Search results

The purpose of this paper is to study the implementation of GNSS technique in aviation for recovery of aircraft’s position using Precise Point Positioning (PPP) method.

The aircraft’s coordinates in ellipsoidal frame were obtained based on GPS code and phase observations for PPP method. The numerical computations were executed in post-processing mode in the CSRS-PPP and magicPPP online services. The mathematical scheme of PPP method was development using indifference equations of Ionosphere-Free linear combination. In the experiment, airborne test using Cessna 172 aircraft on June 01, 2010 in the military airport in Deblin was realized. The aircraft’s position was determined using data from GNSS receiver (Topcon HiperPro with interval of 1 s).

In this paper, the accuracy of aircraft’s position is better than 0.07 m for CSRS-PPP service and better than 0.27 m for magicPPP service. In case of the Mean Radial Spherical Error parameter, the average value for CSRS-PPP service equals to 0.01 m, whereas for magicPPP, it is about 0.38 m. The values of vertical coordinate of Cessna 172 aircraft were also checked with results of Real Time Kinematic–On The Fly technique.

In this paper, the analysis of aircraft positioning is focused on the application of the PPP method in post-processing mode. In near real time, the PPP method still has limitations, especially in the area of ambiguity resolution and also instrumental biases (e.g. Narrow Lane Hardware Delays).

The PPP method can be applied in aviation in post-processing mode for verification of true aircraft coordinates and elimination of blunder errors from adjustment processing of GNSS observations. The Zenith Wet Delay term as a product of troposphere delay and receiver clock bias as a product of precise time transfer can be obtained in the PPP method.

The paper presents that the PPP method is an alternative solution for the recovery of aircraft’s position in aviation, and this method can be also applied in the positioning of aircraft based on GLONASS or GPS/GLONASS data.

This paper aims to provide a comprehensive analysis of the transformative impact of Artificial Intelligence (AI) and Large Language Models (LLMs), such as GPT-4, on the real estate industry. It explores how these technologies are reshaping various aspects of the sector, from market analysis and valuation to customer interactions and evaluates the balance between technological efficiency and the preservation of human elements in business.

The study is based on an analysis of the strengths and weaknesses of AI as a technology in applications for real estate. It uses this framework to assess the potential of this technology in different use cases. This is supplemented by an emerging literature on the topic, practical insights and industry expert opinions to provide a balanced perspective on the subject.

The paper reveals that AI and LLMs offer significant benefits in real estate, including enhanced data-driven decision-making, predictive analytics and operational efficiency. However, it also uncovers critical challenges, such as potential biases in AI algorithms and the risk of depersonalising customer interactions.

The paper advocates for a balanced approach to adopting AI, emphasising the importance of understanding its strengths and limitations while ensuring ethical usage in the diverse and complex landscape of real estate.

This work stands out for its balanced examination of both the advantages and limitations of AI in real estate. It introduces the novel concept of the “jagged technological frontier” in real estate, providing a unique framework for understanding the interplay between AI and human expertise in the industry.

The purpose of this paper is to investigate the distribution characteristics of airflow in mine ventilation suits with different pipeline structures when the human body is bent at various angles. On this basis, the stress points are extracted to investigate the pressure variation of a ventilation suit under different ventilation rates and pipeline structures.

Based on the three-dimensional human body scanner, portable pressure test and other instruments, a human experiment was conducted in an artificial cabin. The study analyzed and compared the distribution characteristics of clearance under three different pipeline structures, as well as the pressure variation of the ventilation suit.

The study found that the clearance in front of two pipeline structures gradually increased in size as the degree of bending increased, and there was minimal clearance in the chest and back. The longitudinal structure exhibits a significant decrease in clearance compared to the spiral structure. The pressure value of the spiral pipeline structure with the same ventilation volume is low, followed by the transverse structure, while the longitudinal structure has the highest pressure value. The increase in clothing pressure value of a spiral pipeline structured ventilation suit with varying ventilation volumes is minimal.

The ventilation suit has a promising future as a type of personal protective equipment for mitigating heat damage in mines. It is of great value to study the pipeline structure of the ventilation suit for human comfort.

The purpose of this manuscript is to highlight how gamification is transforming recruitment, retention and training to resolve employee engagement challenges in the ever-changing workplace. In collaborating with game industry experts and designers, the authors taught students team leadership skills by demonstrating how to design and play their own original cooperative strategy games. In doing so, students learn what gamification is and how it can be used to train our multigenerational workforce; how designing board games teaches team leadership skills (e.g. communication, conflict management, power, decision-making); and how to develop cooperative strategy game elements (player characters, roles and actions) that motivate engaging gameplay with successful learning outcomes.

In this paper, the authors discuss the practical implications of a three-phase semester-long experiential learning experience, where game design demonstrates to students how employees can work collaboratively together in teams. Students’ developed storylines (i.e. strategic objectives) including motivation challenges, social media communication breakdowns, sabotage, global sustainability and other real-world challenges. In Phase 1, students learn about how companies are using gamification in training high-performing teams. In Phase 2, students play a cooperative strategy game Forbidden Island with their student teams. In Phase 3, students design (and play) their original cooperative strategy game, instructions booklet and build a facilitation guide.

Approximately, 400 students developed 48 original cooperative strategy games that can be used to teach team leadership skills. These student teams designed cooperative strategy board games – in which the entire team either wins or loses based on their control of valued resources and player actions as key decision-making points. The data and feedback indicate that the learning experience helped them practically consider team interdependence in making effective decisions, and in creating creative self-efficacy, resilience and self-confidence in their own leadership voice. In this manuscript, the authors focus on providing an overview and implementation plan for our semester-long experiential learning exercise.

This experiential exercise was implemented from 2019 to 2023 in different learning modalities (face-to-face, hybrid, 100% synchronous online learning) and during challenging times (prepandemic, pandemic and postpandemic learning environments). These varying experiences provided them with a challenge to persevere and learn about their own interpersonal skills and resilience in a creative engaging way with limited resources. Students developed 26 original games during 100% synchronous remote learning due to COVID. To the best of the authors’ knowledge, no other business school is working with gaming industry experts and game designers to teach team leadership to this degree during pre- and postpandemic environments.

This study aims to introduce management students to climate change by providing them with an opportunity to address it in their own lives, through a class exercise.

An in-class exercise was designed, carried out and described in this study. Student teams were assigned different questions on how to address major causes of climate change. Each team did research to generate answers, and ranked their answers based on the speed of implementation. Teams reported their answers to the class. The instructor facilitated a debriefing session, during which all responses were ranked with respect to other variables, including cost savings, time savings and lifestyle fit. This exercise uses few resources and can be adapted to different time lengths and teaching/learning formats (e.g. on-ground, virtual, asynchronous online).

This exercise can help students to gain an understanding of climate change and its causes and complexities. Students learn how to implement a diverse set of personal actions to mitigate climate change; these can start in the present and continue throughout their lives. In addition, this exercise may help students to make the leap from individual climate change mitigation practices to organizational and societal practices, when they are in the position to do so as future leaders.

Although classes, exercises, and assignments ask management students to consider issues such as climate change at the organizational level, this individual-level exercise can allow students with limited organizational experience to engage more quickly with climate change and better understand organizational and societal implications in the future. That is, if students first understand how to address climate change in their own lives, they may more effectively transfer and apply that understanding at organizational and societal levels and ultimately synthesize solutions to address climate change in the world.