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Christopher Gorse

Researcher at Leeds Beckett University

Publications -  121
Citations -  1969

Christopher Gorse is an academic researcher from Leeds Beckett University. The author has contributed to research in topics: Excited state & Boltzmann equation. The author has an hindex of 22, co-authored 119 publications receiving 1768 citations. Previous affiliations of Christopher Gorse include University of New South Wales & University of Exeter.

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Developing a taxonomy for discontinuities in internal wall insulation

TL;DR: This paper brings together the findings from building performance research, part of which involved field studies forensically observing IWI installations and a literature review of IWI research to identify the types of discontinuities observed and the terminology used to describe the occurrence and characteristics.
Book ChapterDOI

Reporting Corporate Sustainability: The Challenges of Organisational and Political Rhetoric

TL;DR: The UK's impending departure from the European Union (BREXIT) brings future disconnection from EU directives, which had tied the country to reduced emissions commitments as mentioned in this paper, and the UK, another globally important economy, also amended its discourse making regulatory changes and dropping its commitment to zero carbon buildings.

Party Wall Cavity Barrier Effective Edge Seal Testing for ARC Building Solutions Ltd

TL;DR: This project aimed to compare the performance of a recognised ‘current practice’ solution against ARC Building Solutions Ltd.

Upgrading the UK Housing Stock: Insights into the Performance of Ready for Market Retrofit Solutions

TL;DR: In this article, the results from a deep retrofit project, where off-the-shelf measures were introduced in stages, under controlled conditions, on a hard to treat property.

Developing maths skills in a virtual construction context: benefits and challenges

TL;DR: Feedback from teachers, specialists and students suggest that maths applied to construction context supported by web based multimedia has potential to capture interest and support teaching and learning in vocational and non-vocational environments.