The aeronautical industry is expanding after a period of economic turmoil. For this reason, a growing number of airports are facing capacity problems that can sometimes only be resolved by expanding infrastructure, with the inherent risks that such decisions create. In order to deal with uncertainty at different levels, it is necessary to have relevant tools during an expansion project or during the planning phases of new infrastructure. This article presents a methodology that combines simulation approaches with different description levels that complement each other when applied to the development of a new airport. The methodology is illustrated with an example that uses two models for an expansion project of an airport in The Netherlands. One model focuses on the operation of the airport from a high-level position, while the second focuses on other technical aspects of the operation that challenge the feasibility of the proposed configuration of the apron. The results show that by applying the methodology, analytical power is enhanced and the risk of making the wrong decisions is reduced. We identified the limitations that the future facility will have and the impact of the physical characteristics of the traffic that will operate in the airport. The methodology can be used for tackling different problems and studying particular performance indicators to help decision-makers take more informed decisions.
This paper is a summary paper of the Thematic Working Group (TWG) on Adult Mathematics Education (AME). As the only thematic working group that focuses on adults’ lived experiences of mathematics, the research makes an important contribution to the field of Mathematics Education. The main themes in this group identify that adult numerical behaviour goes beyond the mathematics skills, knowledge, and procedures taught in formal education It is multifaceted, requiring the use of higher order skills of analysis and judgement, applied within a broad array of life’s contexts, experienced through a range of emotions. The research in this group points to the need to raise the profile of research that shows the benefits to adults of learning mathematics but also the long term economic disbenefits in the neglect of teaching and teacher training for this group.
To strengthen students’ professional identity (PI), it is vital to givereflection a central place in higher education. The aim of this studyis to determine the extent to which students reflect on five componentsof PI (self-image, self-esteem, task perception, job motivationand future perspective) and at what reflection level. Twenty-fivereflection narratives from Spanish and Dutch students from fivedifferent study programmes were qualitatively analysed and quantitativelyevaluated to find out about students’ identifying and selfassessingPI components. The results indicate that PI componentswere clearly recognizable in the reflection reports and could beclassified using one of the four levels of reflection with high interraterreliability. About 40% of the students achieved the criticalreflection level on one or more PI components. Reflecting on thefive components of PI, with the aim of achieving the level of criticalreflection, can be a useful guide for students. What do you want to do ?New mail
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