In this paper we propose a novel approach for validating a simulation model for a passengers' airport terminal. The validation approach is based on a "historical data" and "model-to-model" validation approach, and the novelty is represented by the fact that the model used as comparison uses historical data from different data sources and technologies. The proposed validation approach , which is presented as part of the IMHOTEP project, implements various data fusion and data analytics methods to generate the passenger "Activity-Travel-Diary", which is the model that is then compared with the results from the simulation model. The data used for developing the "Activity-Travel-Diary" comes from different sources and technologies such as: passengers data (personal mobile phone, apps), airport data (airport Wi-Fi, GPS, scanning facilities), and flight Information (flight schedules, gate allocation etc.). The simulation model is based on an agent-based simulation paradigm and includes all the passengers flows and operations within a terminal airport. The proposed validation approach is implemented in a real-life case study, Palma de Mallorca Airport, and preliminary results of the validation (calibration) process of the simulation model are presented.
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PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachers’ concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachers’ PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK.
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For the ‘Rotterdam Project’, a large amount of historical data on patrons of Rotterdam’s main theatres during the ‘long’ 19th century (1773–1914)was collected, digitally registered and statistically analysed. The data was gathered from the theatre archives of the city of Rotterdam and included data on such specifics as ticket sales, repertoire and featured performers. The database holds prosopography information on over 16,000 patrons and almost 15,000registered ticket sales to these patrons. This dataset (https:// doi.org/doi:10.21943/auas.7381127) can be used to make comparisons to the datasets of similarly sized cities in other countries during the same period and for broader re- search on 19th-century cultural history. So far, the data has been mainly applied to empirically test the master narrative of theatre historiography on the social composi- tion of theatre audiences. The analyses based on the data show that this narrative must, for the most part, be rejected.
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