Airport management is frequently faced with a problem of assigning flights to available stands and parking positions in the most economical way that would comply with airline policies and suffer minimum changes due to any operational disruptions. This work presents a novel approach to the most common airport problem – efficient stand assignment. The described algorithm combines benefits of data-mining and metaheuristic approaches and generates qualitative solutions, aware of delay trends and airport performance perturbations. The presented work provides promising solutions from the starting moments of computation, in addition, it delivers to the airport stakeholders delay-aware stand assignment, and facilitates the estimation of risk and consequences of any operational disruptions on the slot adherence.
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In this paper we present a modification to the Dynamic Assignment Vehicle Routing Problem. This problem arises in parcel to vehicle assignment where the destination of the parcels is not known up to the assignment of the parcel to a delivering route. The assignment has to be done immediately without the possibility of re-assignment afterwards. We extend the original problem with a generalisation of the definition of capacity, with an unknown workload, unknown number of parcels per day, and a generalisation of the objective function. This new problem is defined and various methods are proposed to come to an efficient solution method.
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Airport management is often challenged by the task of managing aircraft parking positions most efficiently while complying with environmental regulations and capacity restrictions. Frequently this task is additionally affected by various perturbations, affecting punctuality of airport operations. This paper presents an innovative approach for obtaining an efficient stand assignment considering the stochastic nature of the airport environment and emissions reduction target of the modern air transportation industry. Furthermore, the presented methodology demonstrates how the same procedure of creating a stand assignment can help to identify an emissions mitigation potential. This paper illustrates the application of the presented methodology combined with simulation and demonstrates the impact of the application of Bayesian modeling and metaheuristic optimization for reduction of taxi-related emissions.
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Background: With increasing knowledge on the adverse health efects of certain constituents of PM (particulate matter), such as silica, metals, insoluble ions, and black carbon, PM has been under the attention of work safety experts. Previously, we investigated the perceptions of blue-collar workers in highly exposed areas of work. Subsequently, we developed an instruction folder highlighting the most important aspects of PM risk and mitigation, and tested this folder in a digital experiment. The digital experiment yielded positive results with regards to acquired knowledge about PM, but did not on risk perception or safety behavior. Methods: In this study, we investigate the efects of the folder when combined with a practical assignment involving a PM exposimeter, showing the amount of particulate matter in microgram per cubic meter in real time on its display for various activities. We tested this at six workplaces of four companies in the roadwork and construction branch. Results: The results indicate that the folder itself yields an increased knowledge base in employees about PM, but the efects of the practical assignment are more contentious. Nevertheless, there is an indication that using the assignment may lead to a higher threat appraisal among employees for high exposure activities. Conclusion: We recommend implementing our folder in companies with high PM exposure and focusing further research on appropriate methods of implementation.
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The Gate Assignment Problem is tackled every day by different airports around the world. Assigning aircraft to gates has different associated costs. Conventional algorithms use mathematical models where only some assignment restrictions are considered. The approach proposed in this paper presents the novelty of coupling an optimization algorithm with an airport gate allocation simulator which provides the whole ensemble of assignment costs and restrictions. This approach allows using the simulator as the substitute for an assignment cost function in traditional algorithms. The proposed methodology starts with a feasible solution provided by the simulator. The framework proposed in this work improved the solution proposed by the simulator to a substantial extent.
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Offering time windows to receivers of last-mile delivery is becoming a distinguishing factor. However, we see that in practice carriers have to create routes for their vehicles based on destination information, that is just being revealed when a parcel arrives in the depot. The parcel has to be assigned directly to a vehicle, making this a Dynamic Assignment Vehicle Routing Problem. Incorporating time windows is hard in this case. In this paper an approach is presented to solve this problem including Time Windows. A comparison is made with a real observation and with a solution method for the base problem
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Assigning gates to flights considering physical, operational, and temporal constraints is known as the Gate Assignment Problem. This article proposes the novelty of coupling a commercial stand and gate allocation software with an off-the-grid optimization algorithm. The software provides the assignment costs, verifies constraints and restrictions of an airport, and provides an initial allocation solution. The gate assignment problem was solved using a genetic algorithm. To improve the robustness of the allocation results, delays and early arrivals are predicted using a random forest regressor, a machine learning technique and in turn they are considered by the optimization algorithm. Weather data and schedules were obtained from Zurich International Airport. Results showed that the combination of the techniques result in more efficient and robust solutions with higher degree of applicability than the one possible with the sole use of them independently.
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The qualities and availability of different video formats offer many opportunities within the context of Higher Education (Hansch et al., 2015; Johnson et al., 2016; van Huystee, 2016). There is a shift within Higher Education to transition from the traditional face to face approach, to a more ‘blended’ approach in which face to face and online delivery of content are blended (Bates, 2015). More delivery of content is now provided online in video format, viewed before the class, as part of a flipped classroom (Bishop & Verleger, 2013; Yousef, Chatti, & Schroeder, 2014) and this is impacting the traditional role of the lecturer from ‘sage on the stage’, to ‘guide on the side’ (Tapscott, 2009). When creating video, a lecturer needs to have an understanding of the particular pedagogic affordances of the different types of video (Koumi, 2014; Thomson, Bridgstock, & Willems, 2014) and to know how to implement and embed these effectively into the teaching environment as part of a blended approach (Dankbaar, Haring, Moes, & van Hees, 2016; Fransen, 2006; Woolfitt, 2015). There needs to be awareness of how to embed the video from a didactic perspective to create meaningful learning (Karppinen, 2005) and an understanding of some of the financial and technical issues which include the relationship between cost of video production and the user experience (Hansch et al., 2015) and creating the correct combination of multimedia visual and audio elements (Colvin Clark & Mayer, 2011). As the role of the lecturer changes, there are a number of challenges when navigating through this changing educational environment. Massive Open Online Courses (MOOCs) provide lots of data for analysis and research shows that students in this environment stop watching videos after about six minutes (Guo, Kim, & Rubin, 2014) and that the most common video style used in MOOCs was the talking head with Power Point (Reutemann, 2016). Further research needs to be conducted regarding student preferences of video styles and correlation between video styles and course drop-out rates. As part of its research, the Inholland research group ‘Teaching, Learning and Technology’ (TLT) examines the use of ICT and video to support teaching and learning within Inholland. In 2015-2016, several pioneers (Fransen, 2013) working at Inholland explored different approaches to using video to support the teaching and learning process within a number of educational environments. TLT supported the pioneers in establishing their role within their faculty, creating a framework within which the pioneer can design the video intervention, collecting data and reflecting on what was learned through this process. With some of the projects, a more formal research process was followed and a full research report could be compiled. In other cases, the pioneer took a more exploratory and experimental approach. In these cases, the pioneer may not have conducted the video intervention under a formal research framework. However, during this process the pioneer may have uncovered interesting and valuable practical examples that can inspire and be shared with other educators. This current report falls under the category Research Type 3 as defined by TLT. It describes and assesses an ICT application (in this case, video) in order to share the original approach that could have high potential to be implemented in a broader educational context.
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Peer reviewed paper op SEFI Engineering Education congress 2009 In engineering programs an important part of the learning process takes place in practical assignments like capstone projects, internships and co-op assignments in industry. The assignments are very divers. Students have different roles, work in different environments and the learning outcomes are not uniform. So how can the individual learning outcomes or growth competencies of the assignments be determined? To cope with this question the authors developed and implemented a method to monitor and assess the individual learning outcomes of the assignments. The method can be used to match a student to his next assignment in such a way that he can build his individual learning track. The method defines three aspects of an assignment: the role of the engineer (i.e. project leader, designer, researcher), the domain(s) of the assignment (i.e. user interface, software engineering) and a general results matrix that describes results and the level required to produce them. To manage the process learning outcomes are defined as products so project management methods can be used to plan, monitor and assess learning outcomes. Key aspects of the method are: 1. A general results matrix for engineering assignments 2. Learning outcomes that are defined as results in the matrix and these results can be assessed. 3. The results have levels so the learning outcomes can grow during the programme. 4. The method can be used to match, monitor and assess students on one assignment. 5. The method can be used to match, monitor and assess students for the entire programme. 6. The tools that are developed are based on an industry standard for project management.
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The global tourism industry witnesses significant challenges and changes when it comes to sustainability, changing consumer preferences and ICT developments. Against this backdrop, tourism businesses need to innovate in order to stay relevant for their markets and stakeholders. Critical tourism professionals with strong analytical skills can initiate and guide these processes of innovation in the future, and reach beyond existing blueprints and organizational frameworks. This is the idea behind Sustainability in Tourism—The Corporate Perspective (SUSCOR), a 6-week, English taught, intensive specialization course that explores how sustainable business practices can create (social) returns on investment. SUSCOR is built around a real-life consultancy assignment for a work field commissioner. Students work in international project teams to assess the client’s CSR activities in order to identify strategic improvements, design a business case, present this business case to the board of directors at the client’s head office, and conclude with a final consultancy report. SUSCOR offers students a platform to practice and develop their problem solving and consultancy skills while simultaneously getting a reality check about their future professional field. As the assignment is embedded in a series of lectures and workshops about contemporary theories about sustainable development, social responsibility and business innovation, SUSCOR links academic knowledge to the reality of today’s professional field. This chapter presents the concept and design of the course, illustrates the course week by week, and provides a number of concluding remarks and recommendations that aim to guide the further development of this type of teaching activity.
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