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The study addresses the automated translation of architectural drawings from 2D Computer Aided Drafting (CAD) data into a Building Information Model (BIM), with emphasis on the nature, possible role, and limitations of a drafting language Knowledge Representation (KR) on the problem and process. The central idea is that CAD to BIM translation is a complex diagrammatic interpretation problem requiring a domain (drafting language) KR to render it tractable and that such a KR can take the form of an information model. Formal notions of drawing-as-language have been advanced and studied quite extensively for close to 25 years. The analogy implicitly encourages comparison between problem structures in both domains, revealing important similarities and offering guidance from the more mature field of Natural Language Understanding (NLU). The primary insight we derive from NLU involves the central role that a formal language description plays in guiding the process of interpretation (inferential reasoning), and the notable absence of a comparable specification for architectural drafting. We adopt a modified version of Engelhard's approach which expresses drawing structure in terms of a symbol set, a set of relationships, and a set of compositional frameworks in which they are composed. We further define an approach for establishing the features of this KR, drawing upon related work on conceptual frameworks for diagrammatic reasoning systems. We augment this with observation of human subjects performing a number of drafting interpretation exercises and derive some understanding of its inferential nature therefrom. We consider this indicative of the potential range of processes a computational drafting model should ideally support. The KR is implemented as an information model using the EXPRESS language because it is in the public domain and is the implementation language of the target Industry Foundation Classes (IFC) model. We draw extensively from the IFC library to demonstrate that it can be applied in this manner, and apply the MVD methodology in defining the scope and interface of the DOM and IFC. This simplifies the IFC translation process significantly and minimizes the need for mapping. We conclude on the basis of selective implementations that a model reflecting the principles and features we define can indeed provide needed and otherwise unavailable support in drafting interpretation and other problems involving reasoning with this class of diagrammatic representations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The implementation of web-based learning as a platform for distance education is problematic in higher learning institutions (HLI) across Nigeria and other sub-Saharan African countries. Despite the fact that this instructional concept has been implemented and well accepted in many western countries, research has yet to suggest whether or not HLI in Nigeria are capable of successfully deploying such platforms as a means of learning and managing course materials. Leadership inadequacies and the inherent resistance to this technology-driven change are some of the obstacles central to negative perceptions of such an initiative for HLI in Nigeria. Informed by the transformational leadership theory, the purpose of this study was to estimate the relationships between students' perceptions of institutional leaders' transformational qualities, as measured by the Multifactor Leadership Questionnaire (MLQ Form 5X) and their perceived usefulness (PU) and perceived ease of use (PEOU) of online learning tools (OLT) as measured by the Technology Acceptance Model (TAM). A quantitative descriptive research design was used to analyze 134 fully completed student surveys at a private university in the western part of Nigeria. Using correlation and regression analyses, hypotheses relating institutional leaders' transformational dimensions (independent variable) to the students' perceptions of OLT (dependent variable) were tested. These results suggested that each dimension of transformational leadership was positively correlated with each component of perception of online learning tools. The study results should encourage the Nigerian and other sub-Saharan academic leadership to take a more active role in introducing OLT in their institutions and thereby help improve educational quality and opportunities in Nigeria and possibly in other sub-Saharan countries as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]