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This anthology brings the study of the built environment, its design, social and cultural functions, and the criticism thereof into focus. Following a preface and introduction, 22 essays are organized in three parts. Part 1 includes: (1) "Landscape Art and the Role of the Natural Environment in Built Environment Education" (Heather Anderson); (2) "Mapping a Sense of Place: A Contextualized Approach to Designed Environments" (Laurie E. Hicks, Roger J. H. King); (3) "Kevin Lynch and Others: Implications for Built Environment Education" (Paul Langdon); (4) "Environmental Design Education in Community Contexts" (Ronald W. Neperud); (5) "Valuing and Conserving Our Built Environment" (Georgianna Short, Mary Erickson, Scott K. Cunliffe); (6) "Aesthetics of Place and the Anasazi World View" (Harriet Walker); (7) "Personal Space and Public Place: Architecture and Narrative in Built Environment Education" (Laura K. Guinan); (8) "Lessons of the Prairie School" (Rick Knivsland); and (9) "Gendered Spaces: Architecture, Feminism, and Art Education" (Yvonne Gaudelius; Laura K. Guinan). Part 2 includes: (10) "Architecture as Pedagogy" (David W. Orr); (11) "Educating for Sustainability: Letters from an Alum" (Charles W. Rusch); (12) "User Group Participation in Design Education and the Built Environment" (Anne Taylor); and (13) "The Physical Environment of Art Classrooms: A Context for Expression and Response" (Frank D. Susi). Part 3 includes: (14) "A Place in the World: Adults' Memories of Childhood's Special Places" (David Sobel); (15) "Block Building: Architecture in Early Childhood Art Education" (Suzanne Kolodziej); (16) "Children as Architects" (George Szekely); (17) "Going 'Home': Finding Our Roots in Late 19th and Early 20th Century Architecture" (Barbara Ann Francis); (18) "Art and the Built Environment: A Framework for School Programs" (Eileen Adams); (19) "Curriculum Evaluation: One Approach for Assessing Built Environment Education in the Classroom" (Ginny W. Graves); (20) "Art and the Built Environment: Strategies for Sustainable Creativity" (Stuart MacDonald); (21) "Universal Design in Art Education: Principles, Pedagogical Implications, and Resources" (Doug Blandy); and (22) "A Feminist Perspective of Built Environment Education: History, Critique, and Resource" (Hinda Hanrietta Avery). Most papers contain references. (MM)

This paper provides an overview of the Australian Government΄s Facilities Management (FM) Action Agenda as announced in 2004 as a key policy plank designed to facilitate growth of the FM industry. The resulting consultation with industry leaders has seen the creation and release in April 2005 of the FM Action Agenda΄s strategic plan entitled `Managing the Built Environment΄. This framework, representing a collaboration between the Australian Government, public and private sector stakeholders and Facility Management Association of Australia (FMA Australia) and other allied bodies, sets out to achieve the vision of a more ˵...productive and sustainable built environment...″ through improved innovation, education and standards. The 36 month implementation phase is now underway and will take a multi-pronged approach to enhancing the recognition of the FM industry and removing impediments to its growth with a 20 point action plan. Additional information is available at www.fmactionagenda.com.au [ABSTRACT FROM AUTHOR]

The built environment encompasses all buildings, spaces and products that are created or modified by people. This includes homes, schools, workplaces, recreation areas, greenways, business areas and transportation systems. The built environment not only includes construction above the ground but also the infrastructure hidden under the ground. This includes all buried services such as water, gas, electricity and communication services. These buried services are required to make the buildings functional, useful and fully operational: an efficient and well maintained underground infrastructure is required. RFID tags (radio frequency identification devices) are in essence transceivers consisting of three components that make up a sophisticated transponder. Once activated, the tag transmits data back to a receiving antenna: the technology does not require human intervention and further benefits from the fact that no line of sight is needed to control/operate the system. The tags can have both read and write abilities and their performance characteristics can be tailored/changed to accommodate a range of situations. Within this paper we argue that utility provision (the hidden services) is an area where RFID technology may be able to identify location of buried pipes and others underground equipments. Early results from field trials carried out so far will be presented. The issues and concerns relating to developing such an application using RFID technology will also be highlighted. [ABSTRACT FROM AUTHOR]

Just as traditional environmental concerns–water, desertification, balanced development–can pose challenges to human security, so can the built environment. For the first time in history, the majority of people now live in cities, and rapid urbanization is already shaping trends in global peace and security. Armed violence is increasingly taking place in sprawling hillside slums, involving adolescent boys with automatic weapons, corrupt police officers determined to ˵clean up″ City Streets, or vigilante groups who take justice into their own hands. The violence feeds on the toxic mix of transnational criminal organizations and failed public security. But the built environment can also be a starting point for conflict resilience. Secure cities–cities with effective public security; inclusive, participatory governance; and positive social capital–will be critical to the prevention of armed violence and the protection of civilian populations from such violence when prevention fails. [ABSTRACT FROM AUTHOR]