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Predictive digital twin technology, which amalgamates digital twins (DT), the internet of Things (IoT) and artificial intelligence (AI) for data collection, simulation and predictive purposes, has demonstrated its effectiveness across a wide array of industries. Nonetheless, there is a conspicuous lack of comprehensive research in the built environment domain. This study endeavours to fill this void by exploring and analysing the capabilities of individual technologies to better understand and develop successful integration use cases.

This study uses a mixed literature review approach, which involves using bibliometric techniques as well as thematic and critical assessments of 137 relevant academic papers. Three separate lists were created using the Scopus database, covering AI and IoT, as well as DT, since AI and IoT are crucial in creating predictive DT. Clear criteria were applied to create the three lists, including limiting the results to only Q1 journals and English publications from 2019 to 2023, in order to include the most recent and highest quality publications. The collected data for the three technologies was analysed using the bibliometric package in R Studio.

Findings reveal asymmetric attention to various components of the predictive digital twin’s system. There is a relatively greater body of research on IoT and DT, representing 43 and 47%, respectively. In contrast, direct research on the use of AI for net-zero solutions constitutes only 10%. Similarly, the findings underscore the necessity of integrating these three technologies to develop predictive digital twin solutions for carbon emission prediction.

The results indicate that there is a clear need for more case studies investigating the use of large-scale IoT networks to collect carbon data from buildings and construction sites. Furthermore, the development of advanced and precise AI models is imperative for predicting the production of renewable energy sources and the demand for housing.

This paper makes a significant contribution to the field by providing a strong theoretical foundation. It also serves as a catalyst for future research within this domain. For practitioners and policymakers, this paper offers a reliable point of reference.

Parents ‘matter’ to schools for their child’s education and parents ‘matter’ in relation to their child’s wellbeing. Indeed, in his synthesis of over 800 studies, Hattie (2008) equated the benefits of parental engagement with schools as being equivalent to adding two or three further years to their education. The aim of this chapter, therefore, is to look at parents in relation to wellbeing through positive education and, as part of this, the concept of positive psychology parenting too. Drawing on scientific research, the benefits of positive psychology to parents and families, alongside some of the ‘why’ and ‘how’ parents can better engage with schools, will be presented. A Positive Psychology in Practice case study of Bounce Back, a freely available, online introduction to positive psychology designed to give parents and carers an introduction to several different concepts, approaches, and hands-on techniques, based on the principles of positive psychology, will also be provided. This case study will also present Bounce Back as an intervention, giving parents and carers practical advice on how best to use this online resource, as well as information on how to implement some of the wider ideas from positive education at home to help them better understand, and intervene in, their own and their family’s wellbeing.

School-based social and emotional learning (SEL) programmes aim to improve pupils’ decision-making, emotional regulation and social skills. A body of international evidence has demonstrated the effectiveness of this type of early intervention for improving both mental health and educational outcomes. Nonetheless, if evidence of a programme’s effectiveness is to be usefully applied, educators need to know not only what works but how, and this is the theme of the chapter. Clearly, collaboration and consultation with teachers are essential to properly develop school-based provision. This case study introduces the Book of Beasties SEL intervention (which is based on a mental wellness card game and linked wellbeing activities) and charts its implementation in a primary school setting. Challenges and facilitators associated with embedding the programme are considered through the first-hand reflections of a primary school teacher who was also the delivery agent. Practical recommendations for a smooth and effective implementation, as well as pitfalls to avoid, are provided and can be applied to a local setting.

This chapter is on positive education in primary schools (including pre-schools), and how programmes that use interventions from positive psychology (PPIs) can have positive effects (academic and for well-being), on children in this age group (up to 11 years). It explores some of the key challenges of implementing PPIs at younger ages and why, compared to secondary schools, limited studies of PPIs in pre- and primary schools exist. Based on the author’s personal experience of successfully delivering a multiple PPI (mPPI) in a primary school in the United Kingdom, the chapter also presents a case study. In particular, a mPPI known as Hummingbird Primary, adapted from the Hummingbird Project which has successfully been delivered in high schools; see Chapter 3. The case study presents an overview of the mPPI, the impact it had and some of the lessons learned. The chapter concludes with recommendations for educators wishing to implement PPIs in a whole primary school setting.

The transgender or Hijra community as they are called in India is one of the most marginalised communities within the country. The caste system which forms the fabric of an Indian mind set divides people into social hierarchies and a child born to a particular caste assumes this as their identity. This social stratification leads to exploitation of lower castes by those belonging to higher castes. The prejudices of various kinds that continue to exist make the life of the underprivileged and the marginalised extremely difficult. Disha, the focus of this chapter, represents one such community which has faced tremendous discrimination and has been denied basic fundamental rights of education and empowerment. Breaking the heterosexual patriarchy was not easy for her, yet she conquered her own demons and societal pressures and is today comfortable in her own sexual identity and is a spokesperson for fellow members of the transgender community. Through her story, this chapter elucidates an understanding of the challenges faced by transgender people in India. A semi-structured interview with Disha was conducted after taking her consent. She felt this would help sensitise the society and also inspire other transgender persons to discuss their experiences. The data collected from the interview enabled the author to identify the themes around which a discourse on this marginalised community could be encouraged. In conclusion, the author suggests a way forward to achieve protection and rehabilitation of transgender community.

The aim of this chapter is to introduce the aims of the book, how it is structured and introduce the main concepts of positive psychology and positive education. This includes a brief history of positive psychology and how it led to its application in schools as positive education. The chapter introduces positive education, what it is, why wellbeing is important in education and some of the main frameworks for positive education being used in schools. A rationale for why the focus of this book is on positive education and at all levels of those involved in education in the UK is also provided. Namely, to address whether positive education is too positive for the UK (Robson-Kelly, 2018).

This study is focused on achieving operational resilience through the practices of kaizen across the operational structure. The research is based on a case study of a commercial livestock farm in Nigeria. The study views the practice of kaizen from the perspective of the commitment of the members of the case study organisation who are directly involved with the operations of the organisation.

The study applies a qualitative approach to explore the topic, engaging members of the case study organisation in the research to gather relevant data on the implementation of kaizen practices and the drive to attain resilience in the case study organisation. Semi-structured personal interviews and workshops were used for data collection. The study adopts systems theory to explore the topic, identifying and engaging relevant stakeholders.

Parts of the findings relating to kaizen are the issues with the livestock production process, aggressive leadership and the issue of livestock mortality in the case study organisation. These were discussed based on extant literature. The study affirms the importance of organisational members' commitment and adequate leadership support to achieve sustainable kaizen practices. The study highlights the need to align kaizen practices with relevant organisational practices, such as reward systems and contextual requirements for its implementation in an operational process. The study suggests that further study can focus on the dynamics of the legal system on the implementation of kaizen, especially from a developing economic background like Nigeria, where this study was conducted.

The study projects learning about the spatial factors that can affect the practices of kaizen in critical sectors like livestock management.

This paper aims to explore advances in indirect personality assessment, with emphasis on the psychology of digital behavior based on the analysis of new technological devices and platforms for interpersonal relationships, identifying – along the way – those findings that may be useful to carry out a reconstructive psychological assessment (RPA) of applicability in the legal context.

Different fields of knowledge are explored, transferring the findings to the field of psychology of digital behavior, analyzing the publications that report findings on the analysis of new technological devices and platforms for interpersonal relationships and identifying – along the way – those findings that may result useful to carry out an RPA of applicability in the legal context.

The application of RPA represents a significant advance in the integration of criminal psychology and forensic technology in legal contexts, opening new fields of action for forensic psychology.

The article has transferred advances in computer science to the field of forensic psychology, with emphasis on the relevance of RPA (from the analysis of digital behavioral residues) in the interpretation of behavioral evidence for the indirect evaluation of the personality and within the judicial context (when the victim and/or accused are not included).