Trustworthy data-driven prognostics in gas turbine engines are crucial for safety, cost-efficiency, and sustainability. Accurate predictions depend on data quality, model accuracy, uncertainty estimation, and practical implementation. This work discusses data quality attributes to build trust using anonymized real-world engine data, focusing on traceability, completeness, and representativeness. A significant challenge is handling missing data, which introduces bias and affects training and predictions. The study compares the accuracy of predictions using Exhaust Gas Temperature (EGT) margin, a key health indicator, by keeping missing values, using KNN-imputation, and employing a Generalized Additive Model (GAM). Preliminary results indicate that while KNN-imputation can be useful for identifying general trends, it may not be as effective for specific predictions compared to GAM, which considers the context of missing data. The choice of method depends on the study’s objective: broad trend forecasting or specific event prediction, each requiring different approaches to manage missing data.
Background: Although principles of the health promoting school (HPS) approach are followed worldwide, differences between countries in the implementation are reported. The aim of the current study was (1) to examine the implementation of the HPS approach in European countries in terms of different implementation indicators, that is, percentage of schools implementing the HPS approach, implementation of core components, and positioning on so‐called HPS‐related spectra, (2) to explore patterns of consistency between the implementation indicators across countries, and (3) to examine perceived barriers and facilitators to the implementation of the HPS approach across countries. Methods: This study analyzed data from a survey that was part of the Schools for Health in Europe network's Monitoring Task 2020. The survey was completed by HPS representatives of 24 network member countries. Results: Large variations exist in (the influencing factors for) the implementation of the HPS approach in European countries. Observed patterns show that countries with higher percentages of schools implementing the HPS approach also score higher on the implementation of the core components and, in terms of spectra, more toward implementing multiple HPS core components, add‐in strategies, action‐oriented research and national‐level driven dissemination. In each country a unique mix of barriers and facilitators was observed. Conclusion: Countries committed to implementing the HPS approach in as many schools as possible also seem to pay attention to the quality of implementation. For a complete and accurate measurement of implementation, the use of multiple implementation indicators is desirable.
