Multi-agent collaboration for decision support in shared zones of intelligent buildings

In domain of intelligent buildings, saving energy in buildings and increasing preferences of occupants are two important factors. These factors are the important keys for evaluating the performance of work environment. In recent years, many researchers combine these areas to create the system that can change from original to the modern work environment called intelligent work environment. Due to advance of agent technology, it has received increasing attention in the area of intelligent pervasive environments. In this paper, we review several issues in intelligent buildings, with respect to the implementation of control system for intelligent buildings via multi-agent systems. Furthermore, we present the MASBO (Multi-Agent System for Building cOntrol) that has been implemented for controlling the building facilities to reach the balancing between energy efficiency and occupant’s comfort. In addition to enhance the MASBO system, the collaboration through negotiation among agents is presented.

Religious and spiritual identity and citizenship education in the UK

If education is to be about ‘human flourishing’ (De Ruyter, 2004) as well as preparation for adulthood and work, then religious and citizenship education would seem to have a key contribution towards this goal, both offering opportunities for the exploration and development of a robust sense of identity. However, despite the opposition of most religious educators, religious education has been treated by successive UK governments simply as a form of inculcation into a homogenous notion of citizenship based on nominal church attendance. Moreover, the teaching of the relatively new subject of citizenship education, whilst recognising that the sense of identity and allegiance is complex, has not regularly included faith perspectives. I argue that the concept of ‘spiritual development’, which centres on an existential sense of identity, offers a justification for combining lessons in both religious and citizenship education. I conclude on a cautionary note, arguing that pupils need to be given a critical awareness of ways in which such identities can be provided for them by default, particularly since consumer culture increasingly makes use of ‘spiritual’ language and imagery.