Indonesia as an emerging country has a lot of traffic bottleneck challenges on urban road networks including in Banda Aceh, the capital of Aceh province. It is due to high traffic demand and limited supply of roadway. Consequently, traffic congestion leads to several externalities such as unnecessary travel times, air pollution, energy consumption, and driver frustration. An unsystematic bottleneck defines as a bottleneck that is without any changes in roadway geometric, and sometimes refers to hidden or virtual bottlenecks. Therefore, I wrote a basic traffic engineering book emphasizing the dynamic capacity method with application on virtual bottlenecks assessments. This book is aimed at undergraduate and postgraduate civil engineers particularly dealing with traffic planning and operation at the virtual bottlenecks. This book is essentially distinguished into six chapters. Chapter I and II deals with the traffic mechanism at unsystematic bottlenecks and its theoretical foundation for assessing the speed and capacity drops due to an active unsystematic bottleneck. The fundamental theory of static and dynamic approaches has been comprehensively discussed in this part. The following part of the chapter, III-VI covers practical assessment by considering U-turn and On-street parking bottlenecks as case studies including simulation methods to determine measures of the effectiveness of the design improvements. Data preparation, observation, analysis, and simulation are broadly deliberated for easy understanding for undergraduate and postgraduate university students. While this book is further intended for traffic engineering practitioners. I suppose that it will also be worth practicing for traffic and transport engineers as designers or planners.

This textbook provides a comprehensive and instructive coverage of vehicular traffic flow dynamics and modeling. It makes this fascinating interdisciplinary topic, which to date was only documented in parts by specialized monographs, accessible to a broad readership. Numerous figures and problems with solutions help the reader to quickly understand and practice the presented concepts. This book is targeted at students of physics and traffic engineering and, more generally, also at students and professionals in computer science, mathematics, and interdisciplinary topics. It also offers material for project work in programming and simulation at college and university level. The main part, after presenting different categories of traffic data, is devoted to a mathematical description of the dynamics of traffic flow, covering macroscopic models which describe traffic in terms of density, as well as microscopic many-particle models in which each particle corresponds to a vehicle and its driver. Focus chapters on traffic instabilities and model calibration/validation present these topics in a novel and systematic way. Finally, the theoretical framework is shown at work in selected applications such as traffic-state and travel-time estimation, intelligent transportation systems, traffic operations management, and a detailed physics-based model for fuel consumption and emissions.

Dynamic assessment embeds interaction within the framework of a test-intervene-retest approach to psychoeducational assessment. This book offers an introduction to diagnostic assessors in psychology, education, and speech/language pathology to the basic ideas, principles, and practices of dynamic assessment. Most importantly, the book presents an array of specific procedures developed and used by the authors that can be applied to clients of all ages in both clinical and educational settings. The authors discuss their approach to report-writing, with a number of examples to demonstrate how they incorporate dynamic assessment into a comprehensive approach to assessment. The text concludes with a discussion of issues and questions that need to be considered and addressed. Two appendixes include descriptions of additional tests used by the authors that are adapted for dynamic assessment, as well as information about dynamic assessment procedures developed by others and sources for additional information about this approach.

For undergradute social science majors. A textbook on the interpretation and use of research. Annotation copyright Book News, Inc. Portland, Or.

Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.