Abstract

Workload and complexity measures are, as of today, often imprecise and subjective. Currently, two commonly used workload and complexity measuring formulas are Monitor Alert Parameter and the “Bars”, both using the same measurement variables; amount of aircraft and time. This study creates formulas for quantifying ATC complexity. The study is done in an approach environment and is developed and tested on Stockholm TMA by the creation of 20 traffic scenarios. Ten air traffic controllers working in Stockholm TMA studied the complexity of the scenarios individually and ranked the scenarios in reference to each other. Five controllers evaluated scenario A1-A10. These scenarios were used as references when creating the formulas. The other half of the scenarios, B1-B10, ranked by another five controllers, was used as validation scenarios. Factors relevant to an approach environment were identified, and the data from the scenarios were extracted according to the identified factors. Moreover, a regression analysis was made with the ambition to reveal appropriate weights for each variable. At the first regression, called formula #1, some parameter values were identical. Also, some parameter weights became negative in the regression analysis. The basic requirements were not met and consequently, additional regressions were done; eventually forming formula #2. Formula #2 showed stable values and plausible parameter weights. When compared to a workload measuring model of today, formula #2 showed better performance. Despite the small amount of data samples, we were able to prove a genuine relation between three, of each other independent, variables and the traffic complexity.

Abstract

The main purpose of this article focuses on identifying specific Information and Communication Technologies skills, particularly those related to web pages and e-mail, useful in the implementation of Guidance functions and tasks. To this end, it was designed a competence map overlaid on those of a technological and coach and also produces a matrix that considered seven areas of focus grouped by International Association Educational and Vocational Guidance: evaluation, educational guidance, career development, counselling, information management, research and evaluation and placement. It also took into account three types of approaches to the counsellor regarding the use of ICT in guidance, as a resource, medium and development of guidance materials and two of these tools (websites and e-mail). The effective integration of Information and Communication Technologies and effective use of them, by guidance professional is based on their competences in them. This resource, open and flexible, requires a continuous updating in order to be useful in the implementation of guidance tasks, in self-assessment of competence by professionals; diagnosis of deficits in the design, planning and development training and guidance actions. It is also an instrument of great relevance and usefulness to guidance practitioners to explore the training needs and their occupational profile and to motivate their professional development.

Abstract

The network of international co-authorship relations has been dominated by certain European nations and the USA, but this network is rapidly expanding at the global level. Between 40 and 50 countries appear in the center of the international network in 2011, and almost all (201) nations are nowadays involved in international collaboration. In this brief communication, we present both a global map with the functionality of a Google Map (zooming, etc.) and network maps based on nor malized relations. These maps reveal complementary aspects of the network. International collaboration in the generation of knowledge claims (that is, the context of discovery) changes the structural layering of the sciences. Previously, validation was at the global level and discovery more dependent on local contexts. This changing relationship between the geographical and intellectual dimensions of the sciences also has implications for national science policies.

Abstract

The network of international co-authorship relations has been dominated by certain European nations and the USA, but this network is rapidly expanding at the global level. Between 40 and 50 countries appear in the center of the international network in 2011, and almost all (201) nations are nowadays involved in international collaboration. In this brief communication, we present both a global map with the functionality of a Google Map (zooming, etc.) and network maps based on nor malized relations. These maps reveal complementary aspects of the network. International collaboration in the generation of knowledge claims (that is, the context of discovery) changes the structural layering of the sciences. Previously, validation was at the global level and discovery more dependent on local contexts. This changing relationship between the geographical and intellectual dimensions of the sciences also has implications for national science policies.