About this book With accelerating change towards globalisation, the efficacy of design solutions not embedded within regional culture has been prone to failure - technically, socially and economically. Environmental problems and questions surrounding how to achieve a sustainable built environment are now posing urgent challenges to built environment practitioners and researcher. However, international cooperation in setting targets and standards as well as an increasing exchange of environmental information and practices present designers, clients and occupants with new problems that comprise local needs and the built environment.
Using the specific case of the design of environmentally sound buildings, the book identifies a number of issues from different perspectives: The conflict between regionally appropriate environmental building practices within a global technical and economic context. How human, social and cultural expectations limit technological advances and performance improvements.
To what extent information on environmentally progressive buildings can be transferred across cultures without compromising regional and local practices. Which ideas travel successfully between regions — generic principles, specific ideas or specific solutions? How the idea of regional identity is being redefined as the process of globalisation both widens and accelerates.
Reviews 'It represents a critical step on the long road towards a sustainable society by opening a dialogue on the disconnections that prevent international green building research from connecting meaningfully with local conditions.
- Islamic identity and the struggle for justice.
- Sacrifice Your Love: Psychoanalysis, Historicism, Chaucer!
- Indoor Air Pollution (Handbook of Environmental Chemistry).
- ØªÙØ§ØµÙÙ Ø§ÙÙ ÙØªØ¬?
- Download e-book Buildings, Culture and Environment: Informing Local and Global Practices!
- Product details;
- Buildings, culture and environment : informing local and global practices.
Author Bios Raymond J. Cultures are dynamic and change over time. The study of culture prepares students to ask and answer questions such as: What is culture? What roles does culture play in human and societal development? What are the common characteristics across cultures? How is unity developed within and among cultures? What is the role of diversity and how is it maintained within a culture?
How do various aspects of culture such as belief systems, religious faith, or political ideals, influence other parts of a culture such as its institutions or literature, music, and art? How does culture change over time to accommodate different ideas, and beliefs? How does cultural diffusion occur within and across communities, regions, and nations?
Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. They will acquire knowledge and understanding of culture through multiple modes, including fiction and non-fiction, data analysis, meeting and conversing with peoples of divergent backgrounds, and completing research into the complexity of various cultural systems. In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum.
Young learners can explore concepts of likenesses and differences among cultural groups through school subjects such as language arts, mathematics, science, music, and art. In social studies, learners interact with class members and discover culturally-based likenesses and differences. They begin to identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.
In the middle grades, students begin to explore and ask questions about the nature of various cultures, and the development of cultures across time and place. They learn to analyze specific aspects of culture, such as language and beliefs, and the influence of culture on human behavior.
As students progress through high school, they can understand and use complex cultural concepts such as adaptation, assimilation, acculturation, diffusion, and dissonance that are drawn from anthropology, sociology, and other disciplines to explain how culture and cultural systems function. Studying the past makes it possible for us to understand the human story across time. The historical experiences of societies, peoples and nations reveal patterns of continuity and change. Historical analysis enables us to identify continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change within societies and institutions, and that result in innovation and the development of new ideas, values and ways of life.
Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place.
Download Buildings, Culture And Environment: Informing Local And Global Practices
Study of the past makes us aware of the ways in which human beings have viewed themselves, their societies and the wider world at different periods of time. Knowing how to read, reconstruct and interpret the past allows us to answer questions such as: How do we learn about the past? How can we evaluate the usefulness and degree of reliability of different historical sources? What are the roots of our social, political and economic systems? What are our personal roots and how can they be viewed as part of human history?
Why is the past important to us today? How has the world changed and how might it change in future? How do perspectives about the past differ, and to what extent do these differences inform contemporary ideas and actions? Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study.
The use of stories about the past can help children develop their understanding of ethical and moral issues as they learn about important events and developments. Children begin to recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the past. They learn to offer explanations for why views differ, and thus develop the ability to defend interpretations based on evidence from multiple sources. They begin to understand the linkages between human decisions and consequences.
The foundation is laid for the further development of historical knowledge, skills, and values in the middle grades. Through a more formal study of history, students in the middle grades continue to expand their understanding of the past and are increasingly able to apply the research methods associated with historical inquiry. They develop a deeper understanding and appreciation for differences in perspectives on historical events and developments, recognizing that interpretations are influenced by individual experiences, sources selected, societal values, and cultural traditions.
They are increasingly able to use multiple sources to build interpretations of past events and eras. High school students use historical methods of inquiry to engage in the examination of more sophisticated sources. They develop the skills needed to locate and analyze multiple sources, and to evaluate the historical accounts made by others. They build and defend interpretations that reconstruct the past, and draw on their knowledge of history to make informed choices and decisions in the present. Social studies programs should include experiences that provide for the study of people, places, and environments.
The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations.
They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships. During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. They study the communications and transportation networks that link different population centers, the reasons for these networks, and their impact.
They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places. Learners develop an understanding of the growth of national and global regions, as well as the technological advances that connect students to the world beyond their personal locations. Why is location important? How do people interact with the environment and what are some of the consequences of those interactions?
What physical and other characteristics lead to the creation of regions?
Buildings, Culture and Environment: Informing Local and Global Practices
How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments? In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world cultures. Student experiences will encourage increasingly abstract thought as they use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. In the early grades, young learners draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills.
They learn to use maps, globes, and other geographic tools. They also express interest in and concern for the use and misuse of the physical environment.
IN ADDITION TO READING ONLINE, THIS TITLE IS AVAILABLE IN THESE FORMATS:
During the middle grades, students explore people, places, and environments in this country and in different regions of the world. Students in high school are able to apply an understanding of geospatial technologies and other geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change in the relationship between people, places, and environments, and the resulting issues and challenges, they develop their skills at evaluating and recommending public policies. Given the nature of individual development in a social and cultural context, students need to be aware of the processes of learning, growth, and interaction at every level of their own school experiences.
The examination of various forms of human behavior enhances an understanding of the relationships between social norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles underlying individual action. Questions related to identity and development, which are important in psychology, sociology, and anthropology, are central to the understanding of who we are. Such questions include: How do individuals grow and change physically, emotionally and intellectually?
Why do individuals behave as they do? What influences how people learn, perceive, and grow? An important and often overlooked aspect of culture is that despite its subliminal nature, people are effectively hardwired to recognize and respond to it instinctively. It acts as a kind of silent language. Shalom Schwartz and E. Wilson have shown through their research how evolutionary processes shaped human capacity; because the ability to sense and respond to culture is universal, certain themes should be expected to recur across the many models, definitions, and studies in the field.
That is exactly what we have discovered in our research over the past few decades. Our review of the literature for commonalities and central concepts revealed two primary dimensions that apply regardless of organization type, size, industry, or geography: people interactions and response to change. Cultures that lean toward the former place greater value on autonomy, individual action, and competition. Those that lean toward the latter emphasize integration, managing relationships, and coordinating group effort.
People in such cultures tend to collaborate and to see success through the lens of the group. Whereas some cultures emphasize stability—prioritizing consistency, predictability, and maintenance of the status quo—others emphasize flexibility, adaptability, and receptiveness to change.
Those that favor stability tend to follow rules, use control structures such as seniority-based staffing, reinforce hierarchy, and strive for efficiency. Those that favor flexibility tend to prioritize innovation, openness, diversity, and a longer-term orientation. Kim Cameron, Robert Quinn, and Robert Ernest are among the researchers who employ similar dimensions in their culture frameworks.
By applying this fundamental insight about the dimensions of people interactions and response to change, we have identified eight styles that apply to both organizational cultures and individual leaders. Caring focuses on relationships and mutual trust. Work environments are warm, collaborative, and welcoming places where people help and support one another. Employees are united by loyalty; leaders emphasize sincerity, teamwork, and positive relationships.
Purpose is exemplified by idealism and altruism. Work environments are tolerant, compassionate places where people try to do good for the long-term future of the world. Employees are united by a focus on sustainability and global communities; leaders emphasize shared ideals and contributing to a greater cause. Learning is characterized by exploration, expansiveness, and creativity.
Work environments are inventive and open-minded places where people spark new ideas and explore alternatives. Employees are united by curiosity; leaders emphasize innovation, knowledge, and adventure. Enjoyment is expressed through fun and excitement. Work environments are lighthearted places where people tend to do what makes them happy. Employees are united by playfulness and stimulation; leaders emphasize spontaneity and a sense of humor.
Results is characterized by achievement and winning. Work environments are outcome-oriented and merit-based places where people aspire to achieve top performance. Employees are united by a drive for capability and success; leaders emphasize goal accomplishment. Authority is defined by strength, decisiveness, and boldness. Work environments are competitive places where people strive to gain personal advantage. Employees are united by strong control; leaders emphasize confidence and dominance. Safety is defined by planning, caution, and preparedness.
Integrating the Sustainable Development Goals in Building Projects
Work environments are predictable places where people are risk-conscious and think things through carefully. Employees are united by a desire to feel protected and anticipate change; leaders emphasize being realistic and planning ahead. Order is focused on respect, structure, and shared norms. Work environments are methodical places where people tend to play by the rules and want to fit in.
Employees are united by cooperation; leaders emphasize shared procedures and time-honored customs. These eight styles fit into our integrated culture framework according to the degree to which they reflect independence or interdependence people interactions and flexibility or stability response to change.
Styles that are adjacent in the framework, such as safety and order, frequently coexist within organizations and their people. In contrast, styles that are located across from each other, such as safety and learning, are less likely to be found together and require more organizational energy to maintain simultaneously. Each style has advantages and disadvantages, and no style is inherently better than another. An organizational culture can be defined by the absolute and relative strengths of each of the eight and by the degree of employee agreement about which styles characterize the organization.
On the basis of decades of experience analyzing organizations, executives, and employees, we developed a rigorous, comprehensive model to identify the key attributes of both group culture and individual leadership styles. Eight characteristics emerge when we map cultures along two dimensions: how people interact independence to interdependence and their response to change flexibility to stability. The relative salience of these eight styles differs across organizations, though nearly all are strongly characterized by results and caring.
The spatial relationships are important.
Proximate styles, such as safety and order, or learning and enjoyment, will coexist more easily than styles that are far apart on the chart, such as authority and purpose, or safety and learning. Achieving a culture of authority often means gaining the advantages and living with the disadvantages of that culture but missing out on the advantages and avoiding the disadvantages of a culture of purpose. Inherent in the framework are fundamental trade-offs. Although each style can be beneficial, natural constraints and competing demands force difficult choices about which values to emphasize and how people are expected to behave.
It is common to find organizations with cultures that emphasize both results and caring, but this combination can be confusing to employees. Are they expected to optimize individual goals and strive for outcomes at all costs, or should they work as a team and emphasize collaboration and shared success? The nature of the work itself, the business strategy, or the design of the organization may make it difficult for employees to be equally results focused and caring.
In contrast, a culture that emphasizes caring and order encourages a work environment in which teamwork, trust, and respect are paramount. The two styles are mutually reinforcing, which can be beneficial but can also present challenges. The benefits are strong loyalty, retention of talent, lack of conflict, and high levels of engagement. Savvy leaders make use of existing cultural strengths and have a nuanced understanding of how to initiate change.
Top leaders and founders often express cultural sentiments within the public domain, either intentionally or unintentionally. Having a deeper, more transcendent purpose is highly energizing for all of the various interdependent stakeholders. And when we are setting the rules for the securities markets, there are many rules we, the SEC, must follow. In the battle with lions, wolves have terrifying abilities.
With a strong desire to win and no fear of losing, they stick to the goal firmly, making the lions exhausted in every possible way. The eight styles can be used to diagnose and describe highly complex and diverse behavioral patterns in a culture and to model how likely an individual leader is to align with and shape that culture. Using this framework and multilevel approach, managers can:.
Our research and practical experience have shown that when you are evaluating how culture affects outcomes, the context in which the organization operates—geographic region, industry, strategy, leadership, and company structure—matters, as does the strength of the culture. Consider the case of a best-in-class retailer headquartered in the United States. The company had viewed its first priority as providing top-notch customer service. It accomplished this with a simple rule—Do right by the customer—that encouraged employees to use their judgment when providing service.
In measuring the culture of this company, we found that like many other large retailers, it was characterized primarily by a combination of results and caring. Unlike many other retailers, however, it had a culture that was also very flexible, learning oriented, and focused on purpose. As the retailer expanded into new segments and geographies over the years, the leadership strove to maintain an intense customer focus without diluting its cherished culture. Although the company had historically focused on developing leaders from within—who were natural culture carriers—recruiting outsiders became necessary as it grew.
The company preserved its culture through this change by carefully assessing new leaders and designing an onboarding process that reinforced core values and norms. Culture is a powerful differentiator for this company because it is strongly aligned with strategy and leadership.
Delivering outstanding customer service requires a culture and a mindset that emphasize achievement, impeccable service, and problem solving through autonomy and inventiveness. Not surprisingly, those qualities have led to a variety of positive outcomes for the company, including robust growth and international expansion, numerous customer service awards, and frequent appearances on lists of the best companies to work for.
The chief executive of an agriculture business was planning to retire, spurring rumors about a hostile takeover. The CEO was actively grooming a successor, an insider who had been with the company for more than 20 years. Our analysis revealed an organizational culture that strongly emphasized caring and purpose. The potential successor understood the culture but was far more risk-averse safety and respectful of traditions order than the rest of the company. Given the takeover rumors, top leaders and managers told the CEO that they believed the company needed to take a more aggressive and action-oriented stance in the future.
The board decided to consider the internal candidate alongside people from outside the company. Cultural dynamics are a frequently overlooked factor in postmerger performance. Three external candidates emerged: one who was aligned with the current culture purpose , one who would be a risk taker and innovative learning , and one who was hard-driving and competitive authority. After considerable deliberation, the board chose the highly competitive leader with the authority style. Soon afterward an activist investor attempted a hostile takeover, and the new CEO was able to navigate through the precarious situation, keep the company independent, and simultaneously begin to restructure in preparation for growth.
Mergers and acquisitions can either create or destroy value. Numerous studies have shown that cultural dynamics represent one of the greatest yet most frequently overlooked determinants of integration success and postmerger performance. An assessment of the cultures revealed shared values and areas of compatibility that could provide a foundation for the combined culture, along with important differences for which leaders would have to plan: Both companies emphasized results, caring, and order and valued high-quality food, good service, treating employees fairly, and maintaining a local mindset.
But one operated in a more top-down manner and scored much higher on authority, especially in the behavior of leaders. Because both companies valued teamwork and investments in the local community, the leaders prioritized caring and purpose. At the same time, their strategy required that they shift from top-down authority to a learning style that would encourage innovation in new-store formats and online retailing.