Graph-based ontology reasoning for formal verification of BREEAM rules

Globally, the need to check regulation compliance for sustainability has become central in the delivery of construction projects. This is partly due to policies by various governments requiring existing and new buildings to comply with certain standards or regulations. However, the verification of whether a building complies with any particular standard or regulation has proven challenging in practice. The purpose of formal verification is to prove that under a certain set of assumptions, a building will adhere to a certain set of requirements, for example the minimum performance standards of key environmental issues. Compliance checking requires different criteria often difficult to straightforwardly define and combine in an integrated fashion for providing holistic interpretation to facilitate easy decision-making. Such criteria, their various flows and combinations can easily be dealt with using conceptual graph theories and Semantic Web concepts which allow rules to be imbued to facilitate reasoning. The aim of this study is to tap on conceptual graphs and Semantic Web concepts to develop a system for checking Building Research Establishment Environmental Assessment Methodology (BREEAM) sustainability standard compliance in the French construction industry. A conceptual graph-based framework that formally describes BREEAM requirements and visually analyse compliance checking processes has been proposed. When implemented in a software that integrates conceptual graphs and Semantic Web knowledge, automatic reasoning allows both the logical specification and the visual interpretation to be displayed and further provides a semantic support for compliance checking information.     

Building reciprocity: the dialectic processes of creating a grounded theory and the emergence of a theoretical framework

We reflect on and illustrate with concrete examples the various systematic and creative steps taken along the process of grounded theory (GT). This process led to the emergence of a theoretical framework centered on building reciprocity as a way of collaborating with socio-economically disadvantaged communities and a means for facilitating poverty-reduction initiatives. This article aims to present the systematic processes of analysis that lie behind the theoretical framework and to reflect on the lessons learned along the path to creating a GT. In this way, the emergence of the theoretical framework is examined along the different inductive and analytic steps, and the interrelation between concepts is discussed. Theoretical sensitivity, pacing, sampling, coding, memoing, and sorting in this research are illustrated and brought to light.     

Dichhaptic laterality and field dependence

Relationships among laterality, field dependence, and sex were investigated using right handed subjects. Dichhaptic measures of laterality showed a significant left-hand advantage for the discrimination of irregular shapes. No significant relationships were found between laterality and sex or sex role perceptions nor between laterality and field dependence. A modality of response effect on the laterality task was interpreted in terms of the functional cerebral space principle.     

Mental capacity,mental effort,and cognitive style

This study tests the relationship between two theoretical models of human attentional capacity: Pascual-Leone's mental capacity and Kahneman's mental effort. It was found that significant and positive correlations exist between the empirical measures of the above constructs, and the relationship is demonstrated via construct validation by showing that the two constructs relate in the same manner to the subject's cognitive style (i.e., field-dependence/independence).     

Alliance and Group Cohesion in Relationship Education

Relationship education programs have been shown as an effective way to increase relationship functioning. There is less known about how process factors, such as alliance with the leader or group dynamics, affect outcomes in these interventions. We examined group cohesion and alliance with the leader in a relationship education program tailored for individuals. Specifically, we examined whether participants' ratings (n = 126) of the group cohesion and alliance with the leader were associated with changes in relationship adjustment, relationship confidence, and communication quality from pre‐ to postintervention. The results demonstrated that participants' perceptions of the cohesion among the members in their relationship education group, but not the leader–participant alliance, made a significant contribution to the changes in participants' relationship functioning. These results suggest that the group dynamics among the members in the group are important ingredients in relationship education. Implications for relationship programs are provided.