The following paper presents a methodology we developed for addressing the case of a multi-modal network to be implemented in the future. The methodology is based on a simulation approach and presents some characteristics that make a challenge to be verified and validated. To overcome this limitation, we proposed a novel methodology that implies interaction with subjectmatter experts, revision of current data, collection and assessment of future performance and educated assumptions. With that methodology we could construct the complete passenger trajectory Door to door in Europe. The results indicate that the approach allows to approach infrastructure analysis at an early stage to have an initial estimation of the upper boundary of performance indicators. To exemplify this, we present the results for a case study in Europe.
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In this document, we provide the methodological background for the Safety atWork project. This document combines several project deliverables as defined inthe overall project plan: validation techniques and methods (D5.1.1), performanceindicators for safety at work (D5.1.2), personal protection equipment methods(D2.1.2), situational awareness methods (D3.1.2), and persuasive technology methods(D4.1.2).
MULTIFILE
This study provides insight into Vocational Education & Training (VET) students’ plurilingual repertoires, their behaviours during and attitudes towards interactions in daily life, school and work. A multi-modal approach comprising language mapping, reflective discussions and focus group (FG) interviews with VET students in the Netherlands (N = 38) shows that both heritage- and majority-language students possess rich plurilingual repertoires which are used in distinctly different ways in daily life and at work, but not at school. Students generally possess an open attitude towards plurilingualism, which is tempered by perceived limitations in language proficiency and language retrieval difficulties. The study shows that students’ existing plurilingual competences, and issues encountered when employing these, are currently neither recognised nor addressed in the school context. Implications for education are formulated.
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