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Buildings and their use is a complex process from design to occupation. Buildings produce huge volumes of data such as building information modelling (BIM), sensor (e.g. from building management systems), occupant and building maintenance data. These data can be spread across multiple disconnected systems in numerous formats, making their combined analysis difficult. The purpose of this paper is to bring these sources of data together, to provide a more complete account of a building and, consequently, a more comprehensive basis for understanding and managing its performance.

Building data from a sample of newly constructed housing units were analysed, several properties were identified for the study and sensors deployed. A sensor agnostic platform for visualising real-time building performance data was developed.

Data sources from both sensor data and qualitative questionnaire were analysed and a matrix of elements affecting building performance in areas such as energy use, comfort use, integration with technology was presented. In addition, a prototype sensor visualisation platform was designed to connect in-use performance data to BIM.

This work presents initial findings from a post occupancy evaluation utilising sensor data. The work attempts to address the issues of BIM in-use scenarios for housing sector. A prototype was developed which can be fully developed and replicated to wider housing projects. The findings can better address how indoor thermal comfort parameters can be used to improve housing stock and even address elements such as machine learning for better buildings.

Over the past 20 years, the primary focus of education policy and programming in low- and middle-income country contexts has shifted from access to quality. There has also been a laudable increase in the amount of available research about education quality in low- and middle-income countries, and a growing emphasis placed on incorporating research- and evidence-based activities and approaches into donor-funded education programs, particularly for early grade reading. Reviews of early grade reading (EGR) programs and their level of impact, however, particularly when programs are implemented at large scale, may leave some practitioners, policy makers, and donors dismayed. Effect sizes and impacts of the programs are often positive, but the absolute gains in reading performance are not as dramatic as we would like, despite the implementation of evidence-based approaches.

In education policy and implementation literature, the decoupling of policy and implementation, and the messiness involved in putting research into practice in education, are well documented. In this chapter, the authors propose the idea of “satisficing,” as it has been defined in policy and implementation literature, as a useful lens for considering the apparent decoupling of actual impacts and anticipated outcomes for programs that have adopted research- and evidence-based approaches. Using examples from EGR programs in African and Asian contexts, the authors argue that “satisficing” occurs at multiple levels, including the classroom, school, district, and even the program implementation (i.e., contractor or grantee) levels. The authors also argue that this lens has important implications for education program design and research.

This chapter seeks to examine the ways in which university-based researchers can facilitate the understanding and awareness of public policy-makers and key decision-makers in the contribution to theory and complexity research can make to contemporary public policy.

The chapter provides a systematic literature review informed by reference to key urban regeneration strategies in the United Kingdom.

The chapter argues that it is through the promotion of inter-disciplinary approaches to understanding and learning that we might develop the reflective capacities of decision-makers.

The chapter is intentionally speculative and seeks to encourage critical self-reflection.

This chapter examines the integration of Giving Voice to Values (GVV) into an accounting ethics course. GVV has received a great deal of interest by business educators in the past decade and, more recently, by those accounting faculty who teach accounting ethics in a standalone course or as part of another course. This chapter describes GVV assumptions and principles that are helpful for any faculty considering adopting GVV. After a brief review of different instructional approaches for teaching accounting ethics, GVV literature relating to accounting ethics is examined. The integration of GVV builds on the Kelly (2017) integration of leadership topics in an accounting ethics course and synergistically promotes moral motivation and moral character that contributes to ethical behavior. To facilitate the integration efforts, this chapter presents specific learning objectives, GVV background materials, case recommendations, and application/assessment approaches. This chapter concludes with a discussion of GVV and its possible role in assurance of learning efforts.

This chapter examines the integration of leadership topics into an accounting ethics course. Literature review, course review, student feedback. Both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, to prepare students who are entering the profession. I have used the leadership topics and activities discussed in this chapter in a stand-alone ethics course in a graduate business program, but they could also be integrated into an undergraduate course. I provide details regarding course content and delivery, including a weekly schedule of accounting ethics and leadership readings, short cases, and leadership/ethics case research topics. Many of the leadership and ethics subjects in the course are expected to be addressed in the accounting workplace – exploring these topics helps better prepare students to confront future challenges. Although both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, little progress has been made in this area. This chapter contributes to this area by highlighting the value of integrating leadership topics into an accounting ethics course.

This paper maps utopian theories of technological change. The focus is on debates surrounding emerging industrial technologies which contribute to making the relationship between humans and machines more symbiotic and entangled, such as robotics, automation and artificial intelligence. The aim is to provide a map to navigate complex debates on the potential for technology to be used for emancipatory purposes and to plot the grounds for tactical engagements.

The paper proposes a two-way axis to map theories into to a six-category typology. Axis one contains the parameters humanist–assemblage. Humanists draw on the idea of a human essence of creative labour-power, and treat machines as alienated and exploitative form of this essence. Assemblage theorists draw on posthumanism and poststructuralism, maintaining that humans always exist within assemblages which also contain non-human forces. Axis two contains the parameters utopian/optimist; tactical/processual; and dystopian/pessimist, depending on the construed potential for using new technologies for empowering ends.

The growing social role of robots portends unknown, and maybe radical, changes, but there is no single human perspective from which this shift is conceived. Approaches cluster in six distinct sets, each with different paradigmatic assumptions.

Mapping the categories is useful pedagogically, and makes other political interventions possible, for example interventions between groups and social movements whose practice-based ontologies differ vastly.

Bringing different approaches into contact and mapping differences in ways which make them more comparable, can help to identify the points of disagreement and the empirical or axiomatic grounds for these. It might facilitate the future identification of criteria to choose among the approaches.

With ready access to search engines and social media platforms, the way people find image information has evolved and diversified in the past two decades. The purpose of this paper is to provide an overview of the literature on image information needs and behaviors.

Following an eight-step procedure for conducting systematic literature reviews, the paper presents an analysis of peer-reviewed work on image information needs and behaviors, with publications ranging from the years 1997 to 2019.

Application of the inclusion criteria led to 69 peer-reviewed works. These works were synthesized according to the following categories: research methods, users targeted, image types, identified needs, search behaviors and search obstacles. The reviewed studies show that people seek and use images for multiple reasons, including entertainment, illustration, aesthetic appreciation, knowledge construction, engagement, inspiration and social interactions. The reviewed studies also report that common strategies for image searches include keyword searches with short queries, browsing, specialization and reformulation. Observed trends suggest common deployment of query analysis, survey questionnaires and undergraduate participant pools to research image information needs and behavior.

At this point, after more than two decades of image information needs research, a holistic systematic review of the literature was long overdue. The way users find image information has evolved and diversified due to technological developments in image retrieval. By synthesizing this burgeoning field into specific foci, this systematic literature review provides a foundation for future empirical investigation. With this foundation set, the paper then pinpoints key research gaps to investigate, particularly the influence of user expertise, a need for more diverse population samples, a dearth of qualitative data, new search features and information and visual literacies instruction.

The purpose of this paper is to establish that social determinants are vital contributing factors to mental health difficulties and that, similar to physical health, mental health follows a social gradient. Despite this acknowledgement, there is a rhetoric/reality gap found in social determinants of mental health (SDMH). It will be argued in this paper that this rhetoric/reality gap is located on a number of levels, including theoretical, methodological, practical, political and policy based, which are proposed here to be interrelated.

The approach is a conceptual analysis of the rhetoric/reality gap found in SDMH using a critical perspective. It draws on a wide variety of theories in order to provide an analysis of the issues outlined.

The paper's central finding is that there is a dissonance between the dominant ontological, epistemological and methodological, or axiomatic, focus in contemporary mental health theory and practice and SDMH. This dissonance has led to a form of “analysis paralysis” on all levels, and the initiatives required to tackle SDMH have been marginalised in favour of a narrow interpretation of evidence-based research and its accompanying ideology centring on the individual, which has established itself as a primary position on what constitutes valid knowledge to the detriment of other views.

The paper offers a critical perspective on an area of SDMH which is often alluded to but never explicitly explored, and questions the underlying assumptions inherent to mental health theory and practice. The paper's value is that it draws attention to this particular dilemma on a wider scale, including on a political and policy-based level, which is often neglected in mental health theory, and it makes some recommendations on how to move forward.

The article presents a conceptual model which aims to help explain the ways in which people anticipate the predictable transition from work into retirement. The findings of a research study of over 200 British managers, using the model, are outlined, and their implications, both for policy‐makers and for individuals approaching retirement, are discussed.

This chapter brings to notice the general idea behind the need to consider value as a pertinent point since construction is swiftly moving towards sustainability. The introductory chapter introduces the general information about the subtopics across the parts of the book and mentions other techniques implemented in the construction industry. The value system for construction characterizes construction features into sections. The barriers often experienced in implementing value management highlight some of the difficulties encountered in applying value management or any new technique in the construction industry. The summary aspect ends the whole concept of the work discussed in this chapter.