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−An accurate estimate of the cost of construction and its reduction;

−Control the full implementation of each stage of the construction;

−Compliance with generally accepted requirements for safety, environmental protection and labor;

−Coordination of the implementation of actions in all departments and their interrelation.

The investor also gets advantages from using BIM technology. First, the necessary costs are significantly reduced. Secondly, the customer prematurely knows the functional features, suitability and capabilities of the future construction, its performance. Also, it controls the entire life cycle of the project and, if necessary, makes adjustments, the costs for which, due to the introduction of BIM technology, are reduced to zero. It has full access to information on expenses, can accurately predict financial flows, both at the planning stage and during construction.

In conclusion, it can be said that BIM is a future 3D modeling software of constructing and engineering industry. It is a complex program that creates three dimensional model and this model contains all the integrated information of a building. The way information is presented helps to control the lifecycle of the construction from inception to demolition. Also, it enables architects and engineers to work on the same project from different parts of the world due to the amount of information it contains of each element in the program. It is essential nowadays to have skills in modeling and construction in BIM programs as it is truly a technology of the future.

References

1.Maria Korovina. The applicability of the BIM technology in Russia

//Saimaa University of Applied Sciences Technology, Lappeenranta. – 2016 – 6

s.

F. Ibragimova, E.M. Fedotova

Nizhny Novgorod State University of Architecture and Civil Engineering

BIOCLIMATIC ARCHITECTURE: IN HARMONY WITH NATURE

Bioclimatic architecture is considered to be the basis of today's popular ecological or resource-saving architecture which arose long ago. In the first century BC Roman architect Vitruvius gave direct instructions referred to saving of solar power and protecting buildings against cold winds. Unfortunately this practice came to naught, and only after World War II it began to take root into life again. The main principle of the approach lies in harmony with the environment; desire to bring a human dwelling closer to nature.

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In the past, builders were able to achieve balance and harmony between the surrounding natural conditions and houses through the use of traditional, proven architectural techniques. Most often houses were built from local available materials and were closely connected with the surrounding ecosystem.

Due to the industrialization process and the proliferation of technological projects of mass construction in the last 100-150 years, houses began to be built isolated from the natural landscape, even more, in most cases, the construction of large residential complexes led to the destruction of the natural landscape.

Architects and engineers have always been interested in creating an attractive outside of the building which can adapt to changes of the climate during a day, a season and a year. The protecting designs have to regulate letting in heat, light and air as well as losing heat so that the optimal microclimate parameters inside of the building are provided at moderate energy costs. This could significantly contribute to reducing energy consumption in the building and improving the quality of the internal environment.

Bioclimatic architecture is one of the trends that organically combines traditional techniques of architecture and features of the environment. Bioclimatic houses built using the technologies of sustainable construction take into account the sensitive attitude to the nature, when the functionality and aesthetics of the house enter into a dialogue with the environment. Consequently, the main goal of architects is to bring people's environment closer to the surrounding area.

The bioclimatic house takes into account the peculiarities of the climate and is designed to provide the most comfortable living conditions in combination with the minimum energy consumption. In addition, available environmentally friendly energy sources such as sun, wind, water and soil are used for energy production. This helps significantly save energy for heating and cooling a building, as well as its lighting. Achieving these goals is potential by creating houses with round shapes, by providing buffer thermal zones inside the building and planting trees which enables dwellings to be protected from cold winds . Thanks to such simple measures, it is possible to reduce energy consumption by 20-30 percent from the average level. For this purpose, they use thermal protection of the building, passive solar systems, systems of natural cooling and lighting, as well as methods of rational use of energy - heat accumulation and arrangement of thermal zones. Just as we protect ourselves from the sun in the summer, we must protect the buildings in which we live. Compared to air conditioning, natural cooling not only provides energy-saving, economic and environmental benefits, but also represents a different approach with human comfort and well-being as its goal.

That is why the principles of bioclimatic architecture are best suited for creating small private houses, because they are much easier to fit into the natural landscape and minimize the negative impact on the surrounding ecosystem.

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Pic.1

The project of this house has been carried out in the process of reconstruction. On the basement floor that was ready, the architects built on three more floors, organized an elevator, a large "central" staircase, a gallery, terraces and a swimming pool. As a result of combining these various compositional elements around the central core of an already existing building, a very dynamic volume with complex horizontal and vertical communication has turned out. But such a complex structure and organization of spaces do not contradict the general feeling of lightness and plasticity of this house. Due to the use of large glazing planes, the house has turned out to be very sunny and bright. The main facade of the house faces the lake. On the facades it was decided to use a minimum of finishing materials. They combine these complex forms into a single volume. Board, stone and plaster have been selected very light and not contrasting with each other. The most important component and organizer of the entire internal space is light. The house is oriented to the cardinal points; therefore all the processes in the house are organized so as to provide it with natural light as much as possible. Many materials in the interior: light stone, wood, concrete and plaster are similar to the ones on facades, continuing the common theme of organic and plasticity for this house. Metal, glass, leather and bright textured fabrics appear in separate parts. Almost all the rooms of this house have access to the terraces or balconies. The first floor has several levels and in fact one large spacious area with a living-dining room, a kitchen, a dance hall and a bright gallery which leads to a large terrace. On the second floor there are large bedrooms with dressing rooms and bathrooms. The third floor is reserved for a large workshop. The basement houses a boiler room, some utility rooms and storerooms. Rooms for staff and a garage are located near the main entrance, as a separate unit.

Nowadays, buildings are certain to be intensive consumers of energy significantly affecting the greenhouse effect and climate change and having a serious impact on the environment.

Buildings must function efficiently to ensure the effectiveness of passive systems and energy saving methods. We must not forget that energy

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consumption causes environmental degradation. In contrast, bioclimatic, energy efficient buildings improve the quality of life for their user. We all influence the energy efficiency of the buildings in which we live. If we are aware of the proper design, materials and use of technology, we can apply them as much as possible in each case. Every action, even the simplest, can have energy advantages for our building.

To draw the conclusion, one can say that bioclimatic architecture creates great opportunities and should be perceived as the solution for well the whole world.

E.V. Tupitsyna, U.M.Shushina, O.N.Korneva

Nizhny Novgorod State University of Architecture and Civil Engineering

BRIDGING TECHNOLOGY

From ancient times people built bridges to overcome water barriers - rivers, lakes, swamps. And nowadays we have to overcome a lot of other kinds of obstacles. The first bridges were built several thousand years ago. That’s why, the word "bridge" is not only the most used, but also the oldest; in a broad sense, almost all other structures (overpasses, viaducts) are bridges.

By the way, the oldest existing bridge is Ponte Milvio in Rome. This stone bridge was built more than 2,000 years ago, in 109 BC. The longest bridge in the world is Tsingtaos Bridge. Its length is 42.5 km. It connects the mainland of the Chinese port city of Qingdao with the island area of Haundao in Jiaozhou Bay. And the widest bridge in the world is in St. Petersburg. This is the Blue Bridge over the Moika River. Its width is 97.3 meters.

Different kinds of bridges

Overhead bridge is a type of structure, which is built over another road or railway. It is technologically very different from the bridge, that's why it's called an overhead or an overpass. The main distinguish is much simpler supports; because designing the overpass, an engineer should not take into account the watercourse, the ice drift, erosion of the towers and the possible impact of passing ships. In general, the overpass is a bridge over an ordinary road.

Some short tunnels are also called overheads! Usually this is the name of tunnels over the span of the overhead, and the length is greater than the width of the span, but less than 300 m.

2-4 spans of 10-30 meters in length are usually taken for the construction of overheads, but for the construction overpasses are required more spans. In fact, this is the main difference between these engineering facilities. But they have another difference: the overhead crosses only the road, and the overpass can cross several types of obstacles: it may be a river, a road and a railway track.

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That’s why the overpass can quite easily combine as a bridge and overpass itself.

Apart from roads and water bodies, there is another type of barrier - relief, which is ravines, gorges, dells. Bridges, which are built in places with a difference in altitude, are called viaducts. Their construction instead of conventional roads is economically justified when it is unprofitable to create a mound. In general, everything depends on the depth of the ravine and length of road. So the difference of this type of bridge is the surface under the viaduct. That’s why they have another types of supports and spans. Usually viaducts are very beautiful and majestic structures.

A cable car bridge crosses the valley of the French river Tarn and passes near the town of Millau. It is the highest in the world, because one of its towers reaches height of 341 m. An engineer Michel Virljois is famous for designing of the Normandy cable-stayed bridge. He created the project of the grand structure. The unique design is part of the A75 road and completes it. Thanks to the construction of the Viaduct Millau, high-speed movement from Paris to Béziers via the Clermont-Ferrand became available.

Another interesting bridge construction not related to roads is aqueduct.

But it isn’t related to roads. This is an analogue of a viaduct, but just for carrying water, not vehicles, over ravines, rivers or other obstacles. Usually the aqueduct is a part of the irrigation system.

Pont du Gard is the oldest aqueduct in Southern France. It was built in the Roman Empire time. Initially, it was a part of the fresh water supply channel which was 50 km long, to the Roman city of Nîmes. The aqueduct was built without using building mortar. The stones of the aqueduct, about 6 tons weigh, were cut out and put in the appropriate place. Pont du Gard is one of the five leading French tourist attractions.

An avalanche gallery is the name of the structure above the mountain road, which provides to pass a mudflow over the road and protects drivers and passengers. It is also called the selektor.

Projects for future and some interesting existing projects

Architects from Dubai have developed the concept of the longest and tallest bridge in the world. This project causes admiration. Such constrution is necessary for the city to expand possibilities of free movement of a large number of tourists in Dubai. Four existing bridges and a tunnel connecting different parts of the city no longer cope with the increasing passenger traffic. The new arch bridge named after Sheikh Rashid bin Saeed Al Maktoum will connect the urban areas of Bar Dubai and Deira and become a new transport artery passing through the harbor of Dubai. The bridge will connect the business part of the city with a residential area. Based on the design, it seems that the bridge does not subject to the laws of physics, but despite of this, it does not fall. It is planned that there will be a metro line and 12 traffic lanes on the bridge, which will have a capacity of 20,000 cars per hour.

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The height of the arch span, which at the Sheikh Rashid bin Said al Maktoum bridge is 205 meters and the length of the arch span is 667 meters. It is 117 meters more than the nearest competitor, the Lupu Bridge in Shanghai.

The developer of this project is the New York based company Fxfowle Architects.It called the project "A new milestone in the history of Dubai" because of the amazing architecture of the wavy forms of the bridge arches, which are similar to the Arabian sand dunes and innovative design solutions. The cost of the project includes 2.5 billion dollars USA. Arrangement of the infrastructure of nearby facilities is $ 817 million. The bridge looks amazing from the height of the nearest skyscrapers. It's like a dune lying on the surface of the water. The height of spans above the water is almost 15 meters because of large ships passing through the strait. In the middle of the bridge there is an artificial island with a station of the Dubai Metro station and a roomy hall for concerts and ceremonial events.

Pedestrian bridge Brommy in Berlin. The project of the Spans Associates bureau is presented in the category "Structures of the Future". The bridge looks as a structure from glass. It is achieved by skillful using of mirrored surfaces.

Thus, we can see large number different types of bridges which have unique appearances and specific purposes.

А.А. Kuznetsov¹, Е.А. Aleshugina²

¹Institute of Economics and Entrepreneurship, UNN SPO 2Nizhny Novgorod State University of Architecture and Civil Engineering

BRITISH LAW IN EDUACATIONAL SPHERE

As it is known, in the United Kingdom of Great Britain and Northern Ireland there is no written constitution, therefore the main act regulating educational relations in Great Britain is the law. All laws (acts of both houses of parliament, passed a certain procedure of acceptance, signing by the monarch and promulgation) have equal legal force. It must be borne in mind that, for example, Scotland has its own national parliament, whose powers in the field of legal regulation of education are so broad that one can speak of Scotland's independent education system. In terms of the legal regulation of educational relations in descending order of legal force after the law, of course, we should mention acts of delegated legislation (statutory instruments), which in some cases can be passed bypassing parliament at the level of state minister, and at the same time such legal acts can create for citizens new rights and obligations, change and terminate existing ones. Further, we should mention the by-laws adopted by the Government, as well as the Department for Education and Skills of England (DfES) - hereafter DOA, the Scottish Executive Education

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Department (SEDP) - hereafter referred to as HR1. Not the last role in the legal regulation of education belongs to the acts of the judiciary. Of course, the courts are not entitled to repeal or block a law or an act of delegated legislation - they can only declare that any provisions do not comply with the basic UK laws on human rights and freedoms (which are often referred to in the UK as the

“unwritten Constitution”) and apply the case law (case law) in a specific, specific case. Legislation in the UK, the legal regulation of education at the legislative level is represented by hundreds of disparate laws and acts of delegated legislation, some of which has already become obsolete or has been abolished.

At the same time, work on consolidation and codification at the state level is slow. Conventionally, the laws on education in the UK can be divided into major and other. The main laws on education are the following. The Education Act of 1996 (Education Act 1996). To date, for England and Wales, this is the basic normative legal act in the field of education. For a visual representation of the range of issues that are regulated by this document, we briefly give the names of its parts and chapters.

The 1996 Law on Education was subsequently amended several times, in particular the 2002 Law on Education. In the same year as the Law on Education, the Law on Education (Scotland) was adopted. An independent education law appeared in Scotland in 2000 (Education and Training (Scotland) Act 2000). Since 1999, the Scottish Parliament has adopted several more laws on education, in particular, the Graduate Endowment and Student Support Act (2001), the Disabled Persons Protection Strategy Act and educational records of 2002. The law on changing school legislation in 2002, on the bodies of management of qualifications in 2002, on school lunches in 2003, on additional support for education in 2004, on school education (ministerial powers and independent schools) in 2004, on further and higher education 2005, about the Gaelic language of 2005, about the Scottish schools of 2006. No less important for secondary education in England and Wales is the School Standards Act and their structure in 1998 (School Standards and Framework Act 1998). According to this law, the Minister of Education of England has the right to establish the maximum content of classes in managed educational institutions. Higher and postgraduate education issues are regulated by the Further and Higher Education Act 1992, the 1998 Teaching and Higher Education Act (1998), and the 2004 Higher Education Act (Higher Education Act 2004). Other non-major laws of England and Wales include the Human Rights Act 1998 (Human Rights Act 1998), the Sex Discrimination Act 1975, the Disability Discrimination Act 1995. Act of 1995), the Race Relations Act 1976 (Amended Act 2000), the Special Educational Needs and Disability Act 1995 (Special Education Needs and Disabilities Act, 1995). Every year, and sometimes more often, about a sixth of all the laws of England somehow affects the field of education. For example, we present the laws adopted in the current 2006. The Law on Inspection and

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Education of 2006 (Education and Inspections Act 2006) The subject of legal regulation of the law was the imposition on local education authorities of additional responsibilities for identifying permanently residing persons of compulsory school age in their territory who were not registered in any school of municipal education, to improve the organization of the logistics of schools, the organization of extra-curricular and extra-curricular activities. In addition, the list of bodies that can initiate the creation of new schools has been added. The law mainly deals with public schools. Some changes were made to the state curriculum. Also discipline and supervision over its observance has been tightened, changes have been made to the order of establishing the policy of discipline by school administrations. The law amends the procedure for exclusion from schools and admission to general education institutions. A new legal entity, the Office for Educational Standards, Child Care and Skills (Office for Standards in Education, Children's Services and Skills), is being established. The law also increased the authority of the Chief Inspector of the Department of Education and Skills. In connection with the adoption of this law, dozens of amendments were made to the 1996 Law on Education. Child Protection Act 2006 (Childcare Act 2006) The legislation was adopted to increase the involvement of parents in the process of raising and educating a child from an early age. It was introduced an additional mechanism for third-party inspections of the organization of pre-school education in the field. Additional responsibilities of local educational bodies for the organization of pre-school education of children of working parents and providing parents with detailed information about the development of the child in a pre-school educational institution are provided for. Equality Act 2006 consists of 49 of the Law prohibits local educational authorities and administrations of independent and special schools from creating conditions for enrolling in schools in which discrimination on the grounds of religion would take place, as it is understood in terms of art.

The Act approving allocations to support educational needs of citizens and limits on subsidies for 2006 (Appropriation Act 2006) The law regulates allocations and imposes limits on the programs of the Department of Education and Skills to support vulnerable families with children of school age and some other categories of citizens . Act on the Commissioner for the Elderly (Wales) 2006 (Commissioner for Older People (Wales) Act 2006) Art. 9 of this law authorizes the Commissioner to support research and other educational activities conducted by older people. 2006 Law on National Lottery Acts Article 7 of the Law obliges 50% of revenues to be deducted for one of the four possible stated goals of the lottery, in particular "relating to education". This law is important in relation to additional sources of education funding in the UK.

Thus, bringing parents of regular shirkers to criminal responsibility is considered a legitimate aim. The main question here is how justified is this goal of bringing parents to criminal responsibility for such a crime without guilt

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(objective imputation). The Convention does not oblige the legislatures of the member countries of the Convention to refrain from the principle of objective imputation for the purpose of establishing criminal responsibility for certain crimes. There is only one, in our opinion the most conspicuous, issue of law, which was discussed in case-law cases in the field of education. There are other landmark precedents, in particular, certain provisions of the Law on School Standards and their Structure of 1998, the Law on Education of 1996, and many other legal acts regulating relations in the field of education were disputed.

A.S. Markova, D.A. Loshkareva

Nizhny Novgorod State University of Architecture and Civil Engineering

CHARLES RENNIE MACKINTOSH: MANIFEST OF THE NEW STYLE

Charles Rennie Mackintosh (1868 – 1928) was the major exponent of Art Nouvea style. He is also associated with the Arts and Crafts Movement in the UK. Mostly Mackintosh is famous for his architecture and design. All his products have geometrical form. Everything is comfortable, functional and balanced. Mackintosh made the series of chairs, tables, wall clock, fixtures, stained glasses.

Pic.1. «The Glasgow School of Art»

However his design and architecture projects are not so distinguishing for Art Nouvea style in comparison to his paintings.

Mackintosh had his own, creative style in drawing. One of the differences of this style was the attention to details. During the search of this style Mackintosh learned and sketched variations of natural forms, for example, a pattern on the cut cabbage or fish-eye under a microscope. Then he tried to express the mood of the poem using curved lines. As a result, Mackintosh learned to express his ideas with special symbols.

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Symbolism was crucial for his art. Mackintosh, as many other painters, was searching in his work for “the soul that lies beneath appearances” and he found that this soul was expressed in the best way through a poetic mood of symbolic illumination.

In 1892 Mackintosh was introduced to the Macdonald sisters, Margaret and Frances. Together with Herbert Macnair they formed a group known as the Glasgow Four, the most original and internationally influential artists that Scotland has produced.

In their paintings they mostly used iconic symbols like rose, cross, circle, square, tree and some over variations of nature forms. It was their distinctive feature. For example, the tree is a symbol of the universe and a basic form of building construction. That’s why stylized trees and other nature forms dominate in Mackintosh’s art and architecture.

Pic.2. «The Harvest Moon»

The Glasgow style was never accepted or understood in Britain (though it was influential in Austria and Germany). By 1910 artistic fashions had changed. Expressionism, Cubism, and Futurism replaced European Symbolism, and by 1914 the ideas of the Glasgow Four had disappeared from public consciousness.

In 1923 Mackintosh gave up design and moved to the South of France, where he worked as an artist painting watercolors of the landscape. His watercolors have a strong sense of design that reflects his architectural interests.

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