My Ph.D. studies started in January 1992 with the thesis title of "Contributions to the Calculation Methods of the Structures in Reinforced Concrete Frames." It discusses the effect of concrete structures design upon different earthquake loads. The study includes a review of literature in the field, as well as recommendations for how frames consisting of beams, plates, and columns of the concrete shall be designed and how their ductility can be increased by changing the walls take the form of masonry panel elements. In this context, I developed a program, which calculates the dynamic magnification factors. In the separate appendix, I present case studies of numerical results.
My viewpoint of the Building and its component is that the orientation of new researchers tends to move the human actions under building roof towards the energy efficiency and healthy living spaces; this movement intends to create:
More intelligent building materials
Environment becomes more important in building design process
Natural and physical frameworks become more than friendly for a building
The human development by effectively managing of natural resources is effective
The Research area
My research area focuses on building structures, materials, and energy efficient in building systems. Sustainability in building design and manufacture was the most important supporting tools in research distinct; it supports my orientation towards an effective and economical building systems. Another area of my research is ecological building, environmental design by means of green building concept, green roofs, and façade. In vernacular architecture in a hot climate and temperate climate. Some of my research areas cover the following subjects;
Improvement of Energy Saving Concept
Improvement of energy saving concept is a mechanism of helping the thermal insulation by acting of an extra layer, green covering help building to save energy. Better- insulated structures need a smaller amount of energy to heat and cool than those that are not comparably insulated. Energy savings are realized when cooling the structure, as the heat of the sun has less effect on the surface temperature of the roof. It is important that green covering be adequately insulated so that no heat can escape from the room covered by the green.
Application of bioclimatic design concepts in building design
The Bioclimatic Building design is a part of an innovative view in building design, where nature, life, and architectural conjecture merges to create a lively habitable edifice fit to satisfy the demands, restrictions and respect for both people and the environment. Bioclimatic architecture offers an exciting opportunity to achieve environmental, social and economic benefits. Improvement of Interior Energy Allocate, Building thermal zones such as cascade.
Energy in the building must be allocated throughout regarding of thermal zones in the building by utilized the energy in diverse building functional spaces such as cascade. This form of thermal hierarchy can transform into the building plan. It is better to assemblage the interior spaces that have the same temperature and intern contribution.
Activation of passive Heating Recovery System
Where building design becomes more technologic in design and creation. Heat recovery system becomes more practical in the most building design strategy.
Vernacular building system
It presents the first step towards sustainable building design, where vernacular habitats developed their individuality by tapping into nearby resources and exploiting them to confront the problems posed by a local environment.
Illuminations by Sun-Skylight- Tubes
In our understanding of the innovative lighting system, we can affirm that the sun-skylight tube is that system which redirects natural sunlight into interior spaces, reducing the need for electric lighting during the day. The actual sun-skylight tube is an aluminum tube lined with reflective silver sheets. Tubular sun-skylights are energy efficient high-performance lighting systems that are cylindrical in shape and are designed to light rooms up with natural light. The sun-skylight tube system is effective in either sunny and overcast weather conditions, or even when it is raining.
Illuminate by Light Shelves
The vital role of the light shelf is a sustainable building device that permits daylight to enter deep into building interior spaces. Light shelves are reflective horizontal surfaces that extend from the exterior into the interior of a building. The exterior types of the system also used as sunshades.
The benefits from the energy-efficient sitting and design of buildings are economic (saving money), social (reducing fuel poverty); and ecological (reducing resource exploitation and emissions).
Ecological building materials
In this distinct appear three principal approaches to improving the material efficiency of home construction:
- Reducing the amount of material used in construction.
- Using recycled materials that otherwise would have been waste.
An important factor that I believe, has learning to do, is the interest. It is not easy to acquire new knowledge about a man who is not interested in anything. One reason why this is so, is because new knowledge involves some changes for people to get a new perspective, new insights, and skills. Changes must be well justified and grounded in both students and teachers. They must be adapted to the goals of the school and the individual student's needs. If the individual should be able to change it, he should have the wish for that.
As a teacher, I would like to help others to gain new skills in order to be able to contribute constructively to the development of the society in which we live in.
Students in my view are different. They have different learning styles, conditions, needs, interests and orientations. Some students learn best by listening, others by typing, seeing or doing things. Some understand the subject better through theory; others prefer exercises. Several prefer that theoretical part precede the practical examples, others want to see an application first which then raises their curiosity on the theory. Some students are entirely focused on what will happen at the future workplace, and their event goal ends with the exam or even the end of the lecture.
Based on my experience, I strongly believe that students should be active in the learning process and not being only passive recipients of the knowledge. Indeed, it is my responsibility to help the students for achieving that. As a typical method, I am working in my courses with, i.,e, the projects. Partly because this brings with it great self-learning if the students are correctly guided, as well as, it simulates the real forms of work in the construction industry. Students are responsible for driving the projects forward and identify the knowledge needed to solve the problems. This expectation, I always explain to the students from the start of our course.
I have chosen to shift the focus toward learning the process rather than pure facts. It is my firm belief that students can learn the best by identifying the problems themselves. Lectures are not the only product of my courses. A close contact with the teacher who acts more as a mentor is more productive. As a teacher, I will be responsible to guide the students right into the content and provide conditions for them to solve the given tasks. I prefer using data that stimulate discussions and provide an opportunity for problem-based learning both as individuals and discussion groups, which is achieved by avoiding data with only one answer.
For me who teaches a subject where knowledge shall be presented by the application in the project, it appears that additional tangible to the binding of the links between information – understanding – application should be great for the student to achieve the objective and to have the opportunity to be rooted in the different issues from different perspectives.
In my role as a teacher, I am working energetically to present information, clarify it so that understanding should be reached and I should support the students in being able to apply the knowledge they have gained.
Core knowledge of my topic is the ability to
- Define the problems from an existent case.
- Outline the problems in an engineering way
- Perform calculations/plans/drawings
- Suggesting ideas and solutions in an engineering way
Another decisive factor which I believe will affect the interest is the examination. This issue was discussed extensively in the course "Examination and evaluation." It is not uncommon that the examination is designed to stimulate to the so-called superficial learning. For example, the student learns quickly a series of facts before a final exam and quickly forgets a big part of them within a short time, or by studying the subject with an aim to only pass the exam.
The examination should be designed to encourage instead deep learning, i.,e, learning focused on deep-seated knowledge and abilities that are not easily forgotten and that can be linked with previous knowledge and then combine knowledge from different courses.
This can be done by assessing the extent to which a particular examination method leads the students to achieve the more advanced skill levels, for example. Bloom's taxonomy.
How I work with the students learning development
My current pedagogical ethos has gradually developed over the years as I gained more experience from my position as a senior lecturer at Umeå University and Karlstad University. My view differs a lot from the sight I had during my earlier years as a university lecturer, as I seldom reflected the basic view I had because there was simply no time for reflection. Fortunately, I participated in the pedagogical courses which helped me to update and have the opportunity to reflect myself.
As an important part of the active and conscious learning process is to find our learning style. I always try to have different ways to examine the students in my courses for them to get the best and suitable approach.
Course development based on student evaluation
Measuring the results, in terms of how well learning targets been reached, is the starting point when a course is to be evaluated. This should present in the learning regulations at each course. Among the methods that I use to develop courses are the assessments I receive from the students as well as the discussions that we have during the course.
Particular difficulty lies in determining what meaning the students evaluation of the course will be in relation to the teacher’s assessments. In some cases, for example, the course books
that have not been included in the test or exam, are less appreciated by the students but is estimated by the teacher as important in this context. This is done even to the response rate in the evaluations which could be low, making it difficult for us to conclude. Awareness of the difficulties and the problems seems to be important and at the same time, I think that it gives a systematic and thorough work in different learning regulation to develop the courses based on the lessons we have in the past