deducing it into a hypothesis, testing the hypothesis which then gives you a pattern of observation which will help you confirm whether or not the theory is right or wrong (Deduction and Induction, 2006). Whilst deductive theory breaks down from the more general to the more precised, inductive reasoning works out the opposite. It moves from measured patterns of general observations which lead to the formation of tentative hypothesis that can then be explored into a general conclusion or theory. In understanding the social effects of living in high rise buildings, these two approaches both are effectual approaches which when both work together can provide more accurate and complete understandings. Quantitative Research Quantitative research uses a scientific approach and is objective in nature. Naoum (2007, p.37) defines quantitative research as:- An inquiry into a social or human problem, based on testing a hypothesis or a theory composed of variables, measured with numbers and analysed with statistical procedures, in order to determine whether the hypothesis or theory hold true. Quantitative research therefore based on the above definition is strong and can be reliable. When there is presence of a theory and testing is needed to determine whether it holds true, a quantitative approach is to be considered (Naoum, 2007). It can also be used in the collection of known facts and studying the relationship between one set of facts to another evaluating them in numerical data (Bell, 2010). In the case of investigating living in high-rise and high density housing, whilst finding research from data and facts that have been collected previously, testing and analysing the variables and measuring it in numbers may contribute to achieving a conclusion. Whether the findings only achieved from this method of research will be enough is highly doubtable thus other strategies of research may need to be considered. Qualitative Research Qualitative research is more concerned and seeks to understand the purpose of study based on opinions and feelings of individuals perceptions of the world (Bell, 2010). Qualitative research is subjective by nature. It emphasises meanings, experiences (often verbally described), description, and so on.'(Naoum, 2007, p.40). The information obtained from this strategy of research falls in two categories; a) Exploratory research b) Attitudinal research. In order to explore more about a subject, Interview technique is usually used to collect data so as to diagnose a situation, screen alternatives and discover new ideas. Attitudinal research is used to evaluate opinions of people towards a particular object. The Object in this case refers to an attribute, a variable, a factor or a question. (Naoum, 2013). Babbie (2010) defines variables as logical groupings of attributes whereas attributes are characteristics of a person or things. The two ways in which data can be collected are primary data collection and secondary data collection. To investigate the living in high rise and high density buildings, using exploratory research would be beneficial to the study to personally question the residents using interview techniques hence getting their opinions of the effect of living in the schemes. Naoum (2012) describes primary data as that of which is collected at first hand coming directly from the source, while secondary is data that is obtained from other sources using desk study approach. Using both primary and secondary methods of collecting data may be useful, with secondary data helping to back up the views and opinions of people collected from primary sources which may be in question. Whilst the primary research method technique will be interviewing personnel, an awareness of any restrictions or requirements to be considered is worth knowing. Lutz (cited in Bell 2010) who writes about ethnographic research suggests that some type of contract should be established with the associated field, contract in this case referring to the set of restrictions and requirements that a researcher is to consider. Many professional bodies and organisations have set their own ethical guidelines as Lutz (cited in Bell 2010) stresses, it may well be that whilst investigating about living in high rise buildings issues such of care needed when involving children, manner of conducting the interview, rights of the interviewee, voluntary participation, what subject may or not be examined and more need to be considered before research is being done. The research being done in this case will represent an intrusion into peoples lives, knocking on peoples doors for them to participate in inte rviews perhaps is a disruption in the persons regular activities. Moreover, the information required may be personal and often not known to people associated to them let alone a stranger intending to research. Therefore it is worth reiterating that understanding the importance of ethical agreements about what is proper and improper when conducting research need to be considered beforehand. (Babbie, 2010, p.63) The studies were carried out by Joanne Bretherton and Nicholas Pleace who were greatly supported by Kathleen Kelly and Alison Darlow who managed the project on behalf of the Joseph Rowntree foundation. Case Studies This chapter will discuss three case studies. One in the North West of England, one in London and one in Scotland. The case studies will briefly describe the characteristics of the case study schemes, their design, location, number of storeys and their tenure mix. Subsequently, the case study schemes will also consider the following: Reasons as to why the occupants of the case study schemes moved in. The report findings on the attitudes of occupants towards living in the case study properties. Finally analyse the lessons learnt from the study that can towards establishing quality housing for the increasing demand. Case Study 1: Case study one is located in the North West of England and was completed in 2001. The developer of the scheme was a housing association. The size of the whole site was 0.49 hectares while the whole scheme was of 120 units per hectare built between four-to-six storeys including both accommodation and work sites. This scheme provided 75 flats set around a communal courtyard including: 14 one-bedroom flats 42 two-bedroom flats 19 three-bedroom flats. An on-site meeting room was also available on site. The primary focus of the scheme was providing social housing for rent and had a high level of involving the occupants in management. The main aim of the scheme is connected to urban regeneration as the entire area was being redeveloped. Other developments have come up around the area since the construction of the scheme. The design, however, is rather uncommon in trying to adhere to an outstanding architectural style in a user-friendly modern development (Bretherton Pleace, 2008). Case Study 2: Case study 2 is located in London and was completed in 2003. The developer of this scheme was also a housing association. The size of the whole site is 0.53 hectares with 122 dwellings per hectare; this had the highest density compared to the other case studies. The site had about 70 units per hectare, made up of: 31- one bedroom flats 12-two bedroom flats 16- three bedroom houses 6- Four bedroom houses. This scheme was built on brownfield and a large shared communal area around it. The whole site was affordable, providing social rented housing, key worker Low Cost Home Ownership (LCHO) and renting and LCHO. Accommodation for people with support needs was also available which was designed for easy access. The scheme was fundamentally designed as an example of low-cost housing in a very pricy part of the country within the remit of it being high density, energy economical and advanced in construction with a balanced sustainable mixed community (Bretherton Pleace, 2008). Case study 3: Case study 3 is located in a large urban area in Scotland and was completed in 2000. The size of the whole site is 1.6 hectares while the whole scheme was of 75 units per hectare in a two-to-four storey perimeter block with a community centre, surrounded by terraced gardens and enclosed by allotments for use by the occupants of the scheme. The development was made up of 120 flats including: 35-one bedroom flat 46-two bedroom flat 39-three bedroom flat. The tenure mix was chiefly balanced towards social renting, covering 70% of the flats, with most of the remainder being LCHO through shared possession. Some of the flats had been constructed for market sale owner occupation. Similar to case study 2, some of the flats were particularly designed for people with support needs. In contrast to the other case studies, this one was designed to be car free, ther

Engineering Education Scenario in Singapore Universities with Reference to India

Engineering Education Scenario in Singapore Universities with reference to India Dr. Sushma S. Kulkarni, Director, Prof Martand T. Telsang, Dean academics Rajarambapu Institute of Technology, Islampur, Sangli, Maharashtra, www. ritindia. edu 1. 0 Relevance of Engineering education in India with respect to global scenario India has seen sudden growth of engineering Colleges in last 5- 7 years. In 2005-06 the number of colleges was 1475 and total number of seats was 499697. Whereas the numbers in 2010-11 is increased to 3241 colleges and 13,24,246 seats (data as published on AICTE website).The number of engineering colleges in the current year 2012-13 will soon rise to 3500 and more. The mushrooming of Institutes is in very small span of time and also geographically unbalanced. Now when we compare the technical education scenario in India with the world the situation is alarming. At present the number of engineering graduates passing out from these institutes is approximately 14 lack b ut the survey conducted by various agencies like NASSCOM indicates a deep concern regarding the quality of graduates in terms of their employability, research abilities, conceptual clarity and practical exposure of graduates.There are many challenges our Engineering Institutes are facing and this need to be attended to. With this objective in mind a study of three Universities in Singapore is presented namely National university of Singapore ,Nanyang Techlogical University & Nanyang Polytechnic which the author recently visited. 1. Engineering Education in USA, Singapore and India When we compare the Engineering Education (EE) in three countries in terms of numbers, engineering graduates passing out are highest in India, followed by USA (almost 1/8th) and then Singapore.The focus of EE in USA and Singapore is on interaction with Industries, Industry based live projects, Industry Chair, research centre in collaboration with Industry, Incubation Centers etc. Curriculum is focused on h ands on learning with Mini projects from first year onwards for developing innovative and creative mindset in students. There is provision for field training, giving global exposure to students with credits weight-age(the students actually spend 3 months in a different country and carry out some relevant study based project). Entrepreneurship is given special one subject weight age in curriculum.We could see proper blend of Humanities based subjects in the curriculum with an objective of creating engineers sensitive to the needs of society. Other common features are Faculty development centers and English language learning centers for both Faculty and Students. We could also see open study spaces for students to promote self and group learning. 1. 2Current Scenario, Quality issues Indian Engineers have earned a name for themselves all over the world. We could meet a large number of Indian professors in US universities as well as in Singapore Universities.Professors are highly respec ted as research flows from university to industry, highly paid jobs, special status for research professors to carry out research, in some places scientists are appointed to lead special research projects. PG level students are involved in the projects wherein they get an opportunity to learn on real life 1 applications. We now need to rethink about the EE in India in the global context with the sudden expansion of EE and the related issues of Quality of education imparted in these new institutes.There is National Board of Accreditation (NBA) , norms of AICTE etc. But merely adhering to the norms will not ensure quality of graduate engineers. The Institutes need to work beyond norms to inculcate academic ambience in terms of academics, research, industry institute interaction etc. India is also thinking of signing Washington accord so that our graduates are accepted all over the world. But what about complying with the conditions of Washington accord? Challenges in India The challen ges which we are facing today are the Leadership and governance to be provided in the Institute.There is sudden shortage of academic leaders because of this abrupt unexpected expansion of technical education. There is also shortage of teaching faculty cadre-wise from professors to associate professors and assistant professors. Inadequate number of faculty with required qualifications are not available. Post graduates and PhDs passing out give first preference to industry jobs because of the glamour and the higher salaries attached to it. In India teaching jobs are not rated the highest and status wise also not as exceedingly respected as in USA or Singapore.Quality of Students Few premier Institutions like IIT, NITs, Government College and certain private universities attract the talent. Rest other institutions the Aptitude & attitude to learning engineering is low, hence the quality of input to such other institutes is not as per the expectations. As per the government policies stu dents with minimum 45% marks and for reserved category students the eligibility criteria is 40% marks in Physics, chemistry and mathematics. Thus sometimes these students have very poor fundamentals and are not basically hard working type.Engineering education necessitate that the students should have very good analytical skills, fundamentals of basic sciences, good logical, verbal and non verbal abilities along with application oriented mindset, sincerity, hard work and ability to think and apply knowledge. Although the 12th standard marks may not directly reflect all these abilities of students but the results of the almost all the newly started Engineering Institutes indicate that a large number of students are struggling with their first year results and the passing percentage is as low as 10% in certain institutes. Research cultureIt is a great challenge to develop research culture in engineering institutes. The faculty needs to have the aptitude and attitude to do research and get a satisfaction and enjoyment in carrying out research through various projects. Generally it is seen that there is fear of taking up research work because of: * Basic mindset developed in school as well at home not to try anything new as failure in any project is not accepted * Innovation and creativity are not encouraged at school, college, university level through our curriculum No free hand given in terms of funding to try and experiment new things Open and free access to equipments to try and play around with equipments in laboratory so that it becomes enjoyable  » Government should give projects from their thrust areas along with funding to the engineering institutes along with proper mentoring and guidance so that it reaches students and gradually research aptitude and interest is developed instead of a fear of research. Industry – Institute Interaction Graduates passing out from these institutes mainly take up jobs in Industries and a very small percentage opt f or PG or research jobs.Those opting for entrepreneurship generally do job for 4-5 years to understand the business and related systems. Thus giving exposure to industry working is important. It is important that Industry based electives are introduced in curriculum, real life projects are given to final year students and field training made mandatory during the four year of engineering education. Industry academia interaction should lead to the development of curriculum with industry representatives, industry visits, laboratories set up with industry collaboration to bring the latest technology to institutes and develop as centre of excellence etc.This industry interaction will bridge the gap between the two and our graduates will be accepted by industry in a better way. It is observed that when we correlate the theoretical concepts with real life situation the students find it more interesting and easy to understand. Infrastructure Infrastructure and laboratories create the ambienc e for teaching learning in the institute. Lab work is the pulse of engineering program. It helps students to visualize what they learn in theory and verify the laws, phenomenon, parametric studies etc.Learning by doing is one of the basic methods of developing thought process and acquiring various skills. It is significant to learn what other universities around the world are doing to achieve the desired quality in engineering education. Tie up with reputed global Universities to learn and understand their best practices and accordingly try to implement it can help to develop quality processes. 1. 3 Our plan to visit Singapore University Their meticulous planning was seen right from our first email requesting them to give us appointment to visit their university.Appointment and Schedule of our delegation , objectives of our visit, what particularly and specifically we would like to see, how many people will be there in delegation along with their position , who will lead it etc. all the details were finalized through email communication. We were received as per schedule, shown around the campus as per our objectives and then finally meeting with the President and other higher officials of the university was arranged to give us the details of university through presentation along with deliberations on areas of collaboration for mutual interest. They were truly professional in their approach.As our delegation was headed by Honorable Rural Development Minister, Mr Jayant Patil, all the protocols were followed as per the status. Objectives of our Visit * To study the strategies to transform RIT in to Technological University and transformation from Under Graduate Teaching Institute to Research Institute. * To study the best practices of respective universities / institutions. * To understand the Governance Structure & Funding Pattern of the University. >To study the Focus of Research, Frontier Areas of Research, Research Funding and Research Promotion Schemes. Opp ortunities for Collaborative Graduate & Undergraduate Programs (Twinning Programs). * State of the Art Technologies in Teaching – Learning (Educational Technology). * To find out how Universities attract and retain the best talent world wide as a faculty (specific strategies and schemes) * To study Industry collaboration in Research and Methods for Promotion of Entrepreneurship 2. 0 An overview of universities in Singapore Three universities were visited namely National University of Singapore, Nanyang Technological University and Nanyang PolytecnicCertain observations & experience in each University * Students from all over the world could be seen making it truly an international level university, all the universities have excellent residential facilities for more than 10000 students, residential facility provided such that there is good mix up of students. * about placements – International employment in companies, 2 in 3 graduates are hired before graduation  œ the motto of universities is take the students to the world and bring students from the world to the university Faculty appraisal & tenure system followed in each university. Variable salary given to faculty based on experience and performance. Any newly inducted faculty has a tenure period of minimum 6 years which can be extended up to 9yrs. If the faculty is not confirmed in 9 years then the faculty is discontinued * Rigorous Curriculum in association with Industry, Industry attachment programs, faculty deputed to industry for industry exposure and capacity development * Government supported Universities in the form of funding for research, student fees etc. Classrooms are designed with state of art technology with different type of sitting arrangements in furniture, White LCD screens on each wall of class room connected to laptop on each table so that the students can view from any side. * CR specially designed in such a way to promote interactive two way teaching process. Not the traditional way of all the students facing the teacher and teacher restricted to dais during teaching. Circular or hexagonal tables provided with 4-5 students per table. * Student entry and attendance allowed in the Class room with the use of RFID reader and card which is carried by student Teaching Methodology and pedagogy given lot of importance with class rooms specially designed as per requirements * Faculty appointment done for following purpose: for teaching only, for research only and few for both teaching and research * Governance Structure with Board of trustees ,Senate, Academic Council, Board of Studies, President, Provost, Deans * Entrepreneurship education – special courses and programs offered for experiential entrepreneurship, special lectures arranged by entrepreneurs and founders, courses offered in partner university Patents, publications and citations considered for appraisal of faculty * Though technological university it had proper blend of all other streams like Arts, * humanities, sciences, medicine, MBA, Institute of Education, Environment and life sciences, media, Journalism, Information and communication etc. * Theory lectures conducted for large number of students from 120 to 400, up to 600 in some cases, Lecture theaters & halls well furnished, with proper lighting and automatic audio and video recording facility. Lectures also put on the intranet for he students to refer to whenever required. One to one focus on students learning in tutorial sessions. * More emphasis on open & self learning. Separate Rooms provided for students with Internet and various software along with Laptops and Desktops etc in a separate building named as education resource centre wherein: Facilities to do self study, general practice assignments/ presentations, etc. Lot of closed open spaces made available to student for purpose of study. Curriculum has focus on developing knowledge based presentation skills/ organizing thoughts.Individual Assign ments and preparation of students encouraged with proper assessment and feedback to students * Research funding given by government up to 80% and 20% by industries in thrust areas identified. PG and PhD students take up such research projects under the guidance of faculty * student fees supported by government in the form of scholarships , for students from Singapore supported up to 75% and other than Singapore up to 60% * No non teaching peon level staff seen in university, Faculty was self supported Salient features of each University National University of Singapore –The National University of Singapore (NUS) is Singapore's global university with distinctive strengths in education and research and an entrepreneurial dimension. NUS offers comprehensive curricula in the Faculties of Arts & Social Sciences, Business, Computing, Dentistry, Design & Environment, Engineering, Law, Medicine and Science. As a research-intensive institution, the University continues to build on its core areas of research excellence and to make an impact with revolutionary discoveries. Reflecting strong research output a total of 2,146 papers are published in internationally refereed journals.NUS is actively involved in international academic and research networks such as the Association of Pacific Rim Universities (APRU) and International Alliance of Research Universities (IARU). This global networking further enhances its international presence. NUS produce research of international quality and impact in a broad range of fields. To maintain its competitive edge, the university seeks to reinforce its core research infrastructure, faculty and programs. This is achieved by identifying and developing rapidly-emerging areas and promoting multi-disciplinary research.With a prime location at the heart of University Town (UTown), there is a constant buzz at the Education Resource Centre (ERC) where many of the facilities are accessible 24/7. Open to the NUS community, the ERC attrac ts students with its array of IT and multimedia facilities, plentiful study clusters and group discussion spaces where students can brainstorm for group projects or work individually on course assignments. Designed to foster collaborative learning, the technology-infused seminar rooms in UTown also encourage professors to introduce new teaching methods, which could eventually be replicated to the wider NUS community.Such strategic planning demonstrates the University's commitment to enhance the overall educational experience for all NUS students. Separate Centre for English language communication (CELC)-Separate English language development programs for Faculty and students, there is focus on reading, writing, speaking and listening in English, special courses organized for Chinese students before they join regular degree programs. The Student Counselling Centre (SCC) offers a supportive and conducive environment for any student with personal issues or challenges to seek help and gu idance from a professional counselor.A team of registered psychologist, counselors and case coordinator provide help and support for students from diverse religious, cultural, ethnic and sexual background 3. 11 Salient Features * Leading global university centered in Asia. 37,000 students. * Center for English Language communication. * 180 partnered Universities. Research-intensive institution with Research Areas as- Ageing, Risk Management, Water and Environment, Biomedical Science mainly focusing on inter-disciplinary research. Variable salary for faculty based on previous experience and achievements 3. 20 Nanyang Technological University (NTU) Nanyang Technological University (NTU) is an international university in all respects recruiting both undergraduate and graduate students from many countries, not only in S E Asia and in terms of faculty recruitment but have people from well over 40 countries. IntheQS World University Rankings 2011, NTU is ranked 58th in the world – a quantum leap from its 74th placing in the 2010 ranking.This makes NTU one of the fastest-rising universities in the top 100 of the 2011 QS World University Rankings, as well as the fastest-rising Asian university. It is highly ranked in both World and Asian terms and are currently ranked 14 in Asia and Business School is ranked 24 in the World by the Financial Times in respect to their MBA programme. There has been a renewed impetus given to research, stimulated in part by the recruitment of leading scientists and technologists from across the World. These leading figures will nucleate advanced research groups in forefront area.The university is fully committed to the development of multidisciplinary research in many areas of research Endeavour. The university has established its own high level international advisory body – the NTUR ‘Research Council', all major projects are expected to have high level international advisory panels and Appointments, Promotion and Tenu re process for faculty is extremely rigorous. In undergraduate education, NUS has seen a rise in the qualifications of the students admitted to NTU. NTU has five distinct programs that allow students to study, do research and work overseas.Among these are the Global Immersion Programme, with four different work/study/research options with leading companies and partner-universities in Asia, Europe and North America. Currently, 43% of undergraduates enjoy overseas exposure, which helps them acquire a global mindset. Tech-savvy and adaptable, graduates of the university are sought-after and well-paid, drawing some of the highest starting salaries among local university graduates. NTU has unveiled its five-year strategic plan, NTU 2015, which maps out how it will become a great global university by 2015.Under this, NTU will build on its current strengths and heritage to make its mark internationally in five areas – sustainability, healthcare, new media, the best of the East and W est, and innovation. The areas leverage NTU's diverse strengths, particularly its longstanding expertise in engineering and business, and the interfaces these have with various disciplines such as healthcare, science and the humanities. With almost S$1billion of research funding in the area of sustainability, NTU is already a global leader in this area. 3. 21 Salient features * Currently ranked 14 in Asia * 34,000 students Research funding 80% from Govt. and 20% from Industry. Multidisciplinary research, Research areas – Earth science innovation center, Environment and Life science, Bioengineering, Bacterial Biofilm field Faculty on tenure for 6 years and maximum up to nine years. Alumni associations formed all over the world in countries like China, india and Thailand. Has a strong alumni base of 1,56,000 in 105 countries NTU believe in 4I' s Inspire, inculcate, innovate, incubate Laboratories have equipments made easily available to students. Very impressive Guest book sign ing ceremony with the guest and the president of NTU . 30 Nanyang Polytechnic (NYP) Campus Brief history Established on 1 April 1992. Enrolled its pioneer batch of students for its School of Health Sciences and School of Business Management in July 1992. Set up the School of Engineering and the School of Information Technology in July 1993. The French-Singapore Institute, German-Singapore Institute and the Japan-Singapore Institute were transferred from the Economic Development Board to the Polytechnic in February 1993. Operated from five temporary campuses – Bukit Merah, Jurong, Outram, Tiong Bahru and Yishun – before moving to its permanent home in Ang Mo Kio in April 1998.Set up the School of Design and School of Chemical & Life Sciences in November 2000. The School of Interactive & Digital Media was established in November 2006. Mr Chan Lee Mun took over as Principal and CEO in August 2007, Mr Lin Cheng Ton went on to head NYP International. 3. 31 Salient Features * Strategic plan for five years * Works with National Manpower council to work out the manpower needs of industry * Industry collaboration learning factory concept. * Teachers with at least 5 years experience in Industry . * Being a diploma level institute ,Patents registered. * Research driven by faculty & Industry. Polytechnic students take up research projects led by faculty. * Work closely with Industry and inject realism in work. * Innovation Centre * Market-Oriented Planning, Training Systems, Capabilities Development * Application and Development Oriented Training > Regional and International Orientation 3. 32 The Teaching Factory Concept A hallmark concept of Nanyang Polytechnic (NYP) – the Teaching Factory Concept – is a concept that facilitates effective learning in the implementation of broad-based curricula in the first two years and specialist studies in the final year.The students spend 3-6 months in industry for internship to understand business environm ent and commercial value. It is a concept which adopts a practice and application-oriented training approach that combines the learning and working environment from which realistic and relevant learning experiences arise. 4. 0 Conclusion It was seen that all the three Institutes have developed into world class Universities and polytechnic within a span of 15-20 years and this was planned as a strategy and supported by Government.If India has to be known for such globally reputed universities then it calls for a systematic strategic plan to set up goals and achieve it over a planned period with the support of our government and its policies. With all the resources available in our country and strategic planning we can develop our Engineering Institutes into world class Institutes. 8 There was nothing very different in the working and constitution of NTU and NUS. Both the universities were offering Engineering programs along with all the other programs like sciences, medicine, commerc e, journalism, humanities etc.Proper policies to focus on faculty development & creation of research culture can help to transform our Engineering Institutes. There has been a shortage of qualified faculty with PhDs and post graduates in engineering for a long period now. We need to scale up PhD and PG programs in our universities ensuring the quality standards . We also should have attractive schemes to be able to attract and convince the young generation for higher studies so that there will be a pool of eligible , qualified research minded people available to satisfy the demand of industries and education sector. There is shortage of 1. 5 lakh engineering teachers.As per NASSCOM News room â€Å"as demand for engineers grows, experts say India has only 10 to 30% of qualified Instructors it needs†. Government policies are supporting the government aided & funded institutes or Government Institutes – what about private unaided Institutes which comprise almost 90 % of C olleges in India, If in India more number of institutes should be able to provide manpower which is employable & useful to contribute to indigenous Research & Development, Entrepreneurship in Engineering field, then it is must that our Engineering & Technology Institute should start adopting world class best practices.From all top Institutes almost 1/10th of our graduate engineers wish to take admission in foreign Universities for their post graduate and Ph. D. programmes. We need to reflect on this issue very seriously. How can we develop and improve prevailing engineering education system in India where our own students will give top priority to study. Can Industries, small to medium scale depend on University and Engineering Colleges for their Research & Development?Can we identify certain Institutes as centres of Research & Development for Industries where they can collaborate? We are not thinking of large scale industries with higher turnover of more than Rs. 1000 crores as the se industries can set up their own R & D units. If Industries also come forward with their needs and identify certain Education Institutes in their region to collaborate and work together then it will have dual benefit of getting proper manpower and continuous Training as well as Research & Development support, incubation centre etc.The students will get real life projects to work on, will be exposed to latest techniques and they will find their engineering education more relevant though experiential learning. Industries should develop faith in Institutes so that both can work together for mutual benefit. We at RIT have developed the following action plan after the visit to transform RIT in to Technological University and also transformation from Under Graduate Teaching Institute to Research Institute. 1. Strategic planning of the institute for 5 years with the goal of transforming it into University . Construction of large capacity lecture theater (approx. 600 capacity) with all th e facilities to screen and record the lectures. 3. Small capacity tutorial rooms (approx. 15-20 capacity) with comfortable furniture and recording facility. 4. Faculty training at NYP of 1-2 weeks/months duration in advanced technology. 5. Student exchange programs for post- graduate programs at NTU. 6. Seeking expertise in water science research from NUS, earthquake engineering research and nanotechnology from NTU. 7.Implementing the concept of teaching factory at undergraduate level. 8. Use of advanced Pedagogical technologies for enhancing learning effectiveness. References 1 . Abdul Lathaf Naha , The Hindu, August 16, 2011. Where have Engineering Teachers Gone? 2. Prof. PP Bahuguna, Professor, Indian School of Mines, Dhanbad, â€Å"Faculty Crunch in Technical Institutes in India and Possible Solutions†,www. indiaeducationreview. com/article/faculty-crunch 3. www. nus. edu. sg, www. ntu. edu. sg, www. nyp. edu. sg [pic] Few photographs of visit to NUS, NTU, NYP

Essay on Factors that Influence Development in Children

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