Integration of environmental data in BIM tool & linked building data

Environmental assessment is a critical need to ensure building sustainability. In order to enhance the sustainability of building, involved actors should be able to access and share not only information about the building but also data about products and especially their environmental assessment. Among several approaches that have been proposed to achieve that, semantic web technologies stand out from the crowd by their capabilities to share data and enhance interoperability in between the most heterogeneous systems. This paper presents the implementation of a method in which semantic web technologies and particularly Linked Data have been combined with Building Information Modelling (BIM) tools to foster building sustainability by introducing products with their environmental assessment in building data during the modelling phase. Based on Linked Building Data (LBD) vocabularies and environmental data, several ontologies have been generated in order to make both of them available as Resource Description Framework (RDF) graphs. A database access plugin has been developed and installed in a BIM tool. In that way, the LBD generated from the BIM tool contains, for each product a reference to its environmental assessment which is contained in a triplestore

Information system support in construction industry with semantic web technologies and/or autonomous reasoning agents

Information technology support is hard to find for the early design phases of the architectural design process. Many of the existing issues in such design decision support tools appear to be caused by a mismatch between the ways in which designers think and the ways in which information systems aim to give support. We therefore started an investigation of existing theories of design thinking, compared to the way in which design decision support systems provide information to the designer. We identify two main strategies towards information system support in the early design phase: (1) applications for making design try-outs, and (2) applications as autonomous reasoning agents. We outline preview implementations for both approaches and indicate to what extent these strategies can be used to improve information system support for the architectural designer

Comparative analysis of knowledge representation and reasoning requirements across a range of life sciences textbooks.

BackgroundUsing knowledge representation for biomedical projects is now commonplace. In previous work, we represented the knowledge found in a college-level biology textbook in a fashion useful for answering questions. We showed that embedding the knowledge representation and question-answering abilities in an electronic textbook helped to engage student interest and improve learning. A natural question that arises from this success, and this paper's primary focus, is whether a similar approach is applicable across a range of life science textbooks. To answer that question, we considered four different textbooks, ranging from a below-introductory college biology text to an advanced, graduate-level neuroscience textbook. For these textbooks, we investigated the following questions: (1) To what extent is knowledge shared between the different textbooks? (2) To what extent can the same upper ontology be used to represent the knowledge found in different textbooks? (3) To what extent can the questions of interest for a range of textbooks be answered by using the same reasoning mechanisms?ResultsOur existing modeling and reasoning methods apply especially well both to a textbook that is comparable in level to the text studied in our previous work (i.e., an introductory-level text) and to a textbook at a lower level, suggesting potential for a high degree of portability. Even for the overlapping knowledge found across the textbooks, the level of detail covered in each textbook was different, which requires that the representations must be customized for each textbook. We also found that for advanced textbooks, representing models and scientific reasoning processes was particularly important.ConclusionsWith some additional work, our representation methodology would be applicable to a range of textbooks. The requirements for knowledge representation are common across textbooks, suggesting that a shared semantic infrastructure for the life sciences is feasible. Because our representation overlaps heavily with those already being used for biomedical ontologies, this work suggests a natural pathway to include such representations as part of the life sciences curriculum at different grade levels

Ontology-driven conceptual modeling: A'systematic literature mapping and review

All rights reserved. Ontology-driven conceptual modeling (ODCM) is still a relatively new research domain in the field of information systems and there is still much discussion on how the research in ODCM should be performed and what the focus of this research should be. Therefore, this article aims to critically survey the existing literature in order to assess the kind of research that has been performed over the years, analyze the nature of the research contributions and establish its current state of the art by positioning, evaluating and interpreting relevant research to date that is related to ODCM. To understand and identify any gaps and research opportunities, our literature study is composed of both a systematic mapping study and a systematic review study. The mapping study aims at structuring and classifying the area that is being investigated in order to give a general overview of the research that has been performed in the field. A review study on the other hand is a more thorough and rigorous inquiry and provides recommendations based on the strength of the found evidence. Our results indicate that there are several research gaps that should be addressed and we further composed several research opportunities that are possible areas for future research

Structuring visual exploratory analysis of skill demand

The analysis of increasingly large and diverse data for meaningful interpretation and question answering is handicapped by human cognitive limitations. Consequently, semi-automatic abstraction of complex data within structured information spaces becomes increasingly important, if its knowledge content is to support intuitive, exploratory discovery. Exploration of skill demand is an area where regularly updated, multi-dimensional data may be exploited to assess capability within the workforce to manage the demands of the modern, technology- and data-driven economy. The knowledge derived may be employed by skilled practitioners in defining career pathways, to identify where, when and how to update their skillsets in line with advancing technology and changing work demands. This same knowledge may also be used to identify the combination of skills essential in recruiting for new roles. To address the challenges inherent in exploring the complex, heterogeneous, dynamic data that feeds into such applications, we investigate the use of an ontology to guide structuring of the information space, to allow individuals and institutions to interactively explore and interpret the dynamic skill demand landscape for their specific needs. As a test case we consider the relatively new and highly dynamic field of Data Science, where insightful, exploratory data analysis and knowledge discovery are critical. We employ context-driven and task-centred scenarios to explore our research questions and guide iterative design, development and formative evaluation of our ontology-driven, visual exploratory discovery and analysis approach, to measure where it adds value to users’ analytical activity. Our findings reinforce the potential in our approach, and point us to future paths to build on