Charging an electric vehicle needs to be as simple as possible for the user. He needs to park his car, plug his vehicle and identify to start charging. There is no need to understand the technology and protocols needed to reach this simple task.For the students and researchers of the Amsterdam University of Applied Science (AUAS / HvA), there is a need to understand as deep as possible all the techniques involved in this technology.The purpose of this document is to give to the reader the information he needs to understand how an electric car can be charged and how he can use these knowledges to analyses and interpret data.
The Interoceanic corridor of Mexico stands as a pivotal infrastructure project poised to significantly enhance Mexico's national and regional economy. Anticipated to start the operations in 2025 under the auspice of the national government, this corridor represents a strategic counterpart to the Panama Canal, which faces capacity constraints due to climate change and environmental impacts. Positioned as a promising alternative for transporting goods from Asia to North America, this corridor will offer a new transport route, yet its real operational capacity and spatial impacts remains uncertain. In this paper, the authors undertake a preliminary, informed analysis leveraging publicly available data and other specific information about infrastructure capacities and economic environment to forecast the potential throughput of this corridor upon full operationalization and in the future. Applying simulation techniques, the authors simulate the future operations of the corridor according to different scenarios to offer insights into its potential capacity and impacts. Furthermore, the paper delves into the opportunities and challenges that are inherent in this project and gives a comprehensive analysis of its potential impact and implications.
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Although near-peer role modeling (NPRM) has been suggested as an effective pedagogical intervention for boosting confidence, motivation, and self-efficacy, few studies have examined its connection with learner needs and well-being utilizing an established psychological framework. The present study investigates the pedagogical role of NPRM within English classes in Japanese higher education from the perspective of basic psychological need (BPN) satisfaction and frustration. In this two-phase explanatory mixed methods study, two quantitative scales were utilized to assess the significance of the connections between NPRM and six subcategories of BPN satisfaction or frustration. Subsequently, a qualitative investigation with a more limited sample size was conducted to elucidate and expand upon these associations. The quantitative findings revealed NPRM to be a significant predictor of students’ autonomy and relatedness satisfaction and exhibited a negative correlation with students' autonomy and relatedness frustration. However, no discernible association was observed between NPRM and competence satisfaction or frustration. The qualitative data revealed that the students’ mixed feelings of competence may have stemmed from low confidence and L2 self-concept with some students comparing themselves unfavorably to near-peer role models. The study highlights the need for NPRM interventions to be accompanied by instruction related to learner beliefs or growth mindsets.
