COVID-19 arrived in the world suddenly and unexpectedly. It caused major disruptions at economical, operational and other levels. In the case of flight traffic, the operations were reduced to 10% of their original levels. The question after COVID-19 is how to restart the operations and how to keep the balance between safety and capacity. In this paper we present an analysis using simulation techniques for understanding the impact in a security area of an important airport in Latin America; the airport of Mexico City. The results allow to illustrate the potential congestion given by the implemented covid-19 restriction, even when the traffic recovers only by 25% of the pre-covid-19 traffic. The congestion can be mitigated by applying some layout changes (snake queue vs parallel queue) and when more capacity is added to the system (extra security line). The results will raise situational awareness for airport stakeholders when implementing the actions suggested by different international institutions like WHO, IATA or ICAO.
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This study used historical data from a Park & Ride facility in Amsterdam to build a validated computer (Python) model to optimize battery and grid connection sizing. The case study modelled is equipped with 8 EV chargers (16 connections), an on-site supplementary battery, and a limited capacity grid connection. This model was then used to optimize the battery energy storage capacity and grid connection capacity for minimal annualized investment, using a future proof monthly load profile. A variety of battery control strategies were simulated using both the optimal system sizing and the current system sizing. The results were compared and a recommended control strategy presented, considering a number of performance metrics.
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This project develops a European network for transdisciplinary innovation in artistic engagement as a catalyst for societal transformation, focusing on immersive art. It responds to the professionals in the field’s call for research into immersive art’s unique capacity to ‘move’ people through its multisensory, technosocial qualities towards collective change. The project brings together experts leading state-of-the-art research and practice in related fields with an aim to develop trajectories for artistic, methodological, and conceptual innovation for societal transformation. The nascent field of immersive art, including its potential impact on society, has been identified as a priority research area on all local-to-EU levels, but often suffers from the common (mis)perception as being technological spectacle prioritising entertainment values. Many practitioners create immersive art to enable novel forms of creative engagement to address societal issues and enact change, but have difficulty gaining recognition and support for this endeavour. A critical challenge is the lack of knowledge about how their predominantly sensuous and aesthetic experience actually lead to collective change, which remains unrecognised in the current systems of impact evaluation predicated on quantitative analysis. Recent psychological insights on awe as a profoundly transformative emotion signals a possibility to address this challenge, offering a new way to make sense of the transformational effect of directly interacting with such affective qualities of immersive art. In parallel, there is a renewed interest in the practice of cultural mediation, which brings together different stakeholders to facilitate negotiation towards collective change in diverse domains of civic life, often through creative engagements. Our project forms strategic grounds for transdisciplinary research at the intersection between these two developments. We bring together experts in immersive art, psychology, cultural mediation, digital humanities, and design across Europe to explore: How can awe-experiences be enacted in immersive art and be extended towards societal transformation?
Education for Sustainable Development (ESD) has the ambition to activate learners to engage in societal issues by exploring shifting perspectives on ourselves and our complex world. Educators across University of Applied Sciences (UAS) in the Netherlands are working hard to bring this ambition to life by implementing innovative pedagogies that emphasise transformative learning and empower students to take action to ignite societal transitions. However, both literature and practise have yet to establish educational assessment practise suited to ESD ambitions. This Comenius Teaching Fellow project proposes an innovation in the practise of sustainability education by developing an assessment format crucial to the constructive alignment in ESD. Assessment formats will be prototyped within the transformative course Creating Impact at Breda University of Applied Sciences resulting in two main products: (1) innovative assessment format for Creating Impact, including Implementation Toolkit and (2) a generic Design Toolkit ESD Assessment. The products are directly developed for the outlined context, but contribute to the increased capacity of UAS educators more broadly to embed ESD in educational practise. Future educational forms addressing societal challenges must take into account all aspects of educational design, including assessment, to ensure constructive alignment. By focusing on assessment in ESD, the outcomes of this project are an essential contribution to bridging the gap between ESD theory and educational practice, so that, in the words of the Vereniging Hogescholen, we educate our students to become professionals who help build a new, sustainable society